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Posted: Monday, January 14, 2008, 9:16 am
(Length: 12 sec)
Have a ball (actually three!) while helping your child with both counting skills and early literacy skills.
Here's a ball
Form circle with two hands.
And here's a ball
Move hands apart to make bigger circle.
And a great big ball I see.
Form a large circle with arms
Shall we count them?
Are you ready?
One, two, three!
Repeat the shapes.
Help your child be ready to read by practicing early literacy skills. Knowing what words mean will help children when it is time for them to learn to read.
You can help by:
- Books often have words that we don't use in everyday conversation. By reading books to your children, you're exposing them to new words they might otherwise not hear.
Activities for Babies:
- This rhyme shows three different size balls or circles. As you play with your baby, find toys that are different sizes and use words to describe them (big, bigger, biggest; small, medium, large; red, blue, green; soft, hard, smooth; etc).
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When something flies, it overcomes the force of gravity and moves through the air. Birds and aeroplanes fly using curved aerofoil wings that produce an upward force called lift. When birds flap their wings, they generate lift and move their bodies forwards at the same time. Aeroplanes generate lift with their aerofoil wings, but need engines to move them forwards.
An aerofoil wing generates lift because of its curved shape. As the wing moves forwards, air has to travel faster over the curved top of the wing to keep up with the air moving underneath it. This lowers the air pressure above the wing and creates an upward force that overcomes the aeroplane’s weight. An aerofoil also creates drag that pulls the aeroplane backwards.
Pilots control and steer an aeroplane using the ailerons, rudder, and elevators. These are swivelling flaps built into the wings and the tail of the aeroplane.
The pilot can bank (roll) the aeroplane by using the ailerons. For example, he turns to the right by tilting the right aileron up and the left aileron down. This increases lift on the left wing, reduces lift on the right wing, and makes the plane bank and turn to the right.
The rudder is a vertical flap on the rear edge of the tailfin. The pilot can swivel it from side to side to help turn the aeroplane to the left or to the right without banking.
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Why and How
Volcanoes Erupt back to home page
Volcanoes are openings in the earth's crust. When the volcano erupts, gas and rocks come out of the opening. The rock is very hot, so it is *molten, which means melted. Scientists call this melted rock *magma. Crystals and minerals are in the rock, but the crystals dissolve because it is so hot. When the magma gets to the surface, it is called *lava. When the lava hardens, it is called *lava rock.
There are pockets of magma underneath the earth in some parts of the world. The magma presses against rock the earth's crust. When the magma finds a spot in the crust where there aren't very many rocks, it pushes to the surface.
*CRUST- the outermost layer of the earth
*MOLTEN- melted rock and minerals
*MAGMA- Melted rock and gas
*LAVA-Magma when it reaches the surface
*LAVA ROCK- Hardened lava
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HOW TO READ AND WRITE
In this Lesson, we will answer the following:
|1.||What are the ten digits?|
|The ten symbols: 0 1 2 3 4 5 6 7 8 9|
105 is a three-digit number. The digits are 1, 0, and 5.
28 ends in the digit 8.
$364 has the same digits as $3.64.
Those ten marks are also known as the Arabic numerals, because it was the Arab mathematicians who introduced them into Europe from India, where their forms evolved.
We saw in Lesson 1 that '364' is a numeral, which is a symbol for a number. A number is the actual collection of units.
The powers of 10
Number Ten is a collection of ten Ones.
One Hundred is a collection of ten Tens.
The number we call One Thousand is a collection of ten One Hundreds.
Ten One Thousands are called Ten Thousand.
The numbers in that sequence are called the powers of 10.
|2.||Which numbers are the powers of 10?|
|They are the numbers produced when, starting with One, we repeatedly collect them into groups of 10.|
|10 Ones. 10 Tens. 10 Hundreds. 10 Thousands.
And so on.
Here are their names and numerals.
The Powers of 10
|Class of||One thousand||1,000|
|One hundred thousand||100,000|
|Class of||One million||1,000,000|
|One hundred million||100,000,000|
|Class of||One billion||1,000,000,000|
|One hundred billion||100,000,000,000|
Each power is composed of ten of the one above.
(The metric system is the system of measurement based on the powers of 10; see Lesson 4.)
Strictly, 1 is not a power of 10. The first power of 10 is 10 itself. Its numeral is a 1 followed by one 0. The second power of 10 is 100; it has two 0's. The third power has three 0's. And so on.
Notice how the names fall into groups of three:
One thousand, Ten thousand, Hundred thousand.
One million, Ten million, Hundred million.
Each group of three -- Ones, Tens, Hundreds -- is called a class.
Starting with Billions (bi for two), each class has a Latin prefix. To read a number more easily, we separate each class -- each group of three digits -- by commas.
In Lesson 1 we showed how to read and write any number from 1 to 999, which are the numbers in the class of Ones. Together with knowing the sequence of class names, that is all that is necessary to be able to read any whole number.
|4.||How do we read a whole number, however large?|
|Starting from the left, read each three-digit group; then say the name of its class.|
Example 1. Read this number:
Answer. Starting from the left, 256, read each three-digit group. Then say the name of the class.
"256 Quadrillion, 312 Trillion, 785 Billion, 649 Million, 408 Thousand, 163."
Do not say the class name "Ones."
Example 2. To distinguish the classes, place commas in this number:
Answer. Starting from the right, place commas every three digits:
Read the number:
"8 million, 792 thousand, 456."
Example 3. Read this number: 7,000,020,002
Answer. "Seven billion , twenty thousand, two."
When a class is absent, we do not say its name; we do not say, "Seven billion, no million, ..."
Also, every class has three digits and so we must distinguish the following:
As for "and," in speech it is common to say "Six hundred and nine," but in writing we should reserve "and" for the decimal point, as we will see in the next Lesson. (For example, we should write $609.50 as "Six hundred nine dollars and fifty cents." Not "Six hundred and nine dollars.")
Example 4. Write in numerals:
Four hundred eight million, twenty-nine thousand, three hundred fifty-six.
Answer. Pick out the classes: "million", "thousand". Each class (except perhaps the first class on the left) has exactly three digits:
Example 5. Write in numerals:
Five billion, sixteen thousand, nine.
Answer. After the billions, we expect the millions, but it is absent. Therefore write
Again, we must write "sixteen thousand" as 016; and "nine" as 009; because each class must have three digits. The exception is the class on the extreme left. We may write "Five" as 5 rather than 005.
When writing a four-digit number, such as Four thousand five hundred, it is permissible to omit the comma and write 4500. In fact, we often read that as "Forty-five hundred." But when a number has more than four digits, then for the sake of clarity we should always place the commas.
Example 6. Distinguish the following:
|a) Two hundred seventeen million||b) Two hundred million seventeen|
|a) 217,000,000||b) 200,000,017|
At this point, please "turn" the page and do some Problems.
Continue on to Section 2: Place value
Please make a donation to keep TheMathPage online.
Even $1 will help.
Copyright © 2012 Lawrence Spector
Questions or comments?
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What's The Point
Hunting for hidden shapes is a good way for children to learn to recognize the characteristics, or attributes, that make each shape unique (e.g., squares have four sides, triangles have three sides, and circles are round).
Buddy’s Gem Hunt – Follow Buddy down into a cave in search of gems of different shapes. Then play a pattern recognition game with the gems you found.
This Activity Will Help Your Child
- Recognize shapes
- Sort by shape, size, and color
- Practice measurement vocabulary
- Mouse Shapes
by Ellen Stoll Walsh
- Colors and Shapes/Los colores y las figuras
by Gladys Rosa-Mendoza
Poster board or cardboard
Round bowl or glass
How Do I Do It?
- Cut out different kinds of shapes from poster board or cardboard. Shapes to include: circle, square, triangle, rectangle, pentagon, and hexagon. Use a ruler to draw straight sides. An easy way to draw a circle is to turn a round bowl or glass upside-down and draw around the rim.
- Hide the shapes in a room or in the backyard. Make them easy to find, because the challenge for your child will be to find the right shape by looking at its attributes.
- Tell your child that Buddy and his dinosaur friends are going on a shape scavenger hunt. “Do you want to join them?”
- Ask your child: “Can you find a round shape?”, “Can you find a shape with three sides?”, “Can you find a shape with six sides?”, etc.
- When your child finds a shape, a triangle for example, say “Great, you found a shape with three sides. What is that shape called?” If your child has difficulty naming the shape, say instead: “Great, you found a triangle. How many sides does a triangle have?”
- Once your child is comfortable with the game, tell him you want to join the shape hunt. Ask your child to hide a shape and describe it for you to find.
Take It Further
Help your child make a shape book with the shape cut-outs. Paste each shape on a separate piece of paper and write the shape's name at the top of the page. Ask your child to make a cover for the book by drawing different shapes on another piece of paper. Call it "My Shape Book" or include your child's name in the title (e.g., "Johnny's Shape Book"). Staple the pages together, or punch a hole in one corner and loop a piece of string or yarn through and then tie it.
Go on a shape hunt in your neighborhood or town. Ask your child to point out shapes he finds in buildings, road signs, and even in the patterns of floors and floor coverings.
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THE NATURAL NUMBERS
MATHEMATICS IS NOT ONLY about numbers, it is about things that are not numbers; for example, length; the distance from here to there,
from A to B. Now a length is not a number, yet we describe lengths by saying that they are like numbers. For if CD is made up of three segments equal to AB, then we say,
AB is to CD as 1 is to 3.
And if AB happens to be 1 centimeter, we would say that CD is 3 centimeters.
That is, we can say that CD is "three times" AB, and "three times" is the name of the ratio -- the relationship -- of CD to AB. The eventual question will be:
If AB is the unit of length, and CD is any length, will we always be able to name their ratio, that is, express it in words? Will we always be able to name a number n such that, proportionally,
AB is to CD as 1 is to n?
That number will be called a real number, which is a number we will need for measuring rather than counting. We will see that there will be problems. At the root of the problem is the difference between arithmetic and geometry.
The natural numbers
A unit is that form in accordance with which each thing that exists
(After Euclid, Book VII, Definition 1.)
One apple, one orange, one person.
A natural number is composed of the same indivisible and separate units.
The people in the room, the electrons in an atom, the fingers on your hand. Our idea of each of them is that they are composed of units. You cannot take half of any one. If you do, it will not be that unit -- it will not deserve the same name -- any more. Half a person is not also a person.
Every language has its names for the natural numbers. The English names are the familiar "One, two, three, four," and so on. Their numerals are "1, 2, 3, 4." Like the names, they represent the numbers, and it is with those that we count and calculate. Throughout history there have been many ways of representing numbers. The student is surely familiar with the Roman numerals: I, V, X, and so on.
The natural number however is the actual collection of units, /////, which we could represent by strokes or dots. For there is no "5" apart from five units, even though we do not say the word units. It is common, however, to refer to the numerals themselves -- 1, 2, 3, 4, and so on -- as "numbers."
We will see that we can always put into words how any two natural numbers are related. That relationship is called their ratio.
Cardinal and ordinal
The counting-names have two forms: cardinal and ordinal. The cardinal forms are
One, two, three, four,
and so on. They answer the question How many?
The ordinal forms are
First, second, third, fourth,
and so on. They answer the question Which one?
We will now see that the ordinal numbers express division into equal parts. They will answer the question, Which part?
Parts of natural numbers
If a smaller number is contained in a larger number an exact number of times, then we say that the smaller number is a part of the larger. (That is called an aliquot part.) Equivalently, the larger number is a multiple of the smaller.
Consider these first few multiples of 5:
5, 10, 15, 20, 25, 30.
5 is the first multiple of 5. 10 is the second; 15, the third; and so on.
5 is a part of each of its multiples except itself. It is a part of 10, of 15, of 20, and so on.
Now, since 15 is the third multiple of 5, we say that 5 is the third part of 15. We use that same ordinal number to name the part.
The ordinal number "third" names which part of fifteen 5 is.
5 is the fourth part of 20; it is the fifth part of 25; the sixth part of 30. And so on.
5 is which part of 10? We do not say the second part. We say half. 5 is half of 10.
It is extremely important to understand that we are not speaking here of proper fractions -- numbers that are less than 1 and that we need for measuring. We are explaining how the ordinal numbers -- third, fourth, fifth, and so on -- name the parts of the cardinal numbers. Those ordinal names of the parts are logically prior to the names of the fractions, as we will see. (Why do we call the number we write as 1 over 3 "one-third"? Because 1 is the third part of 3. And that fraction is the third part of 1.)
Note that 5 is not a part of itself. There is no such thing as the first part.
So, with the exception of the name half, we name each part with an ordinal number. The ordinal number names which part.
(For more details, see Skill in Arithmetic, Lesson 15.)
a) Write the first five multiples of 6.
To see the answer, pass your mouse over the colored area.
6 12 18 24 30
b) 6 is which part of each one of those (except 6)?
6 is half of 12; the third part of 18; the fourth part of 24; the fifth part of 30.
Problem 2. Complete the following with the word multiple or part.
a) A larger number is a multiple of a smaller.
b) A smaller number is a part of a larger.
c) 15 is the fifth multiple of 3, is the same as saying that 3 is the fifth
d) We say that 4 is the third part of 12, because 12 is the third multiple
e) 40 is eight times 5, therefore 5 is called the eighth part of 40.
f) Every number is a certain part of each of its multiples.
g) A number is divisible by 9, is the same as saying that the number is a
a) Write all the divisors of 20.
1, 2, 4, 5, 10, and 20
b) Each divisor, except 20 itself, is which part of 20?
1 is the twentieth part of 20.
2 is the tenth part of 20.
4 is the fifth part of 20.
5 is the fourth part of 20.
10 is half of 20.
Problem 4. 1 is a part of every number. Which part is it of the following?
2 Half. 3 Third. 4 Fourth. 10 Tenth. 79 Seventy-ninth.
Problem 5. What number is each of the following?
Divisors and parts
Theorem. For every divisor that a number has (except 1), it will have a part with the ordinal name of that divisor.
That is, if a number has a divisor 3, then it will have a third part; if it has a divisor 4, it will have a fourth part; while if it has a divisor 2, then it will have a half.
Example. Into which parts could 50 people be divided?
Answer. Here are all the divisors of 50:
1, 2, 5, 10, 25, 50
Corresponding to each divisor (except 1) there will be a part with the ordinal name of that divisor. Thus, since 2 is a divisor, 50 has a half (which is 25). Since 5 is a divisor, 50 has a fifth part (which is 10). Since 10 is a divisor, 50 has a tenth part (which is 5). Finally, it has a twenty-fifth part (which is 2), and a fiftieth part (which is 1).
These are the only parts into which 50 people could be divided. You cannot take a third of 50 people. 50 does not have a divisor 3.
Problem 6. Which numbers have a sixth part?
To see the answer, pass your mouse over the colored area.
Only those numbers that are divisible by 6. They are the multiples of 6:
6, 12, 18, 24, 30, etc.
The sixth part of 6 is 1; the sixth part of 12 is 2; the sixth part of 18 is 3; and so on.
a) Name all the divisors of 32. Name each part that 32 has.
Divisors: 1 2 4 8 16 32
32 has a half, a fourth part, an eighth part, a sixteenth part, and a thirty-second part.
b) Name each part that 13 has.
Only a thirteenth part, which is 1.
c) 10 people could be divided into which parts?
Half, fifths, and tenths.
d) 7 pencils could be divided into which parts?
If we divide 15 into three equal parts, that is, into thirds, then the third part of 15 is 5.
But each 5 is a third part of 15. Therefore, two 5's -- 10 --are two third parts of 15. Or simply two thirds.
Those words, "two thirds," are to be taken literally, like two apples or two chairs. Two thirds are twice as much as one third. Count them:
One Third, two Thirds. 5, 10.
Now, 10 is not a part of 15 because 15 is not a multiple of 10. We say, rather, that it is parts, plural. Two third parts.
Similarly, if we divide 15 into its fifths,
3 is the fifth part of 15.
6 is two fifth parts of 15.
9 is three fifth parts of 15. (Count them!)
12 is four fifth parts of 15; or simply four fifths.
And 15 is all five of its fifth parts.
We can state the following theorem:
Theorem. Each number is either a part of a larger number or parts of it.
The following problem will illustrate this. It will illustrate that each number less than 9 is either a part of 9 or parts of 9.
a) Into which parts can 9 be divided?
Ninths and Thirds.
b) Each number less than 9 is which part of 9, or which parts of 9?
1 is the ninth part of 9.
2 is two ninths of 9.
3 is three ninths -- and also the third part -- of 9.
4 is four ninths of 9.
5 is five ninths of 9.
6 is six ninths -- and also two thirds -- of 9.
7 is seven ninths of 9.
8 is eight ninths of 9.
Each number less 9, then, is either a part of 9 or parts of it. We can therefore express in words how each of those numbers is related to 9. We can say that 7, for example, is "seven ninths" of 9.
Notice how each number says its name. 7 says its cardinal name "seven." 9 says its ordinal name "ninth."
Problem 9. What relationship has 9 to 10?
9 is nine tenths of 10.
Please make a donation to keep TheMathPage online.
Copyright © 2012 Lawrence Spector
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5th Grade Oral Language Resources
Students will:• Learn about the concept of whales.
• Access prior knowledge and build background about whales.
• Explore and apply the concept of whales.
Students will:• Demonstrate an understanding of the concept of whales.
• Orally use words that describe different types of whales and where they live.
• Extend oral vocabulary by speaking about terms that describe whales and whale body parts.
• Use key concept words [inlet, humpback, ocean, fins, underwater; submerge, ascend, Baleen, mammal].
Explain• Use the slideshow to review the key concept words.
• Explain that students are going to learn about:
• Where whales live.
• Parts of a whale's body.
Model• After the host introduces the slideshow, point to the photo on screen. Ask students: What kind of animal do you see in this picture? (whale). What do you know about these animals? (answers will vary).
• Ask students: What are the dangers facing whales? (too much hunting, polluted environment).
• Say: In this activity, we're going to learn about whales. How can we protect whales? (not pollute the environment, join groups that are concerned with their safety).
Guided Practice• Guide students through the next two slides, showing them examples of whales and the way whales live. Always have the students describe how people are different from whales.
Apply• Play the games that follow. Have them discuss with their partner the different topics that appear during the Talk About It feature.
• After the first game, ask students to talk about what they think a whale's living environment is like. After the second game, have them discuss what they would like and dislike about having the body of a whale.
Close• Ask students: How do you move in the water?
• Summarize for students that since whales are mammals, they have to come above water to breathe. Encourage them to think about how they breathe underwater.
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Chapter 5: Circles and Loci
First, we are going to talk about the circle. A circle is the set of all points in a plane that are a given distance from a fixed point in that plane. The fixed point is the center of the circle. A segment from the center to any point on the circle is a radius. A circle is named by its center. The circle with center point O is called circle O.
When two circles have the same radii, then these two circles are called congruent. Talking about the radius, when set of all points whose distance from center of the circle is less than the radius, it is called the interior of the circle; when set of all points whose distance from the center of the circle is greater than the radius, it is called the exterior of the circle. Two radii form the diameter that is the longest distance in the circle. Diameter is also a kind of chord which is a segment whose endpoints are on the circle. When you extend a chord into both directions, you get a secant. A secant is a line that intersects the circle in two points. A special kind of secant is called tangent that only intersects the circle at one point. The point of intersection is called the point of tangency. Followings are some additional concepts about the chord and tangent:
If a line or segment contains the center of a circle and is perpendicular to a chord, then it bisects the chord.
In the same circle or in congruent circles, congruent chords are equidistant from the centers.
In the same circle or in congruent circles, chords that are equidistant from the centers are congruent.
You can also jump to the chapter of your choice by using the drop-down list at below.
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How to Use IS KNOWN AS and ARE KNOWN AS to Find
the meanings of Words!
made of three straight lines is known as a triangle.
There are different kinds of triangles. Some triangles are
bigger than others. Some triangles have different shapes than
others. Triangles that are the same shape and size are known as congruent
triangles. If they are the same shape, but are different
sizes, they are called similar triangles.
The context clues
as, is/are called, and is/are known as work differently from the other context
clues we have looked at. The words we want to know the meaning
of are found AFTER these context clues. The meanings of the
words are found IN FRONT OF the context clues.
Directions: Choose the correct answers that tell
what the words in red mean.
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Solve problems involving ratios.
Number Framework Stage 8
Discuss a situation where the students have encountered percentages in their daily
life. They will often suggest sports (for example, shooting for goal), shopping (such
as discounts or GST), and, in country areas, calving or lambing percentages. Tell the
students that the % sign comes from the “out of” symbol, /, and the two zeros from
100. It means, “out of 100”.
Problem: “In a game of netball, Irene gets in 43 out of her 50 shots. Sharelle takes 20
shots and gets in 17. Who is the better shot?”
Tell the students that percentages are used to compare fractions. In Irene’s case, the
fraction is 43/50 . Doubling 43 calculates the shooting percentage because 43/50 is equivalent
to 86/100 (86 out of 100). Represent this on a double number line.
Ask the students to work out what Sharelle’s shooting percentage was for the same
game. Represent this on a double number line to show that fi nding a percentage is
like mapping a proportion onto a base of 100.
Pose the students a percentage problem that can be modelled with the percentage strips.
For example: “Tony got in 18 out of his 24 shots. What percentage did he shoot?”
Mapping 18 out of 24 onto a base of 100 gives 75%.
Pose similar problems that the students can solve by aligning differently based
strips with the 100-base strip. Examples might be:
16 out of 32 (50%) 9 out of 36 (25%) 10 out of 25 (40%)
12 out of 16 (75%) 12 out of 40 (30%) 4 out of 20 (20%)
Show the students the base strip, but have the percentage strip aligned to it and
turned over so they can’t see the beads. Give the students “out of” problems and
have them estimate the percentage by visualising.
For example, pose six out of 16. Mark six with a paper clip. The students should
estimate the percentage as just below 40% or greater than 33.3% (one-third). A
calculator can be used to work out the exact percentage by keying in 6 ÷ 16%. The
percentage strip can then be turned over to check the estimate. Ask how else they
could have estimated the percentage if there had been no strips.
Look for ideas like “Six out of 16 is the same as three out of eight, and that is half of
three out of four” or “There are over six sixteens in 100. Six times six is 36, so it will
be more than 36 percent.”
Pose similar imaging problems like:
8 out of 20 (40%) 15 out of 25 (60%) 4 out of 16 (25%)
32 out of 40 (80%) 20 out of 32 (62.5%) 14 out of 36 (39%)
Focus on strategies based on the numbers involved that could have been used to
estimate the percentages.
The students can play the game of Percents (see Material Master 7–5) to consolidate
Using Number Properties
Give the students percentage problems to solve. Pose these problems in contexts
of sports scores, shopping discounts or mark-ups, or lambing percentages. Pose
some problems where duplication of the base onto 100 is not easy. For example, 25
is easily mapped onto 100 through multiplying by four, whereas 40 is not so easily
mapped (although students should be encouraged to recognise that 2.5 _ 40 = 100).
Examples that involve percentages greater than 100 should also be used.
Some examples might be:
18/24 = ? %? (75%)
25/40 = ? %? (62.5%)
18/27 = ? %? (66.6%)
8/32 = ? %? (25%)
24/16 = ? %? (150%)
55/20 = ? %? (275%)
Get the students to record their thinking using double number lines or ratio tables,
e.g., 27/36 = 75%.
Use brochures from local retailers. Tell the students that one shop has a “25% off”
sale, another has a “40% off” sale, and a third has a “one-third off” sale. Give the
students an arbitrary budget to spend at the three shops.
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Dinosaurs Say Duh!
Rationale: Phonemes are very important to learn for proper reading instruction. Students must learn letters and their related phonemes in order to become fluent readers. Research has shown that letter recognition and phonemic awareness are the two strongest predictors of success in reading. The goal of this lesson is for students to learn the phoneme d, and better recognize the sound at the beginning, middle, and ending of words. They will also learn the motions used when writing the letter because many students have difficulty distinguishing between d and b when writing, so practice with writing d will help students make this distinction.
Materials: A large picture of the letter d, poster with tongue twister and pictures depicting it, "David the dinosaur doesn't like doughnuts," picture cards with pictures of words: (dog, shirt, doctor, basket, desk, bed, deer, car, dinosaur, juice, dribble, fish, duck, horse), white board, dry erase markers, primary paper and pencils for each students, Danny and the Dinosaur by Syd Hoff, and a worksheet with pictures (dish, box, cow, dentist, dish, cup, lid, tree, dolphin, doll, hat, dime, dress, blanket).
lesson by explaining that students will be learning more about the
letter d. "Today, we are
to talk about this letter (hold up a picture
of the letter d).
Can anyone tell me what
this letter is? That's right.
It's a d. D
makes a d-d-d-d sound. When you think of
the letter d, I want you to
think of someone saying "duh," because that's what the letter d sounds like. Everyone say duh duh duh."
Show the students the poster with the tongue
twister and picture. "Now I'm going
to say a sentence that has a lot of
words with the letter d. I'm
say it by myself first, and then I want you to repeat it. David the dinosaur doesn't like doughnuts. Ok, now you say it. David the dinosaur doesn't like doughnuts. Now, what was that sound that I said the d sounds like? /d/. I'm going to stretch that sentence out so that I can feel the way my mouth moves when I say each d. Duh-avid the duh-inosaur duh-oesn't like duh-oughnuts. This sounds silly, but try to say it with me. Duh-avid the
duh-inosaur duh-oesn't like duh-oughnuts. Good job everyone!"
Next I'll use the
picture cards and hold up two at a time, one with a picture that starts
with the letter d with one that does not.
This will help students be
able to hear the phoneme /d/ and distinguish between it and different phonemes. "I'm going to hold up two pictures and I want you to tell me what each picture is and then which of the pictures starts with the letter d and has that /d/ sound." Hold up two pictures (dog and shirt). Students will say the name of each picture. Call on one student to pick the picture with the phoneme /d/. Ask them how they knew which word to pick. Continue with all seven sets of pictures.
Have the students
take out primary paper and pencil, and model each step for writing the
letter d. "Let me show
to spell the /d/ sound with the
letter d. Start with little c by starting just below the fence. Go up to the fence and curve around until you get to the sidewalk. Curve back up and you have little c. Then go up to the rooftop and make a line all the way down to the sidewalk to make the little d. I'm going to come around and check everybody's first d. Then I want you to try six more times."
5. "Sometimes, d comes in the middle or at the end of a word. Let me show you how to find the d in the word middle. I'm going to stretch the word out very slowly and listen for the /d/. mmm-iddle, mmm-iii-ddle, mmm-iii-ddddd-le. There it is! I hear /d/ in middle!"
6. Call on students to answer each and tell how they knew. "Do you hear /d/ in taddle or pencil? Fish or kid? Dark or back? Lid or chick?"
Show the book Danny and the Dinosaur. "Danny is a little boy who loves
dinosaurs. One day he gets really lucky and
finds one in a museum. Danny
rides his dinosaur out of the museum and into the street. As you can imagine, this causes a lot of confusion when people see a read dinosaur. We're going to read to find out what kind of stuff Danny and his dinosaur do. Now remember that /d/ sound? I want you to say DUH every time you hear that sound." Read the book.
8. Distribute the worksheet with pictures and a few words. Ask students to circle the pictures whose names have words with d. Use this to assess students' progress.
Battles, Ellen. (2007). Diving Deep. Emergent
Hoff, Syd. Danny and
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Rationale: Letter recognition is vitally important for emergent readers and they need to understand that each letter is associated with a corresponding sound. This lesson will help the students learn the grapheme and phoneme i=/i/. They will have practice with words including i=/i/ and ones that do not. This will help the students study the difference and master the short i. Children need to know phonemes before they can make meaning out of words. At the end of this lesson a child should be able to recognize i=/i/.
is Six by Sheila Cushman, Educational Insights.
by Sheila Cushman, Educational Insights.
-Picture worksheet with teacher’s choice of pictures (i.e. picture of mitt vs. cow)
“Boys and girls, we have been working on our short vowels the past couple of weeks. We have already learned that a=/a/ and e=/e/. Today we are going to look at the letter i and listen for what sound it makes! We can hear /i/ in igloo. Can you hear the /i/ in igloo? Now everyone make the /i/ sound and look across at your friend to see the mouth movement they make! Today we will learn about many words that have i=/i/.”
“Has anyone ever gotten their hands icky and sticky from glue before? Do you hear the /i/ in icky and sticky? (Note: It is important to draw out the /i/ for students to hear in words) Boys and girls, let’s all shake our hands when we hear the /i/ in the following words, just like we hear in icky (shake hands) and sticky (shake hands). Do you hear the /i/ in: lick or lack? pug or pig? last or list?”
“Boys and girls, now we will try a tongue twister with the /i/ sound. Make sure to draw out the /i/ so that everyone can hear it in the sentence. ‘/I/zzy the /i/nchworm /i/s /i/tchy.” Very good boys and girls”
“You all did so well with the tongue twister. Now it is time to pull out our primary paper and pencils. We will practice writing the letter i on our pages. This will help us recognize the sound /i/ with the letter. Okay students; follow what I do on the board with your own paper. Start at the fence and move down to the sidewalk. That is the body of our little i. Next we dot it! Let’s try it again, start at the fence and move down to the sidewalk and dot the little i. Very good class! I want you all to make at least 5 more i’s so that I can walk around the classroom and help any of you that need it”
“Good job class on writing our little i. You all did such a good job. Now we are going to do a really fun activity. You are going to have to think about the various items we have in the classroom and try to name something that you hear the /i/ in. For example, you could say that you hear /i/ in fish. If you can’t find any in the classroom, and you think of any word on your own that you hear /i/ in, you can say that too! Okay let’s begin!” (Teacher can call on individual students then).
“Now it is time for me to read a book to you. This book will include many words with the /i/ in them. As I read the book, I want each of you to shake your hands each time you hear a word that includes the /i/. The book is called Liz is Six.” As the teacher reads the story, he/she should pay attention to students and observe which students understand that i=/i/.
“Alright students, now that each of you has done such a good job on i=/i/, I am going to pass out some worksheets with pairs of pictures for each number. I want you to circle the picture whose name includes /i/.” Teacher should walk around the classroom and see if any students need help.
Assessment: Collect the students’ worksheets.
Piggy by Emily Watts
http://www.auburn.edu/rdggenie/insp/wattsel.html (Emily Watts)
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READY, SET, READ!
RATIONALE: In order for students to read fluently, they need to be able to read quickly, expressively, and smoothly. Once students are able to decode effortlessly, they are able to enjoy reading much more because they can focus more on the story than on decoding the words. To improve fluency, students need to have repeated direct practice with texts. This lesson is aimed at helping students read expressively, smoothly, and quickly.
· Book The Paper Bag Princess by Robert Munsch (one copy per student or pair of students)
· Rubric (one per student)
· Stopwatches (one per pair of students)
· Board and chalk
1. Review cover-ups with students: “Who remembers what we do when we come to a word we don’t know? That’s right! We use cover-ups. Does everyone remember how we do that? Let’s review. Let’s say we have the word snatch (write the word on the board). We would cover-up everything but the a in the word like this (show the students how you cover the word). We know that a makes the /a/ sound. Alright, then we look at what comes before the vowel (uncover that part of the word) sn=/sn/. Now we blend them together to get /sn/ /a/. Now look at the end of the word (uncover the rest) tch=/ch/. Put it all together and we get /sn/ /a/ /ch/. Whenever you see a word you don’t know, use this strategy.”
fluency to students: “When we read and
reread a text many times,
we are able to read it quickly and smoothly.
Every time we read the same book, we get better at reading it. Now I will read a sentence from the story we
are about to read, The Paper Bag Princess.
It’s a funny story about a girl named
3. Explain cross-checking to students: “It is important for fluent readers to read fast. But it is also important that they understand what they read. Cross-checking is a great way for making sure what we read makes sense. (Write sentence on the board: The cat played with the yarn) If we read the sentence very quickly and accidentally read it ‘The can played with the yarn’ we would need to use cross-checking to see that this does not make sense. A can can’t play with yarn. We would look at the sentence again and see that can should have been cat. Ohhh…. The CAT played with the yarn!”
4. Place students in pairs: “Alright, now I am going to pair you up with another student (you should already have students paired; provide each student with a stop-watch, markers or crayons, two rubrics, and a copy of the book). First you and your partner will read the whole book together. Then I want one of you to read the book again and the other person should time the reader. The timer should start the stop-watch as soon as the reader starts reading. When you reach one minute, stop the stop watch and count how many words the reader read. Write this down on the rubric. Color up to the number of words you read with your marker or crayon. Then have the other person read and do the same thing. Each person should be timed 2 times and this should be written on the rubric. If there aren’t any questions, let’s get started!”
Assessment: Ask each student to
come up and do a
one-minute read with you. You can ask
the student questions at the end to see how well they comprehended the
story. Such questions might be “who
Remembered more words
Read with expression
Munsch, Robert. The
Paper Bag Princess.
Roehm, Sara. “Go Speed Racer!” http://www.auburn.edu/rdggenie/insp/roehmgf.html
Lloyd. Teach decoding: why and how.
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Know your phonemes! The letter "A" makes a few different sounds. Can you identify the differences in the words listed on this worksheet? Help your child learn the difference between long "A", short "A", and the "aw" sound. See if he can find the words that have "A" sounds, but no letter "A"!
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Teaching your child about money reinforces the basic
number facts of the base 10 number system: 0, 1, 2,
3, 4, 5, 6, 7, 8, 9. At first, for
younger children, you can count the number of each
denomination you have on hand. And, as you
move up the currency you can show how each is
related to the others. Another important
concept to teach here grouping similar coins and
bills. One way to reinforce this grouping, is
to count more than $2 worth of pennies, nickels
and/or dimes. Let your child count until
half of the coins have been counted, then distract
him/her to read a few pages of his/her favorite
book, better if it relates to counting. After
that task has been completed, return your child to
continue counting the coins. He/she will
probably start over, and here is where you step in
to show your child how to group the coins in
separate piles; doing so makes it easy to return to
the task and later to actually find the value of all
So, a penny represents 1,
a nickel represents 5 (pennies)
a dime represents 10 (pennies)
a quarter represents 25 (pennies)
a fifty cent piece (half dollar) represents
and a dollar piece represents 100 (pennies).
Notice how I related each denomination to pennies.
As your child masters these equivalences he/she will
make relationships between the others, like 2
nickels makes a dime.
10 groups of
Here we go.... start with a bag of
100 pennies. Use real currency here,
you are not doing your child any favors with fake
money. Have your child start counting the
pennies, as I mentioned earlier. Now interrupt
and return. Suggest to you child to place
these pennies into separate piles with the same
number of pennies in each. 10 is a number
familiar to probably every child and is the number
to use. Your child already counts 1, 2, 3,
..., 9, 10 and starts over, 11, 12, 13,
..., 19, 20 etc. Interrupt your child
again, then return. Point out it is much
easier to continue then to start all over again.
10 groups of
10 = 100 = 1 dollar
Your child has now separated the pennies into 10
piles of 10. Count these, 10, 20, 30, 40, 50,
60 , 70, 80, 90, 100. Point out if all the
pennies are placed in a pile, you wouldn't know
there were 100 pennies. We've grouped
the pennies into equal piles of 10. Point this
out, it is most important. Move the piles next
to each other and place a dollar piece next to it
(or a dollar bill if you have no dollar piece.)
Make the equivalence between the pennies and the
dollar. 100 pennies is 1 dollar. As k
your child which would be easier to carry around, a
bag of 100 pennies or a single dollar coin (or
This is still too abstract! What's a penny?
What's a dollar? Ok, a "cent" is a
"penny." So, in words, if a toy costs 1 dollar
and 35 cents, then ask your child how many pennies
it would take to buy that toy? Help your child
make the connection between the pennies already
counted and the price of this toy. Not enough
pennies. Now place the dollar piece there and
ask your child if there is enough. How many of
the pennies would be required with the dollar?
How many pennies are left?
10 dimes = 1
Once again, have your child divide the pennies into
10 piles of 10. Ask your child to verify
he/she has 100 pennies. Repetition is most
important throughout. Now, explain with 10
dimes handy that each dime is the same as each pile
of pennies by placing a dime by each pile. Ask
your child if the pennies added up to a dollar.
Hopefully with the answer yes, then, ask how many
dimes add up to a dollar. Help your child
arrive to the answer 10. So, help your child
make the connection that 10 dimes represents 100
pennies which represents a dollar. Now with
the pennies, dimes and dollar, ask your child to pay
for the toy mentioned above. Any answer as
long as it's correct is fine. For example, use
the dollar and 35 pennies. But help your child
connect the dimes, the dollar and the pennies to pay
for the toy with the dollar, 3 dimes and 5 pennies.
piece (half dollar)
Here we go again, have your child divide the pennies
into 10 columns of 10 pennies apiece.
Reinforce that 100 pennies in 10 columns of 10
pennies apiece is the same as 1 dollar.
Now separate the first 5 columns from the last five
columns. Place a 50 cent piece above each
group of 5 columns. Explain to your child that
each 50 cent piece is 50 pennies. So 2 half
dollars is 100 pennies is 1 dollar.
Now, ask your child to place the dimes back into the
picture, one above each column. then ask, how
many dimes are in the half dollar.
This time have your child separate the pennies into
piles of 5 each. When done, ask how many piles
there are. then ask if this makes sense?
10 piles of 10 is 20 piles of 5. this can be
hard to grasp, if so, have your child separate into
columns of ten, then carefully pull the bottom five
pennies from each column a bit below the top five.
Now count the groups of 5. Have your child
place a nickel by each 5 pennies. And say with
your child "5 pennies is a nickel" for each
nickel. So 20 nickels represents 100 pennies
which is 1 dollar. Recall the half dollar
exercise. How many nickels are in the each of the
two groups? 10 nickels is a half dollar.
Have your child group the pennies in
columns of 10 each. Now count the pennies
starting from 1 down one column then the next.
When your child reaches 25, group those pennies
together, then start counting again, 1 to 25.
You should have 4 groups of 25 pennies, 2 and 1/2
columns each. Now have your child place a
quarter next to each group. So, each quarter
is 25 pennies, and 4 quarters are 100 pennies.
Now is a good time to have your child relate dimes
and nickels to quarters, quarters to half dollars,
etc. Ask your child with all of these choices
how he/she would pay for that 1 dollar and 35 cent
toy. Explore all possibilities.
Finally, have your child play play bank teller.
Ask your child to convert one denomination to the
other. More advance, ask your child to make
change for a purchase of some pretend item.
Oh, one final note, its fine to tell your child that
$1.35 means 1 dollar and 35 cents. That
is, the number to the left of the decimal point
(dot) is the number of dollars and the number to the
right of the dot is the number of pennies.
And don't try to do this all in one sitting!
This takes time!
Kindergarten Money Lesson Plan
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First of all... I don't know how you all teach and have a blog! This is the first post I've had since September and I had to share these cool multiplication disks.
My students needed to practice their multiplication facts so I told them I would make them flash cards. However, to make flash cards for multiplication and division facts 1 through 12 for 17 children... well that's a lot of paper. So I found these disks and they took far less time, and are so much cooler. My kiddo's loved them!
So here is how to make them:
1. Cut out a circle.
2. Put 12 holes around the edge - I used a cool star punch.
3. Put x ___ (the factor i.e. 1,2,3,4 etc...) in the middle.
4. Next to each hole write the numbers 1- 12 (I wrote mine random - because I wanted my students to practice them - you could also write them in order)
1. Write ÷ __(same factor as above)
2. Put your finger over the hole and figure out the problem from the other side. For example: If your factor in the middle is 6 and the hole you put your finger over is 7 (from the multiplication side) do 6 x 7. This equals 42 so write 42 on the hole. Do this for each number.
Here is an example of step two from above: 6 x 10
is equal to 60. When I flip the disk over and look at the number where my finger was it should show 60
This is such a cool tool to use in the classroom... but so hard to explain... let me know if I need to upload a video and I'll see what I can do.
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Choose one or two of these ideas to explore
with your child:
- Provide opportunities for your child to make
friends by letting them play with other children, either at home
or in larger settings. Encourage your child to learn to respect
the views of others, to share toys and take turns. This should
help foster firm friendships!
- Teach your child some traditional games,
such as hide and seek or I spy. Invite another adult and child
to play with you. Besides social skills, hide and seek helps develop
counting skills (count to 10 while the others hide!). I spy helps
reading and spelling. (Use the sound at the beginning of the chosen
word to help your child focus on the initial sound.)
- Help your child to learn to care for their
friends. For example, involve them in choosing or making a present
for their friend's birthday or a celebration or just for fun.
Get your child to help you wrap the present and write on a homemade
card. (Write your child's name and let them trace over the letters
- Some children may have imaginary friends.
This is a natural part of play. Find some stories in the library
about children with imaginary friends. Read them aloud to your
child and talk about the stories together.
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When an object is immersed in water, it feels lighter.
In a cylinder filled with water, the action of inserting a mass in
the liquid causes it to displace upward. In 212 B.C., the Greek
scientist Archimedes discovered the following principle: an object
is immersed in a fluid is buoyed up by a force equal to the weight
of the fluid displaced by the object. This became known as Archimede's
principle. The weight of the displaced fluid can be found
mathematically. The fluid displaced has a weight W = mg. The mass can
now be expressed in terms of the density and its volume, m = pV.
Hence, W = pVg.
It is important to note that the buoyant force does not depend on the
weight or shape of the submerged object, only on the weight of the
displaced fluid. Archimede's principle applies to object of all
densities. If the density of the object is greater than that of the
fluid, the object will sink. If the density of the object is equal to
that of the fluid, the object will neither sink or float. If the
density of the object is less than that of the fluid, the object will
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Since we are diurnal animals (we are awake during the day and sleep at night), during the day we need to be able to see many things about an object: its colours, textures, and contours. At night, though, our eyes don’t need to function as well. In order to see in these two different ways, the eye uses structures called light receptors. These receptors are located on a very thin sheet of tissue, called the retina, located at the back of our eyeball. Light enters the eye through the lens and hits the receptors on the retina. The retina then sends the light via the optic nerve to the brain, where the information is processed.
There are two types of receptors, performing two different functions. The first type, cones, are sensitive to light and colour, and are used mostly for day vision. The other type are rods, which are sensitive to dim light but not to colour. During the day the eyes mostly use cones, so in daylight we see colours. At night, though, the eye uses mostly rods. For this reason we don’t see colours at night very well.
The use of rods and cones has a couple of interesting consequences. At the centre of the retina is a spot called the fovea, which contains only cones. When you focus on an object, that object lands on the fovea, while everything around the object lands on the rest of the retina. Since the fovea contains cones, which are useful for seeing in the daytime, any object that lands on the fovea at night will not be seen. So, if you stare directly at a star in the sky, the image will land on the fovea and you won’t be able to see it very well. If you look just beside the star, however, the star’s image won’t land directly on the fovea. It lands instead in a region around the fovea, which contains rods (remember that rods work well in dim light). You will thus be able to see the star better. Try this when you get home tonight!
Can you think of any animals which need to see well at night? What are the special features of their eyes that help them to do this?
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We have previously mentioned the difference between a scalar and a vector. A scalar has only a size or magnitude, such as temperature, energy, distance, or speed.
A vector has direction and magnitude. Examples of vectors are forces, momentum, acceleration, velocity, and displacement.
A vector is drawn like an arrow, with a head and a tail. The head indicates the direction of the vector.
We draw the length of the vector proportional to the magnitude of the vector. So the longer the vector, the higher the magnitude.
We draw the direction of the vector in the appropriate direction such as up or down.
Vectors add head to tail. Suppose you are swimming in a river at a speed of 2 m/s, and the rate of water flow is 3 m/s. The head of the black vector meets the tail of the green vector. The resultant vector (result of adding two vectors) is drawn from the tail of the initial vector to the head of the second vector. In this case, 2 + 3 = 5 m/s. These vectors are colinear or in the same line.
However, suppose you are swimming against the river. You are swimming against the river which is still at 3 m/s. So the vector starts at the tail of the black vector and finishes again at the head of the green vector. Here we see the resultant is -1 m/s. These vectors are also colinear.
Let us suppose an airplane is flying at a speed of 150 knots. The wind speed is at 50 knots and is in the same direction. The resultant vector is 200 knots.
Suppose the vectors are not colinear, and they are perpendicular. In this case, to find the resultant vector, we would have to use the Pythagorean theorem.
We will also be looking at similar triangles. If you look at the small red triangles with sides a-b-c. The angle on the left is theta or θ. The complementary angle to θ would be Φ or phi. Since we are looking at a 90° angle, all of the angles add up to 180°.
The large black triangle has sides of A-B-C. It has the same exact angles, 90, θ, and Φ.
When two triangles have equal angles, they are said to be similar. The ration of the lengths of the sides are the same, so we say the sides are proportional.
A particular easy triangle to understand is the 45°-45°-90° triangle. If the sides of the triangle have a length of 1, then using the Pythagorean theorem, we find the long side of the triangle (also known as the hypotenuse) has a length of √2.
Any larger 45° triangle will have sides that are proportionally longer. If the sides have a length of 2, then using the Pythagorean theorem the hypotenuse is √8. What we find is that √8 is twice as long as √2.
Likewise, with a 45° triangle with sides of length 3, the hypotenuse will be 3 times as long. And 3√2 = √18.
Another easy to remember triangle is the 30-60-90 triangle. If the hypotenuse has a length of 1, then the short side of the triangle of ½. This is also the side of the triangle which is opposite of the 30° angle. The longer side has a length of ½*√3. This is the side adjacent to the 30° angle.
If we were to double the length of each side of this 30-60-90 triangle, we have the following triangle.
Now let us suppose we have a 30-60-90 triangle were the short side has a length of 8. What would be the length of the other two sides? Using proportionality, we can multiple each side of the above triangle by 8.
Multiplying each side by 8 results in the below triangle.
The last triangle we will look at is the 3-4-5 triangle.
If we double each side of this triangle we wind up with….
All 3-4-5 triangles have equal angles. The small angle in the triangle is approximately equal to 37°. The larger angle is approximately equal to 53°.
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All links for this lesson can be found on the TeacherWeb "Let's Count" page.Objective:
Students will learn counting skills and categorizing skills.
1. Watch the instructional presentation. (See link on Let's Count! page)
2. Practice counting by using these APPS on your IPAD:
Toddler Counting, Park Math- Feed the Hippo, and Preschool Adventure Island- Counting Sea Creatures
3. Complete the teacher artpad. (See link on Let's Count! page)
Draw pictures or shapes to show the correct number of objects for each number.
Count all of the objects on the page and write that number in black.
4. Create your own artpad page. (See links on Let's Count! page)
Write 3 numbers in sequential order. (1,2,3 or 5, 6, 7, etc.)
Draw pictures or shapes to show the correct number of objects. There should be a different object for each number, but all pictures should be in the same category. (Example: apples, oranges, and grapes all are fruit or circle, square, triangle are all shapes, etc.)
Count all of the objects on the page and write that number on the page in black.If you want to see a sample page, see the link on the Let's Count! page.
Email the pages from steps 3 and 4 to Mrs. Bley
5. Practice counting from 1-20.
6. During class we will create a movie presentation using your picture and Mrs. Bley's Voicethread account.
You will be the star of your own movie!
For the presentation, you will need to describe your picture. You will need to tell which category your pictures belong to (fruit, shapes, etc.) You will need to count from 1-20. So Let's Count!
*Post questions or comments in the "add comment" section.
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1st Grade Oral Language Resources
Children will:• Learn about the concept of work.
• Access prior knowledge and build background about jobs and professions.
• Explore and apply the concept of work and examples of jobs and professions.
Children will:• Demonstrate an understanding of the concept of work.
• Orally use words that describe various kinds of work that people can do.
• Extend oral vocabulary by speaking about different kinds of jobs and professions.
• Use key concept words [equipment, interesting, jobs, profession, tools].
Explain• Use the slideshow to review the key concept words.
• Explain that children are going to learn about the various kinds of work people can do:
• People at work.
• Different kinds of work people do.
• Peoples' jobs and professions.
Model• After the host introduces the slideshow, point to the photo on screen. Ask children: What do you see in this picture? (a clown).
• Ask children: Some people work as clowns. Can you think of other things that people do when they go to work? (answers will vary).
• Say: There are many kinds of work that people can do. In this activity we're going to learn about different kinds of jobs and professions. What job or profession would you like? (answers will vary).
Guided Practice• Guide children through the next two slides, showing them that the pictures show examples of some different kinds of work that people do. Always have the children describe whether they would like to do that job.
Apply• Play the games that follow. Have them discuss with their partner the different topics that appear during the Talk About It feature.
• After the first game, ask children to talk about some equipment that people in their families use when they are working. After the second game, have them discuss different examples of jobs and what kind of work people do when they do those jobs.
Close• Ask children: What kind of work do your family performs do? (answers will vary).
• Say: Different people do different kinds of work. There are many interesting jobs and professions that you can do when you grow up. As we learn about work that people do, think about what you need to know for those jobs or professions.
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Authors born between200 BCE and 200 CE
Click Up For A Summary Of Each Author
Generosity and Injustice
Finding What Is Lost
Rights of Women
Jesus of Nazareth (approximately 4 BCE-30 CE) was born in Bethlehem and grew up in Nazareth, Galilee. The facts of his life are a matter of debate. One view is that Galilee was strongly influenced by Greek civilization and that Jesus could be viewed as reflecting Greek culture. However, recent archeological investigations suggest that Jesus was an integral part of Jewish culture, because widespread Greek or Roman influence in the area did not appear until many years later. Consequently, Jesus would have been a type of Jewish prophet that healed the sick, performed exorcisms, engaged in prayer, sometimes taught, and was recognized as being close to god. Such prophets were often termed "sons of god".
The alternative, non-Jewish character attributed to the person known as Jesus Christ was developed over a long period of time, without a balanced effort to portray the historical personage. Of the many gospels describing the life of Jesus, four—Mathew, Mark, Luke and John—were selected at the end of the Second Century as meeting the needs of the Catholic branch of the new religion. This branch emerged as a hierarchical, male-dominated church claiming to be an essential intermediary between people and god and asserting authority by succession from the disciple Peter. The picture of Jesus that emerges from these gospels is of a charismatic speaker capable of inciting violence—overturning the tables of the money changers at the Jewish temple, for example. This, together with prophesying a new kingdom of God that would ensure peace on earth and plenty of food for all, probably led to his death by crucifixion. Subsequently, the new Catholic church made the physical resurrection of Jesus in his previous bodily form an article of faith.
In other gospels, Jesus preached the equality of women and the concept that the kingdom of God was to be found within each person, implying direct access to enlightenment or god. These Gnostic gospels frequently portrayed the resurrection as a non-physical. The established church made every effort to destroy the Gnostic gospels, particularly after Catholicism became the official religion of the Roman Empire. Amazingly, a set of the gospels survived buried in Egypt for 1600 years, to be discovered at Nag Hammadi in 1945. Thus, we now have two somewhat different accounts of the life of Jesus. We do not know who wrote any of the gospels, although they are usually attributed to a particular disciple who spoke generations earlier. Furthermore, insertions appear to have been made by the writers and subsequent editors wishing to lend credibility to a particular doctrine.
In 1985, the Jesus Seminar, a group of religious scholars, initiated a detailed effort to determine which words from the four gospels (plus the Gnostic Gospel of Thomas) could most probably be attributed to the historical Jesus of Nazareth, and thus throw some light on his character. Over 200 scholars from religious institutions and faculties around the world were involved in this task. The picture of Jesus that emerges from the words selected is of a person who taught, by means of aphorisms and parables, an ethical perfectionism suited to an immanent new kingdom. He was at odds with some aspects of Hebrew values and rituals but accepted Hebrew scriptures and frequently quoted them in relation to how people should behave.
Jesus went against tribal custom by advocating love for one’s enemies, rather than the eye-for-an-eye philosophy of Leviticus. He said that people sharing his values were more dear to him than his family, and he told his followers that religious dietary laws should not prevent them eating whatever they were offered. He pointed out that one should learn from both fortune and misfortune. He judged individual acts on their own merits, favoring equal rewards independent of the amount of work done and did not advocate punishing a transgression if it produced greater harmony. Jesus clearly believed that the way of life he advocated would comfort the poor, the starving, and the distraught. He appears to have had a coherent system that stood on a par with those of other great sages. On the basis of the selected words, the historical Jesus did not teach his followers that he was a supernatural being.
Below, most of the sayings that the Jesus Seminar considers likely to be attributable to Jesus of Nazareth have been extracted from the five gospels they studied. The Seminar replaces the phrase "kingdom of God" in the King James translation of the Bible with "God’s imperial rule" or with "God’s domain". Presumably it is the rule governing the universe that is being talked about. Thus the alternative phrases "the unvarying way" or "the way things are", might be used, just as they have been used previously in the sayings of Lao Tzu and Siddhata Gotama.
The Gnostic gospels have not been subjected to a similar linguistic analysis. However, as they provide a more humanistic view of women in society, some relevant passages touching on this theme are also presented. In these excerpts, when Jesus speaks of making women men, it is assumed that it means giving them the rights enjoyed by men.
1 God’s imperial rule is not coming visibly, and people will not say, "Look! Here it is!" or "There it is!" for God’s imperial rule is within you.
2 To what can I compare Gods imperial rule? It is like yeast which a woman took and mixed with a bushel of flour, till it all rose.
3 It is like a mustard seed that a man took and sowed in his garden, and it grew and became a tree, and the wild birds roosted on its branches.
Luke 13: 19
4 It will not come by watching for it. It will not be said, “Look here!” or “Look, there!” Rather, the Father’s imperial rule is spread out upon earth, and people don’t see it.
5 Again, God’s imperial rule is like a dealer in search of fine pearls. He found one costly pearl, and went and sold everything he had, and bought it.
6 So I tell you, ask, and what you ask will be given you. Search, and you will find what you search for. Knock, and the door will open to you. For it is always the one who asks who receives, and the one who searches finds, and the one who knocks to whom the door opens.
7 You must always treat other people as you would like to have them treat you.
Matthew 7: 12
8 Love your enemies, treat well those who hate you, bless those who curse you, pray for those who abuse you.
9 If you love only those who love you, what merit is there in that? For even godless people love those who love them.
[A lawyer said that it was written in Hebrew Law (Leviticus: 19,18) that a man should love his neighbor as himself, but who was his neighbor?]
10 Jesus replied: A man* was on his way down from Jerusalem to Jericho, when he fell into the hands of robbers, and they stripped him and beat him and went off leaving him half dead. Now a priest happened to be going that way, and when he saw him, he went by on the other side of the road. And a Leavite also came to the place, and when he saw him, he went by on the other side. But a Samaritan*** who was traveling that way came upon him, and when he saw him and was moved to pity, and he went up to him and dressed his wounds with oil and wine and bound them up. Then he put him on his own mule and brought him to an inn, and looked after him there. Next day, he gave two pieces of silver to the innkeeper and said, "Take care of him, and whatever more you spend, I will pay you on my way back". Which of these three do you think was a neighbor to the man attacked by robbers?
The lawyer answered, "The one who was kind to him." Jesus said, "Go and do as he did".
* probably a Judean, **a Jerusalem temple official, ***a tribe antagonistic to Judeans
11 There was a crowd sitting around him when they told him, "Your mother and your brothers are outside asking for you."
He answered, "Who is my mother; who are my brothers?" And looking around at the circle of people sitting around him, he said, "Here are my mother and my brothers! whoever follows God’s imperial rule is my brother and sister and mother"
Mark 3: 31-35
12 You have heard that they were told, "An eye for an eye, a tooth for a tooth." But I tell you do not set yourself against the man who wrongs you. If any one strikes you on your right cheek, offer the other to him too; and if anyone wants to sue you for your shirt, let him have your coat as well. And if a person in authority forces you to go one mile, go two miles with him. If anyone asks from you, give to him, and when anyone wants to borrow from you, do not turn away.
13 Do not judge others, and you will not be judged. Do not condemn others, and you will not be condemned. Forgive others and you will be forgiven.
14 Do not worry about getting food and drink to keep you alive, or about clothes to cover your body. Is not life more important than food, and the body more than clothes?
Matthew 6: 25
15 Which of you with anxious exertion can add one foot to his stature? Why should you worry about clothing? See how the wild flowers grow. They do not labor or spin, and yet I tell you, even Solomon in all his splendor was never arrayed like one of them.
16 Carry no purse nor wallet nor shoes, and do not stop to swap greetings with anyone on the way. Whenever you go into a house, first say, "Peace to this household!" If there is a man there who loves peace, your blessing will rest upon him, but if there is not, it will come back to you. Stay at the same house, eating and drinking what they offer you. . . Do not change from one house to another. Whenever you come to a town and they welcome you, eat what is offered you. . .
Luke 10: 5-8
17 Listen to this and grasp it! It is not what goes into a man’s mouth that pollutes him, but what comes out.
Matthew 15: 11
18 Can you not see that whatever goes into the mouth passes in the stomach and then is disposed of to a drain? But the things that come out of the mouth come from the heart, and they can pollute a man.
19 Here I am sending you out like sheep among wolves. So you must be as wary as serpents, and as guileless as doves.
20 There was a rich man who had a manager, and it was reported to him that this man was squandering his property. So he called him in and said to him, "What is this that I hear about you? Draw up an accounting of your conduct of my affairs, for you cannot be manager any longer!"
Then the manager said to himself, "What am I going to do, because my master is going to take my position away from me? I cannot dig; I am ashamed to beg. I know what I will do, I will make sure that when I am removed from my position people will take me into their homes." So he called in each of his master's debtors.
He said to the first one, "How much do you owe my master?"
He replied, "Eight hundred gallons of oil."
And he said to him, "Here is your agreement; sit right down and change it to four hundred!"
Then he said to another, "And how much do you owe?"
He answered, "Fifteen hundred bushels of wheat."
He said to him, "Here is your agreement; write twelve hundred."
And his master praised the dishonest manager, because he had acted shrewdly.
For the worldly are more astute than the other-worldly when dealing with their own kind.
21 For the kingdom of heaven is like a landowner who went out early in the morning to hire laborers for his vineyard. He agreed with the laborers to pay them a dollar a day, and sent them to his vineyard.
He went out about three hours later and saw others standing in the market place with nothing to do. And he said to them, "You go to my vineyard, too, and I will pay you what ever is right." So they went. He went out again about twelve and about three, and did the same. About an hour before sunset he went out and found others standing about and he said to them, "Why have you been standing about here all day doing nothing?" They said to him, "Because nobody has hired us." He said to them, "You go to my vineyard, and join the others."
When evening came, the owner of the vineyard said to his foreman, "Call the laborers and pay them their wages, beginning with those who came last and ending with those who came first."
When those who were hired about five o'clock came they received a dollar apiece. And when those who were hired first came they expected to get more, but they too got a dollar apiece. And when they received it they grumbled at their employer, and said, "These men who were hired last worked only one hour, and you have put them on the same footing as us who have done heavy work throughout the day in the blazing sun."
But he answered one of them, "My friend, I am doing you no injustice. Did you not agree with me on a dollar? Take what belongs to you and go.
I wish to give the last man hired as much as I give you. Have I no right to do what I please with my money? Why be offended because I am kind?"
22 A man once planted a vineyard and fenced it in and hewed out a wine press and built a watch tower, and he leased it to growers of grapes and left the neighborhood. At the proper time he sent a slave to the tenants to get from them a share of the vintage. And they took him and beat him and sent him back empty-handed. And again he sent another slave to them. And they beat him over the head and treated him shamefully. And he sent another; and him they killed; and so with many others, some they beat and some they killed.
He was left with only one to send, his dearly loved son. At last, he sent him to them, thinking, "They will respect my son."
But the tenants said to one another, "This is his heir! Come on, let us kill him, and the property will belong to us!" So they took him and killed him, and threw his body outside of the vineyard.
What will the owner of the vineyard do? He will put the tenants to death and rent out the vineyard to others.
23 God’s imperial rule may be compared to a king who decided to settle accounts with the men who served him. And when he set about doing so, a man was brought in who owed him ten million dollars. And as he could not pay, his master ordered him to be sold, with his wife and children and all he had, in payment of the debt.
So the man threw himself down before him and implored him, "Give me time, and I will pay you all of it." And his master's heart was touched, and he let the man go and cancelled the debt.
But when the man went out he met a fellow servant who owed him twenty dollars, and he caught him by the throat and began to choke him, saying, "Pay me what you owe!" His fellow-servant threw himself down before him, and begged him, "Give me time, and I will pay you." But he refused and went and had him put in prison until he should pay the debt.
When the other servants saw what had happened, they were greatly distressed, and they went to their master and reported the whole matter to him. Then his master called him in and said to him, "You wicked man! I cancelled all that debt of yours when you entreated me. Ought you not to have taken pity on your fellow-servant, as I did on you?"
So his master in his anger handed him over as to the jailers, until he should pay all he owed him.
24 A man had two sons. The younger of them said to his father, "Father, give me my share of the property." So he divided his property between them. Not many days later, the younger son turned all he had into cash, and went away to a distant country, and there he squandered his property by reckless living. After he had spent it all, a severe famine struck that country, and he became homeless and starving. So he went and hired himself out to a resident of the country, who sent him into his fields to tend pigs. And he would have been happy to fill himself with the pods the pigs were eating, as no one would give him anything.
Then he came to his senses and said, "How many hired men has my father, who have more than enough to eat, and here I am, dying of hunger! I will leave this place and go to my father and tell him, "Father, I have sinned against heaven and in your eyes; I am not fit to be called your son; treat me like one of your hired men!"
So he left to go to his father. But while he was still a long way off, his father saw him, and pitied him, and ran and threw his arms around him and kissed him. Nevertheless, his son still said, "Father, I have sinned against heaven, and in your eyes; I no longer deserve to be called your son; treat me like one of your hired men!"
But his father said to his slaves, "Quick, get out my best robe, and put it on him, and put a ring on his hand, and shoes on his feet. And get the calf we are fattening and kill it, and let us feast and celebrate, for my son here was dead, and he has come to life; he was lost, and he is found !"
So they began to celebrate.
His elder son was in the field. When he came in and approached the house, he heard music and dancing, and he called one of the servants to him and asked what it meant.
He replied, "Your brother has come back, and your father has killed the calf he has been fattening, because he has gotten him back alive and well." The elder son became angry, and would not go into the house. And his father came out to urge him in.
Then he said to his father, "Here I have served you all these years, and have never disobeyed an order of yours, and you have never given me so much as a tender young goat so that I could entertain my friends. But when your son here came, who has run through your money with women of the street, you killed the fattened calf for him."
The father replied, "My son, you have been with me all the time, and everything I have is yours. But we had to celebrate and be glad, because your brother was dead and has come back to life. He was lost and is found!"
25 What man among you, if he has a hundred sheep, and loses one of them, does not leave the ninety-nine in the open field, and goes in search of the lost one until he finds it? And when he finds it, he puts in on his shoulders with joy, and when he reaches home, he calls in his friends and neighbors, and says to them, "Rejoice with me, for I have found my lost sheep!"
26 Or, again, what woman who has ten silver coins and loses one, does not light the lamp and sweep the house and look carefully everywhere until she finds it? And when she finds it, she calls in her friends and neighbors, and says to them, "Rejoice with me, for I have found the coin that I lost!"
27 Listen: A sower went out to sow, and as he was sowing, some seed chanced to fall along the path, and the birds came and ate it up. Some of it fell on rocky ground, where there was not much soil, and it sprang up at once because the soil was thin. But when the sun came up it was scorched and withered away, because it had no root. Other seed fell among thistles, and the thistles sprang up and choked it, and it yielded no grain. And some fell on good soil, and came up and grew and yielded thirty, sixty, even a hundredfold.
He added, "If you have ears to hear, then hear!"
28 A man had a fig tree growing in his garden, he went to look for fruit on it, and could not find any.
And he said to the gardener, "Here, I have come for three years to look for fruit on this fig tree, without finding any. Cut it down. Why should it go on using up the soil?"
He answered, "Let it stand this one year more, sir, till I dig around it and manure it; perhaps it will bear fruit next year. But if it does not, you can have it cut down."
29 Nobody puts new wine into old wineskins, or if he does, the new wine will burst the skins and run out, and the skins will be spoiled. New wine must be put into fresh skins. No one after drinking old wine wants new, for he will say, "The old wine is better."
30 A man once gave a great dinner, and invited a large number to it, and when the dinner hour came, he sent around his slave, to say to those who were invited, "Come! for it is now ready!" And they all immediately began to excuse themselves.
The first one said to him, "I have bought a piece of land, and I must go and look at it. Please have accept my apologies."
Another said, "I have bought five yoke of oxen, and I am going to examine them. Please excuse me."
Another said, "I have married, and so I cannot come."
So the slave went back, and reported this to his master.
Then the master of the house was angry and said to his slave, "Hurry out into the streets and squares of the city, and bring the poor, the maimed, the blind, and the lame in here."
The slave came back and said, "What you ordered, sir, has been done, and there is still room."
And the master said to the slave, "Go out on the roads, and among the hedges, and make those there come in as well I want my house to be full."
31 How blessed are you who are poor, for God’s imperial rule is yours!
How blessed are you who are hungry now, for you will be satisfied!
How blessed are you who weep now, for you will laugh!
32 If you have money, don’t lend it at interest. Rather, give [it] to someone from whom you won’t get it back.
33 There were three who always walked with the Lord: Mary, his mother, and her sister, and Magdalene, the one who was called his companion. His sister and his mother and his companion were each a Mary.
34 And the companion of the [Savior is] Mary Magdalene. [But the Savior] loved her more than all the disciples, and used to kiss her often on her mouth. The rest of the disciples [were offended]. They said to him "Why do you love her more than all of us?" The Savior answered and said to them, "Why do I not love you like her? When a blind man and one who sees are both together in darkness, they are no different from one another. When the light comes, then he who sees will see the light, and he who is blind will remain in darkness."
35 Simon Peter said to them, "Make Mary leave us, for females don't deserve life." Jesus said, "Look, I will guide her to make her male, so that she too may become a living spirit resembling you males. For every female who makes herself male will enter the kingdom of Heaven."
36 But they were grieved. They wept greatly, saying, How shall we go to the Gentiles and preach the gospel of the Kingdom of the Son of Man? If they did not spare Him, how will they spare us?
Then Mary stood up, greeted them all, and said to her brethren, Do not weep and do not grieve nor be irresolute, for His grace will be entirely with you and will protect you.
But rather, let us praise His greatness, for He has prepared us and made us into Men.
Mary 5: 1-3
37 Peter said to Mary, "Sister we know that the Savior loved you more than the rest of woman. Tell us the words of the Savior which you know but we do not, not having heard them".
Mary answered and said, "What is hidden from you I will tell you". And she began to speak to them these words: "I saw the Lord in a vision and I said to Him, ‘Lord I saw you today in a vision’. He answered and said , ‘Blessed are you that you did not waver at the sight of Me. For where the mind is there is the treasure’. I said to Him, ‘Lord, how does he who sees the vision see it, through the soul or through the spirit?’ The Savior answered and said, ‘He does not see through the soul nor through the spirit, but the mind that is between the two that is what sees the vision and it is [...]’"
Mary 5: 5-11
38 [Several chapters of the Gospel of Mary are missing, in the surviving text Mary is in the middle of her account] . . . "And desire said, ‘I did not see you descending, but now I see you ascending. Why do you lie since you belong to me?’ The soul answered and said, ‘I saw you. You did not see me nor recognize me. I served you as a garment and you did not know me.’ When it said this, it (the soul) went away rejoicing greatly. Mary, 8:10-12
"Again it came to the third power, which is called ignorance. The power questioned the soul, saying, ‘Where are you going? In wickedness are you bound. But you are bound; do not judge!’ And the soul said, ‘Why do you judge me, although I have not judged? I was bound, though I have not bound. I was not recognized. But I have recognized that the All is being dissolved, both the earthly things and the heavenly.’
39 "When the soul had overcome the third power, it went upwards and saw the fourth power, which took seven forms. The first form is darkness, the second desire, the third ignorance, the fourth is the excitement of death, the fifth is the kingdom of the flesh, the sixth is the foolish wisdom of flesh, the seventh is the wrathful wisdom. These are the seven powers of wrath.
"They asked the soul, ‘Where do you come from slayer of men, or where are you going, conqueror of space?’ The soul answered and said, ‘What binds me has been slain, and what turns me about has been overcome, and my desire has been ended, and ignorance has died. In an eon I was released from a world, and in a type from a heavenly type, and from the fetter of oblivion which is transient. From this time on will I attain to the rest of the time, of the season, of the eon, in silence.
42 When Mary had said this, she fell silent, since it was to this point that the Savior had spoken with her. But Andrew answered and said to the brethren, "Say what you wish about what she has said., I for one do not believe that the Savior said this. For certainly these teachings are strange ideas."
Peter answered and spoke concerning these same things. He questioned them about the Savior: "Did He really speak privately with a woman and not openly to us? Are we to turn about and all listen to her? Did He prefer her to us?"
Then Mary wept and said to Peter, "My brother Peter, what do you think? Do you think that I have thought this up myself in my heart, or that I am lying about the Savior?"
Levi answered and said to Peter, "Peter you have always been hot tempered. Now I see you contending against the woman like the adversaries. But if the Savior made her worthy, who are you indeed to reject her? Surely the Savior knows her very well. That is why He loved her more than us. Rather let us be ashamed and put on the perfect Man, and separate as He commanded us and preach the gospel, not laying down any other rule or other law beyond what the Savior said.
1-3, 5-31 Adapted from The New Testament, An American Translation by Edgar J. Goodspeed. University of Chicago Press, Chicago, Illinois, 1923. The identification of texts most likely to be attributable to Jesus of Nazareth were taken from The Five Gospels, A New Translation And Commentary by Robert W. Funk, Roy W. Hoover, and the Jesus Seminar. Macmillan Publishing Company, New York, 1993.
An excellent introduction to the Gnostic gospels is contained in The Gnostic Gospels, by Elaine Pagels. Penguin Books, Harmondsworth, England, 1982.
4, 32 The Complete Gospels: Annotated Scholars Version. Robert J. Miller, ed. Polebridge Press, Santa Rosa, California, 1992, 1994.
33-42 The Nag Hammadi Library in English, by James M. Robinson. Harper, New York, 1977. These translations are available on-line at the web site of the Gnostic Society.
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Make safe biking a habit.
Ride a bike that’s the right size for you.
Riders of any age should be able to put one leg on each side of the top bar (tube) of their bike with both feet flat on the ground. Otherwise, the bike isn’t safe to ride.
Check the brakes.
Make sure the brakes are working before you ride.
If you are choosing a bike for a child, choose one that brakes when the rider pedals backwards. Young children’s hands aren’t big enough or strong enough to use hand brakes.
Always wear a bike helmet!
Get in the “helmet habit” – wear a helmet every time and everywhere you ride a bike. A bike helmet is the best way to prevent injury or death from a bike crash.
Make sure your helmet is certified. Look for a sticker on the inside that says “CPSC.” This means it’s been tested for safety.
Bike helmets only protect you if you wear them the right way. Every time you put your helmet on, make sure that:
- The helmet is flat on the top of your head
- The helmet is covering the top of your forehead
- The strap is buckled snugly under your chin
Find out more about the right way to fit a bike helmet.
Kids grow quickly – check regularly to make sure their helmets still fit.
Replace your helmet if you crash.
Even if your helmet doesn’t look cracked or damaged, it might not protect you in another crash.
Make sure people can see you easily.
Drivers can have a hard time seeing bike riders, even during the day. Follow these tips to help drivers see you:
- Wear neon, fluorescent, or other bright colors.
- Put something on your clothes or bike that reflects light, like reflective tape.
Try to plan ahead so your bike rides are over before it gets dark. If you are going to ride at night, here are some safety tips:
- Make sure your bike has reflectors on the front, back, and tires.
- Put battery powered lights on your bike. A red light is for the back, and a white light is for the front – just like with cars.
Follow the “rules of the road.”
- Look both ways before entering the street.
- Ride in the same direction as the cars.
- Stop at all stop signs and intersections.
- Use hand signals to show others what you plan to do next.
- For a left turn, look behind you, hold your left arm straight out to the side, and turn carefully.
- For a right turn, hold your left arm out and up in an “L” shape.
- To signal that you are stopping, hold your left arm out and down in an upside-down “L” shape.
Use your left hand to make these signals for left turn, right turn, and stop.
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Mmmmmm Mmmmmm Yum!
Rationale: In order for children to read efficiently is it important for them to be aware of the letter-to-sound relationship. This lesson will help children identify /m/. The phoneme /m/ and the letter m will be taught along with identifying /m/ in words. I want the students to be able to identify m in written forms as well as be able to identify objects that begin with letter m.
2.Ok now I want you to say this funny sentence after I do. My mom made mashed potatoes Monday morning. 'Mmmy mmmom mmmade mmmashed potatoes mmmmonday mmmmmmorning.' We are going to say the sentence one more time and I want you to break the /m/ off the beginning of the word. For example, /m/ at. Alright, now let’s do it again. '/M/ y /m/ om /m/ akes /m/ e /m/ ashe /m/ y /m/ & /m/’s.' "
3.I have some pictures that I am going to say the word and I want you to see if you can hear any that have the /m/ sound. When you hear that sound I want you to say the word back to me and make the /m/ sound and rub your tummy like you just ate something tasty. (show pictures on poster).
4. Now get the students to get out their primary paper and pencil. "We can use the letter m to spell /m/. I want us to write this together. Start at the fence, go straight down to the dirt, then go back up that straight line and near the top of your line go out and touch the fence and make a little hill, go down to the dirt and then make another little hill just like you did before. Raise your hand when you are done and I will check it. After I check it I want you to write 8 more just like it. Now you will know how to write the letter m, when you hear the /m/ in a word."
5. "Let me show me how to find the /m/ sound in the word perform. Stretch out the word pppeeerrrffooorrrrmmmmm. Do you hear the sound /m/ in perform like mmm yummm." Ask the students questions about which words have the /m/ in spoken words. I am going to read you two words and I want you to tell me which words have the /m/ sound in it. For example, do you hear /m/ in mat or stair? Stand or move? Man or lady? Yours or mine?
6. Read the story If You Give a Moose a Muffin By: Laura Joffe Numeroff and discuss the story with the children. Book talk: Do you know what a moose likes to eat? Well this moose loves muffins! But, if you give him a muffin, he becomes very picky and wants more and more things. I wonder what kinds of other things this moose that loves muffins is going to want. Let’s see!
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Snowy owls live in the Arctic Tundra. This includes places like north of North America, Greenland, north of Europe and Asia. When breeding season comes, snowy owls remain in the Arctic Tundra.
These owls have white feathers with light gray spots. The white feather protects the snowy owl from the cold and camouflages them against enemies. When they spread their wings, they could reach up to 4 -5 feet (1.2 - 1.5m) wide.
The snowy owls prey on lemmings for most of the time. However, on the some occasion, they feed on larger preys like hares, gulls, and ducks. During years when food supply is scarce, these owls migrate south to search for food.
The nests of snowy owls are shallow and hollow holes in the ground. They are usually located on the slightly raised ground on the tundra floor. The average clutch size is 8 - 15 eggs. Each egg needs 32 -33 days of incubation. They hatch in 2 - 4 intervals.
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PatrickHaller/fineweb-edu-plus
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M is Marvelous!
Monkeys Love Marshmallows,"M, m, mmm,"
Rationale: This lesson will help children identify /m/, the phoneme represented by M. Students will learn to recognize /m/ in spoken words by the teacher who will model the how to recognize the letter m, and the corresponding sound /m/ that the letter makes. Children can find this sound after eating something delicious. ("m, m,mmm!")
Materials: Primary paper and pencil; picture cards with embedded letter M; Flash card for each student, one side has the m, m, mmm sound and the other side sad face; and tongue tickler: "Monkeys March while munching on Marshmallows"; Assessment sheet
1. The teacher will begin by showing the letter m and see if the children know the letter. Do you know what letter this is? Right! It is the letter M. Can any of you tell me what sound it makes? Yes, this letter makes an /m/ sound! Now, I want you to close your eyes and imagine getting an ice cream cone and taking that first lick off the top, m, m, mmm! Can you all say m, m, mmm with me? They tell us to move our mouth a certain way to say words. Today we're going to work on the way we move our mouth to say the /m/ sound.
2. We have two lips and when we say the letter m, our two lips kiss each other. Let's practice. Can you say with me, "Monkeys March while munching on Marshmallows?" When we say Marshmallows what does our lips do? Say it again to yourself and freeze when you hear the /m/ sound.
3. I am going to
be modeling how to find the sound /m/ in the word magic. "I felt
my lips say "mmm" when I started to say magic."Mmm..aa..g..i.c
magic! Now I want you to get your writing paper out. We are
going to learn how to write an "m." I put my pencil at at the
fence and come to the ground then I go back up and make two
bumps along the fence, then I come back down and end on the
ground. You try, good job!
You try, good job!
4. Okay, let's say our tongue tickler, Monkeys March while eating Marshmallows. I want you to say it three times. Every time you hear the /m/ sound I want you to rub your tummy. Okay let's say it all together but stretching the /m/ sound. Mmmonkeys Mmmarch while munching on Mmmarshmallows. Great Job class! Okay now lets break our words down, /M/onkeys /M/arch while eating /M/arshmallows.
5. Now let's talk about some words that have an m and make an mmm sound (Pass out cards).I'm going to show pictures and say the word and I want you to put up your card on the side with the m,m,mmm sound whenever you hear the sound m, m, mmm. If you don't hear the sound, then turn your card on the sad face side. (Map, dog, monkey, girl, lamp, drink, smile)
7. Read The Animals of Farmer Jones and discuss the story. Read it again, but have children raise their hands when they hear the /m/ sound. List those words on the board. Have students draw a picture of something with the /m/ sound and write a message about it using invented spelling. Display their work.
8. For assessment, distribute picture page and have children name each picture. Have students circle the pictures whose names have /m/.
Murray, Dr. Bruce. 2001. The Reading Genie Website.
http://www.auburn.edu/academic/education/reading_genie/invent/clarkel.html- Katheryn Clark
http://www.auburn.edu/academic/education/reading_genie/illum/waldenel.html Jara Walden
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PatrickHaller/fineweb-edu-plus
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Beginning Reading Lesson Design
Rationale: Children need explicit, systematic phonics instruction in order to successfully learn to read. In order to be able to read, children must learn to recognize the spellings that map word pronunciations. This lesson teaches children about the short vowel correspondence i = /i/. In this lesson children will learn to recognize, spell, and read words containing the spelling i. They will spell and read words containing this spelling in a letterbox lesson and they will read a decodable book that focuses on the correspondence i = /i/.
Materials: Image of icky sticky hands; large magnetic Elkonin boxes for teacher; individual Elkonin boxes for student; magnetic and regular letter tiles (i,n,f,x,l,p,t,c,k,r,g,s,h); list of words on chart paper (in, fix, lip, tick, rink, grill, shrink, crisp, frith); decodable text: Lad is Sick (enough for each child); assessment worksheet (link below)
1. Say: We are going to learn the code that tells us how to pronounce words so that we can become expert readers. We are going to learn about short i and the sound it makes. When I say /i/ I think of something icky sticky in my hands! Show the children the hand gesture of pulling both hands apart as if there were something sticky between them. Have the letter I and the icky sticky picture on the board for visuals.
2. Say: Before we learn how to spell words with /i/, we have to hear it in words! When I listen for /i/ in words, my lips make a little stretched out smile, my mouth is open, and the tip of my tongue is resting against the back of my lower teeth. [Make vocal gesture for /i/.] I'll show you first: hit. I heard icky sticky /i/ and I felt my lips make a stretched out smile. There is a short i in hit. Now I'm going to see if it's in pack. Hmm, I didn't hear the icky sticky /i/ sound and I didn't make a stretched out smile with my lips. Now you try. If you hear /i/ make your icky sticky hands! Is it in pick, train, pit, got, swim? Show me your icky sticky hands when you hear the /i/ sound in my tongue twister: The important Indian was ill with injuries inside the igloo.
3. Now I want to spell crisp in my letterboxes. “Crisp chicken is the best.” Crisp means it is fresh and crunchy. Before I can spell out crisp in the letterboxes, I need to know how many phonemes are in the word crisp. Let’s stretch it out and count the phonemes: /c/ /r/ /i/ /s/ /p/. I need five boxes. I heard the /i/ just before the /s/ so I'm going to put an i in the 3rd box because I heard two sounds, /s/ /p/, after it so it must go there. The word starts with the /k/ sound so I will put c in the first box. I hear /r/ after c so I am going to put r in the 2nd box. (Continue until the entire word is spelled out) That spells crisp just like it is spelled on our chart.
4. Now it is your turn to spell some words in the letterboxes. You'll start out easy with two boxes for in. “We are going in the classroom.” What should go in our first box? [Respond to students]. What should go in our second box? [Respond]. Now you are going to spell some words on your own. I’ll check your spelling while I walk around the room. [Observe progress.] You’ll need three letterboxes for the next word. Listen for the beginning sound to spell in the first box and remember to listen for our icky sticky /i/ sound. Here’s the word: fix, my daddy can fix that; fix. [Allow children to spell the rest of the words, giving sentences for each word: lip, tick, rink, grill, and shrink.]
5. Now we are going to read all of the words that we spelled. Here’s how I would read a word that had the letter i in it (demonstrate hit…/i/, /h//i/, /hi/, /hi//t/. If I blend this together I get hit!). [Show the words in, fix, lip, tick, rink, grill, shrink, and the pseudoword frith. Have children read words in unison. Afterwards, call on individuals to read one word on the list until everyone has had a turn.]
6. You have all done a fantastic job with all of the /i/ words. Now we are going to read a story called Lad is Sick. This is a story about a dog named Lad. Lad is a sick dog. Lad needs to drink water to get better. You will have to read more to find out if Lad gets better! Turn and read with a partner. One partner reads one page, and the other partner reads the next page (walk around monitoring reading). Now we are all going to read the story aloud at the same time (stop and ask questions throughout the story).
7. Before we finish up our short i lesson, I want to see if you can find the word with the short i sound in a sentence. On this worksheet, we have some sentences. Your job is to read the sentence and circle the word that has our icky sticky /i/ sound. Then write that word on the line. First try reading the whole sentence, then go back and listen to yourself say each word. Remember to listen for the /i/ sound. Reread your answers to see if they make sense. [Collect worksheets to evaluate individual child progress.]
Murray, G. (2004) Jakes Joke. Reading Genie: http://www.auburn.edu/academic/education/reading_genie/bookindex.html
Montgomery, M. (2012) Iiiicky Sticky Ice Cream. Reading Genie:
Kelley, B. (2012) Iiiiicky Stiiiicky. Reading Genie:
Murray, B. Lad is Sick http://www.auburn.edu/academic/education/reading_genie/bookindex.html
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PatrickHaller/fineweb-edu-plus
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- Students will identify the name and value of different coins.
- Students will count the total value of a group of coins and find equivalent coin combinations.
Before You Begin
- Print and cut out a set of coin templates for each student or pair of students. (You can also use real coins or a set of pretend coins.)
- Print the “Pot of Coins” activity mat. You will need one mat for every student in your class.
- Print the spinner template. You will need one spinner for every three or four students.
Give a set of coins to each student so students can manipulate them throughout the lesson. Or have students
work in pairs to enhance understanding.
Read aloud The Coin Counting Book. As you read, pause periodically and challenge students to demonstrate the
money concepts in the book using their coins.
- Review the name and value of each coin with students.
- Draw a large pot on the class board or on chart paper. Tell students you are going to put a few coins in the pot, and you would like them to help you count the value of the coins.
- Draw circles inside the pot and label them with a “p” for penny, “n” for nickel, “d” for dime and so on. (Or use magnetic coins on a magnetic write & wipe board.)
- Invite students to use their own coin manipulatives to help them count the total value of the coins in the pot.
- Repeat the activity with different coin combinations. Discuss strategies for adding coin values (e.g., count by
fives, start with the highest-value coins, group equivalent coins, and so on). You may want to refer to The Coin
Counting Book for examples.
- Once students understand the activity, invite volunteers to draw coins in the pot for their classmates to add
- Next, encourage students to find coin equivalents for certain values. For example, hold up a dime and ask,
“What other coin combinations can I use to show 10 cents?” Reinforce equivalencies by prompting students
to show a variety of coin combinations that equal 20
cents, 25 cents, 50 cents and so on. Chart students’
- Divide students into groups of three or four. Give each
student a “Pot of Coins” activity mat.
- Give each group a paper bag and one set of coins.
Have students put the coins in the bag.
- Give each group a spinner template, a pencil and a
paper clip. Show students how to use the paper clip as
the arrow for the spinner: Slide the paper clip onto the
pencil and hold the pencil upright in the center of the
spinner. Flick the paper clip to spin it around the pencil.
- Have players take turns spinning to select a number.
Each student draws that many coins from the bag and
places them on a mat. Have students add up the value
of their coins. The player with the highest value wins the
round! (Point out that the person with the most coins
isn’t necessarily the person with the highest value.)
- Challenge students to play several rounds to practice
counting various coin combinations.
the 1st–2nd grade lesson plan. (Includes all printable materials.)
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PatrickHaller/fineweb-edu-plus
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1. Draw some trucks on colored paper. Cut out. Laminate for durability, optional.
2. Write one letter you are learning on each truck. I chose to do uppercase letters.
3. Cut out small circles, 2 for each truck. I did mine on brown. These will be the wheels for the trucks.
4. Write the corresponding lowercase letter on one wheel.
5. Find a picture with each beginning sound and glue onto the other wheel.
1. Lay out all the trucks and wheels.
2. Have your child find the wheels that match each truck: the lowercase letter and matching picture. Place the matching wheels on each truck.
**You could do this with other skills, as well. When I taught 1st grade, I did contractions. I wrote the contraction on each truck and the words in the contraction for each wheel (ex. “can’t” on the truck; “can” and “not” on the wheels).
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Linking in HTML code is done with the anchor tag, the <A> tag. The letter "A" in the tag is then followed by an attribute. For a link to another web page, the "A" is followed by "HREF". To set a bookmark in the same page, the "A" is followed by "NAME", which you'll see how to do later.
Take a look at this example, which is a link to the popular search engine Google:
<A HREF = "http://www.google.com/">Google Search Engine</A>
Notice where all the angle brackets (< >) are in the link. After the first one, we have the "A" part of the tag. Then we have the HREF part, signifying a link to another web page. After that comes an equals sign (=). After the equals sign comes the address of the web page itself. The address is case sensitive, so if there is a capital letter in the address, make sure to include it. This address www.google.com is different from this address www.gOOgle.com.
After the address comes the right angle bracket ( > ). Next comes the text that people see, the text you want them to click on. To close an anchor link, you use the end anchor tag. Which is this: </A>
But let's get some practical work done.
Open up your template text file. Click File > Save As from the menu in Notepad (or whatever text editor you are using). When the Save As dialogue box appears navigate to your HTML folder:
So we are going to save the new web page outside of the pages folder.
In the file name box, type index.html. Make sure the Save As Type area says All Files, if you use Windows. Before you click the Save button your Explorer window should look like this:
When the Save button is clicked, you should then have a web page called index.html in the HTML folder:
What we're going to do is to place a hyperlink on our index page. When this hyperlink is clicked we'll tell the browser to load a page called about.html. We'll save this new about page in our pages folder.
So, use your template text file to create a new web page. When you save the page, double click the pages folder to move inside it. In the file name box, type about.html. Then save your page:
So, we have a web page in the HTML folder and a web page in the pages folder. We now need to link them together.
Open up you code for the index.html page. Insert the following line between the two BODY tags:
<A HREF="pages/about.html">About this site</A>
Your code should look like this (we've added a TITLE):
Save your work and load the page in your browser. You should see this:
And that's a hyperlink! Notice that the only thing on the page viewable to the visitor is the text "About this site". The code we wrote turns it from normal text into a link that people can click on. The code itself was this:
<A HREF="pages/about.html">About this site</A>
So to turn text into a link you start with an angle bracket followed by the letter A. After a space, type HREF. An equal sign comes next. The page you want to link to goes between quotation marks. But notice we started with the folder name: pages/about.html. This says, "Look for a page called about.html. This page is in the pages folder".
Type a right-pointing angle bracket to end the first part of the link code.
The text you want people to see comes next "About this site". To wrap
it all up, you need the closing hyperlinks tag : </A>.
When you click your link, you should find a blank page loads in the browser. If you look at the address bar, you should see it says about.html on the end. You have successfully linked to a new page!
To get back to the index page, you need another link.
Open up your code for the about.html page. For the about page, we need to construct the correct HREF. We can't do this:
<A HREF="pages/index.html">Go to the Home Page</A>
The above HREF is pointing to an index page in the pages folder. But our index page is not in this folder. It is in the HTML folder, which is one folder up from pages. Just like we did for images, we can use two dots and a forward slash:
Two dots and a forward slash, remember, mean "Go up one folder".
So insert the following code in your about.html page:
<A HREF="../index.html">Go to the Home Page</A>
Save your work and refresh the page in your browser. Click your hyperlink on the about.html page. You should find that the index page will load. When you click the link on the index page, the about page will load.
Create a third web page. Save it in your pages folder and call it contact.html. Create a link from the index page to this new page. Create a link back from the contact page to the index page.
When you complete the above exercise, you will have two links on the index page. They might look like this:
You can use the HTML techniques you've learned so far to improve the look of these links. For example, you may want the links going vertically instead of horizontally. In which case, surround you hyperlinks code with P tags. Here's the code for two vertical links on the index page:
The result would look like this:
However, don't worry too much about the presentation for now as you'll see how to improve navigation links with CSS and HTML Lists a little later. But try this exercise.
Have two links on each of your three pages. The about.html page should have links that lead to the index page and the contact page. The conact.html page should have links to the index page and the about page.
The tricky part about the exercise above is getting the HREF part right. Just remember that when the html pages are in the same folder you only need to type the name of the page you're linking to. So this:
instead of this:
You're just using the same file referencing rules that you learned in the images section.
The Target Attribute
Just like the IMG tag, the A HREF tag can take attributes. One of these is called TARGET. The TARGET attribute is used to tell the browser where you want to open the link. For example, you can tell the browser to open the linked page in a new browser window. There are several values to choose from:
However, the only really useful one in HTML version 5 is BLANK. The default is SELF, so you don't need to specify a TARGET attribute most of the time. If you want the link to open up in a new window, the code is this:
<A HREF="pages/about.html" TARGET="_blank">About this site</A>
Notice the underscore character before the word "blank". Miss this out and your TARGET attribute won't work.
The other two TARGET attributes are for when your website uses something called
FRAMES. Frames are going out of use, though, and are not recommended for HTML5.
You can set up your own colours for hyperlinks. The default is whatever the
user has set in the browser, usually blue, with a blue underline. But you don't
have to have blue. The A tag comes with three attributes that can help you to
override the browser default:
Set the colour of a link before it has been clicked on
Set the colour of a link when the link is clicked on
Set the colour of a link after it has been clicked on
The A and the V above stand for Active and Visited. You use them like this:
<A HREF="pages/about.html" LINK="red">About this site</A>
So you select the attribute you want to use, and then choose a colour for your links. This can also be a hexadecimal or RGB value.
Try them out for yourself with the links in any of your three web pages. Bear in mind, though, that people expect a hyperlink to be blue with an underline - it's a visual clue that you're linking to some extra content. Also, link colours used this way are now out of fashion. It's better to use CSS styles for your hyperlinks. You'll see how to do this in a later lesson.
In the next lesson, you'll learn about other types of hyperlinks.
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PatrickHaller/fineweb-edu-plus
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The Scientist Activity Badge gives the boys the opportunity to explore and learn.
The Webelos book and the examples here should give you the information you need
to present this topic effectively. Include lots of hands on experiments for the
Do 1, 2, and 3 and six of 4, 5, 6, 7, 8, 9, 10, 11, or 12.
1. Read Bernoulli's Principle. Show how it works.
2. Read Pascal's Law. Show how it works.
3. Show in three different ways how inertia works.
4. Show the effects of atmospheric pressure.
5. Show the effects of air pressure.
6. Show the effects of water and air pressure.
7. Explain what causes fog. Show how this works.
8. Explain how crystals are formed. Make some.
9. Define balance. Show three different balancing tricks.
10. Show in three different ways how your eyes work together.
11. Show what is meant by an optical illusion.
12. Get a booklet on how to care for the eyes. Read it.
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PatrickHaller/fineweb-edu-plus
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I is for Insect! Practice Writing the Letter I
Izzy the insect is missing some of his legs! Count how many legs Izzy has on his left side, then draw the same number of legs on his right side. Next, connect the dots to trace the uppercase I's and then try printing the letter I on your own! This worksheet will help your preschooler practice her counting and writing skills by giving her great fine motor practice as she learns all about the letter I.
Check out the rest of this alphabet series:
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PatrickHaller/fineweb-edu-plus
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The slope m of a line passing through two points (x1 , y1) and (x2 , y2) is:
We can write the equation of a line parallel to a given line if we know a point on the line and an equation of the given line.
Write the equation of a line that passes through the point (3, 1) and is parallel to the line
y = 2x + 3.
Parallel lines have the same slope.
The slope of the line with equation y = 2x + 3 is 2. So, any line parallel to y = 2x + 3 has the same slope 2.
Now use the slope-intercept form to find the equation.
We have to find the equation of the line which has slope 2 and passes through the point (3, 1). So, replace m with 2, x1 with 3, and y1 with 1.
Use the distributive property.
Add 1 to each side.
Therefore, the line y = 2x – 5 is parallel to the line y = 2x + 3 and passes through the point (3, 1).
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PatrickHaller/fineweb-edu-plus
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Rationale: For children to learn how to read and spell
words, one must
have an understanding of the alphabetic principle. Children need
able to recognize that letters stand for phonemes and spellings map out
phonemes in spoken words. Long and short vowels are hard for
understand but short vowels are the most difficult to recognize.
of this lesson is i = /i/. In this
lesson I will teach the children how to recognize the /i/ sound
with a funny tongue twister. I will also have the children
feel how their mouth moves as they say /i/.
I will provide a helpful hand gesture that the children can use as they
familiar with the /i/ sound. This
lesson will require children to recognize /i/ (short i) in spoken
words and in written words.
Materials: Primary paper and pencil, chart with “Itchy
Iggy itches in his igloo”, drawing paper and crayons, Liz
Is Six (Educational Insights), box
of objects (the objects will include stuffed animals such as a pig, duck,
and inchworm), one worksheet for each
child. The worksheet will include pictures of items that have a short /i/
and that do not have short /i/ (The
pictures will include: lips, stick, bed,
mint, fish, bear, witch, hat, and a bug).
lesson by saying that language is like a secret code- letters are not
only written a certain way, but they also make certain sounds when we
speak. “Today we are going to look at the letter /i/ and listen
for what sound it makes. We will see how our mouth moves when we
say /i/. There are so many fun /i/ words; you’ll be surprised how
many you already know! Let’s get started! I know you’ll be
you ever been really, really itchy? Can you hear the /i/ sound in the
word itchy?” Let me show you how our mouth moves when
we say the /i/ sound. Now let’s act like we are itching all over
and make the /i/ sound as we scratch our itches.
tongue twister chart. I am going to give you a tongue twister that has
many /i/ sounds in it. (read tongue twister) “Itchy Iggy
itches in his igloo.” Lets’ say this tongue twister together 3
times. Okay this time when we say it I want us to stretch out the
/i/ sound in every word that you hear the /i/ sound in. Let me show you
how to do this : Iiiiiitchy Iiiiiiiggy Iiiiiiiitches
Iiiiiiin hiiiiis Iiiiiiiigloo. Now this last time let’s say it as
we use our hand gesture (scratch your itches) “Great Job! You all are
practice writing the letter that makes the mouth movement /i/.”
[Students take out primary paper and pencil] “We use the letter i to spell /i/. Let me show you how to write it: Start
at the fence and draw a straight line to the sidewalk, then pick up
your pencil and put a dot right above the line you just drew between
the fence and the roof. [Model this] Now I want you to practice writing i. While I am walking around checking your work I
want you to make a whole row of i’s.
Now when you see the letter i by itself in
a word you will know to say /i/.
all are doing such a wonderful job!” Now, I have some objects in this
box that have the /i/ sound and others that do not. When I pull
out an object from the box I want all of you to tell me what the object
is. After we name the object, I want you to raise your hand if
you hear the /i/ sound in the word. If you do not hear it, do not
raise your hand. Let’s do one for practice! (Pull out stuffed
pig). Students raise hand. “Good job boys and girls! Now let’s try out
the rest of the objects in our box.”
all are incredible!” Now we are going to read Liz is Six, so
pull out your book. Whenever you hear the /i/ sound, scratch you
itches like we did before. Great job doing your hand
gestures! Now that we are pros with the short /i/ sound let’s
read it again but this time I want you to say Itchy Iggy
when you hear a word with the /i/ sound. I will write these words
up on the chalkboard.
will then take out primary paper and pencil and write a silly story
trying to use as many /i/ sound words that they can from the words I
wrote on the board. After students have written a story, students will
draw a picture to go along with the story. Students work will be
displayed out in the hall.
assessment, I will give each student a worksheet with pictures of
objects on them (the pictures will include: lips, stick,
bed, mint, fish, bear, witch, hat, and a bug).
First let’s name all the objects together. Now I want you to go
back and circle the pictures that you hear the /i/ sound in.
Eldredge, J. Lloyd (2005). Teaching
Decoding Why and How. Pearson Education, Inc. Upper Saddle River, New Jersey.
“Itchy Richy” by Jeremy Knowles
is Six. Educational Insights.
Click here to return to Constructions
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1. There are 32 teeth in a complete set of adult teeth.
2. There are several parts to each tooth. The crown of the tooth is the part that can be seen above the gum. The crown of each tooth is covered with enamel, which is a hard substance that protects the tooth. Underneath the enamel is the dentin, which makes up the biggest part of the tooth. It is also very hard and it protects the pulp of the tooth. Blood vessels and nerve endings are found in the pulp of the tooth.
3. The pulp goes way down into the root of the tooth, which can be found under the gum. Cementum is the substance that makes up the root. The root of the tooth anchors itself into the jawbone to keep the teeth firmly in place.
4. The two front teeth and the teeth on either side are called incisors. The incisors are used to cut and chop food. The adult mouth has eight incisors, four on the top and four on the bottom.
5. Next to the incisors are the canine teeth. There are four canines, two on the top and two on the bottom. These are the teeth that help tear food.
6. Next to the canine teeth are the bicuspids. There are eight bicuspids, four on the top and four on the bottom. These teeth are stronger and bigger than the incisors and canines. They are used to grind and crush food.
7. The molars can be found in the back of the mouth. There are eight molars, four on the top and four on the bottom. Molars are the strongest of all the teeth. They grind and mash food until it can be easily swallowed.
8. When a person reaches about 17 years old, the wisdom teeth begin coming in. There are four wisdom teeth, two on the top and two on the bottom. The wisdom teeth are found at the back of the mouth. They are the last teeth in the row of teeth. The wisdom teeth aren't really used for anything. They can be difficult to brush and floss and sometimes cause people problems. Because of this they are sometimes removed. They are called wisdom teeth, because people don't get them until they are older and wiser.
9. You get 2 sets of teeth in your lifetime. The first set is your baby teeth. You will start to lose your baby teeth at around 6-7 years of age. By the time your 21 years old, you will only have permanent teeth.
10. Oral health is often a window to overall health. Therefore, it's very important for a person to pay close attention to their teeth and gums.
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They were so excited when we began drawing. They kept telling me more to add to the drawing - such as the sun, dirt and rain! One student inquired, "How do the plants stand up with out falling over?" We observed the plant we had removed from the soil. "What do you think?" It was amazing - they knew! It was the root system that "anchored" the plant.
Materials needed: sharpies and cardstock for the drawing, watercolors
Here's how to draw this illustration:
Step One: Draw a horizon line. Put the seed in dirt.
Step Two: Give the seed a solid root system. Draw these like little wiggly worms.
Step Three: Add the stem that has grown up out of the seed! Use two lines to make the stem.
Step Four: Make a circle at the top of the stem. Add the pollen as dots. Add the petals as ovals.
Step Five: Finally, let's add two leaves. I like making pointy ovals.
Step Six: Label the roots.
Step Seven: Label the seed.
Step Eight: Label a leaf.
Step Nine: Label the stem.
Step Ten: Label the flower, sun, rain and dirt.
Step Eleven: Watercolor!
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PatrickHaller/fineweb-edu-plus
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Rationale: In order for children who are beginning readers to move on to reading fluently, they must learn many different things. One very helpful component of learning how to read is to know what a digraph is. A digraph is what is made when 2 or more letters with individual sounds are combined in order to make a new, single sound. This lesson will teach the ay = /A/ correspondence. This simply means that the 2 graphemes ‘a’ and ‘y’ are put together to form the digraph ‘ay’ to make the /A/ phoneme. After this lesson is over, the children should be able to hear and see words with the ay = /A/.
Materials: Letters of the alphabet, Elkonin boxes, A Day with May, by Nat Gabriel (Reader’s Digest Children’s Publishing, Inc. 2000), primary paper, pencils, and chart paper.
1) Begin the lesson by making sure all the students know what a vowel is. Then explain to the students that by taking two vowels such as ‘a’ and ‘y’ and combining them, it makes not two sounds anymore, but one!! “Today I am going to teach you what sound is made when the vowels ‘a’ and ‘y’ are put side by side.”
2) “When the letters ‘a’ and ‘y’ are beside each other, they make the ay = /A/ sound. I want you all to look up here at the chart while I read the tongue twister on it. Listen carefully for our ay = /A/ sound. May plays with Jay and Kay once a day. Now lets all say it together. What words did we hear that had our ay = /A/ sound? Yes, that’s terrific!!! May, plays, Jay, Kay, and Day.”
3) “Hopefully by now you will all be able to know when someone says a word with the ay = /A/ sound when they are talking, but just for practice, I am going to read some sentences to you (one at a time) and when I am done, I want you to raise your hands and tell me how many words I said with the ay = /A/ sound in them. Ok, here is the first sentence, second, third, forth, and fifth.
A) May I say that your house is gray? (3)
B) The play got better everyday. (2)
C) The hen wants to lay her eggs. (1)
D) Can Kay and Jay come over today? (3)
E) I must say, May days are best to play. (4)
Great Job!! You were all able to pick out the correct number of words just by listening to me!”
4) Now the class will do a letterbox lesson with ay = /A/ using Elkonin boxes and laminated letters of the alphabet. The lesson will be thoroughly explained before the children start. “Now that we all know how to do a letterbox lesson, let’s begin. First I am only going to tell you to spell some words with only 2 letterboxes and then we will work our way up to 3 and 4 letterboxes. The first word I want you to spell is ‘say’. Using 2 letterboxes, place the letters where they belong. When you are all done, put your hands in your lap and I will show you my letterboxes so you can check and see if you got yours right.” If they got it right, we will move on to some more but if not, I will stop and explain why I put ‘s’ in the first letterbox and ‘ay’ in the second. We will continue our letterbox lesson with the words: day, may, play, say, jay, lay, hay, and pay. When the lesson is over, we will gather together the words we spelled and will place them in a column on a piece of chart paper then practice reading them before the children put away their letterbox materials.
5) “Now that you all seem to have a pretty good grasp on our new vowel correspondence, I am going to read you a book, and together we will try to see how many words we recognize that have the ay = /A/ in them. Then we will do a fun activity with those words. In the book we are about to read called, A Day with May, there are 2 words in the title that make our sound because they have the letters ‘a’ and ‘y’ side by side. Now listen carefully as I read the title one more time. By a show of hands, who can tell me what 2 words have the ay = /A/ sound? That’s right!! Day and May!! Very good!! Now here is a tricky question. What word in the title has our sound, but doesn’t have the ‘ay’ in the word. That’s right!! The word ‘A’.” Now the book will be read to the children and together we will pick out the ay = /A/ words. “You all did a fabulous job listening for our new sound in the book. Now let’s add to our chart by placing our new list of words from the book to our list of words from our letterbox lesson.”
6) In order to assess the children, primary paper and pencils will be handed out for a writing activity. “Okay children, I want you to look at the words on the chart we collected from our letterbox lesson and our book with the ay = /A/ sound. Pick one of those words and write it down on your paper. Once you are done doing that, write a message using your word with the ay = /A/ sound. When you are done, one by one you can share your message with the rest of the class.” The papers will be collected when the children are finished sharing and they will be displayed on our ay = /A/ wall in the hall so the rest of the school can see what the children learned about and can see how smart they are.
The Reading Genie Website:
I See A Bee!! by Jennifer O'Meara
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PatrickHaller/fineweb-edu-plus
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- For Teachers
As this grammar point is overwhelmingly taught when students are still young, this article concentrates on young learners. However, most of it is relevant to or adaptable to low level adults.
“It is” and “They are” might be the first piece of grammar that young learners come across, and is an important one in class as it can be endlessly recycled once it is presented by the simple expedient of using some flashcards with two or more objects on when doing future areas of vocabulary. It can also help reinforce the need for –s after plural nouns. The ideas below should hopefully make this structure a pleasant introduction to English grammar for kids. As mentioned in some of the game ideas, this can also be tied in with minimal pairs and/ or phonics by getting the kids to spot that “They are both sh words” and “It is a ch word”.
Issues with It is/ They are
Before first teaching It is/ They are, there are several points to think about. The first is what you want to do about the contractions “It’s” and “They’re”. The six possible approaches are:
- Just use the contractions, perhaps avoiding “Yes, it is” and “Yes, they are” to make that possible.
- Just do the full forms and leave contractions until later.
- Present the full forms but use natural contracted forms during listening comprehension, e.g. the listen and touch games described below.
- Use both forms in the right contexts (e.g. full forms in writing but contractions in speech bubbles) but don’t explain the differences or force the use of one form or the other.
- Use both forms in the right contexts and expect students to do the same, but without explaining.
- Use this as a chance to present the idea of contractions, doing both forms and explaining the differences.
As briefly mentioned in the list above, the main differences between uses of contractions and full forms are that the full forms must be used in short positive answers and tend to be used in writing. It is possible to explain this and/ or prompt the relevant form without use of L1 with tactics like holding up your index finger and middle finger apart to represent the full form and together to represent the contraction. You can also draw a speech bubble around the contraction and draw a pen next to the full form.
The main argument for going to all this trouble is that native speakers almost always use contractions where they can in speech, making comprehension difficult without some work on this point. There is also the slight danger of unintentional overemphasis by saying “It IS a pen”. However, I have recently become very doubtful that these two things make it worth all the effort, especially at this early stage, and especially when most of their communication will probably be with other non-native speakers who will also avoid contractions.
The next issue once you have that one sorted is “It is” and “This is”, including the common but possibly confusing “What’s this?” “It’s a pen” classroom exchange. In many classroom interactions such as presentation of vocabulary “This is” is the more natural option and sentences like “What is it?” can sound strange. The same thing is true of many of the games below. However, This is/ They are doesn’t really work as a grammar point to present and “It is” will be more useful for their later lessons introducing other subject pronouns, the Present Continuous tense, etc.
As there is no chance of explaining the difference at this stage even in L1, your four choices are:
- Stick to “It is” even when it sounds unnatural.
- Use whatever sounds natural but design activities so the production will mainly or entirely be “It is”.
- Use them naturally but don’t correct mix ups from the kids.
- Use them naturally and correct (some) mix ups from the kids, but without explaining why.
My own choice tends to be the second of those options.
Presenting It is/ They are
This is such a simple point that I tend to present it for the first time in the middle of one of the practice activities below, for example doing some normal “What’s this?” “It’s a stocking” practice with the slow reveal flashcard game and then adding the twist of a flashcard that has more than one object on it and so cannot be got from the teacher by saying “It is…” as has been the case until then.
Another way of introducing the point by stealth can be used if they already know S for plurals. You can smoothly move on from getting them to draw, label, draw a line between etc “apple”/ “apples”, “orange”/ “oranges” etc to doing the same with “It’s an apple” and “They are oranges” without needing to present the grammar at all. A variation on this can also be used to lead up to a grammar presentation for those who don’t know S for plurals yet, with “It’s a banana” and “They are houses” possible to match just from knowledge of how to read the nouns, but “It is a chair” and “They are chairs” needing the grammar point of the day.
Practising It is/ They are
The activities below start with games and then move onto more general activities. The games near the top are ones I often use also to present the language for the first time.
Games for It is/ They are
It’s a ball/ They are balls
Throwing a ball around can be a great activity for revision at the start of any class, e.g. with students asking and answering basic questions or counting as they do so. I often finish this stage with “What’s this?” “It’s a ball” before moving onto presenting or revising vocabulary with the same phrases, and it is an easy and amusing step from this to trying to throw and catch two balls with “What are they?/ What are these?” “They are balls”.
Run and touch games for It is/ They are
Another thing I like to start lessons with is students running around and touching that classroom objects that I say like “table” and “ruler”, shouting out a sentence to identify it like “It’s a table” when they do so. This can be extended to include “They are” in several ways. One is for them to touch only one object if they hear “It is” and more than one object (perhaps at the same time if it is possible) if they hear “They are”. A more manic version is for them to touch every example of that thing in the classroom before they say the relevant sentence.
These games can also be played with students deciding for themselves whether they need “It is” or “They are”, touching and shouting out the former if they think there is only one example in the classroom (e.g. “It is a door”) and doing the same with the latter if they can find more than one (e.g. “They are windows”).
A simpler variation, and maybe the most suitable for presenting the language for the first time, is to very slowly say what they should touch starting with “It is…” or “They are…”, so that they hopefully start to use that as a clue about which of the things in the classroom they have to touch. This could also be extended by the person speaking never saying the name of the thing but just clues like “They are toys”, “They are round” etc until someone guesses, touches and shouts out the name in a full sentence.
Any of these games can also be played with flashcards on their tables, spread across the floor, stuck up around the classroom or hidden around the classroom.
It is/ They are flashcard games
Any games you usually play with flashcards can have this grammar point added to them by making sure some of the cards have two or more items on them, e.g. mixing up pictures and/ or words of “a toy car” with “dolls” and “jigsaw puzzles”. Slowly revealing a card for students to identify is even more fun this way as they must wait to put up their hands until they are sure if there is more than one object on the card or not (or take their chances and guess).
Another way of doing this is to present vocabulary that has things in common, for example presenting “(It is a) ball” and “(It is a) yoyo” and then eliciting that “They are circles”. This can be done with the words with things in common presented straight after each other in this way, or cards can all be stuck to the board after they are presented and students can try to spot any similarities at any point after that. You can also make sure the “It is…” structure comes up when talking about similarities by making sure the pack has a mix of objects with things in common and ones that don’t match each other at all. When all the cards are up on the board, students are asked to mention any sentences like “They are hard” that hadn’t come up with during the game and to spot and explain any which don’t match with sentences like “It is in the bathroom” and “It is a lizard”.
The game above can also be played with several objects with things in common on one card, e.g. slowly revealing a card with different toys on it and getting students to identify both the category and at least one of the examples. This can also be done with specific examples of one word, e.g. for “palace” you could have a card with at least one which they would know so they can say “They are palaces. It is Buckingham Palace.”
It is/ They are pelmanism
Pelmanism, also known as Pairs or The Memory Game, is a popular card game and TEFL game where the whole pack of cards are spread face down on the table and students try to find pairs that match each other in some way, e.g. two clubs, two toys or two words starting with “ch”. There are several ways in which this game can have “It is” and “They are” added to it.
The simplest way of adding this language is to get students to identify the first card after they turn it over (e.g. “It’s an apple”) and the second card in the same way (“It’s an apple”) before saying the same thing for both to explain that they have a pair (“They are apples”). Alternatively, they can find singular and plural cards for the same object (“It is an apple” for the first card and “They are apples” for the second) or cards that match completely (“They are apples” with “They are apples”).
The same thing can be done with things that have things in common, e.g. “It’s a steak”, “It’s an apple”, “They are red”. The game can be set up so the similarities are colours, shapes, sizes, categories of vocabulary (e.g. half the cards are body parts and half are animals), etc. Students can also be asked to say both a similarity and a difference (e.g. “They are transport. It is big. It is small.”)
Higher level classes can be given a random selection of recent and/ or upcoming vocabulary to use try and think of their own connections between in a game I call Random Pelmanism, e.g. “It’s a clothes horse” “It’s an aerial” “They are both metal”.
Another variation of pelmanism that also includes both “It is” and “They are” is for students to try to turn over two cards which are related plus one more card which is different. They then identify the similarity (e.g. “They are dangerous”) and difference (e.g. “It isn’t dangerous” or “It is cute”).
It is/ They are brainstorming races
The kinds of descriptions that students are asked to come up with in some of the games above can also be given to the students for them to come up with examples of. They then draw and/ or write those things and get points for saying and/ or writing sentences identifying both the category and the individual examples, e.g. “They are toys. It’s a toy car”.
The same game can be played with things that are more difficult to think of, e.g. “They are big. One is friendly and one is dangerous”.
It is the odd one out
This is a common vocabulary exercise that can have this language and more fun added to it with a competitive element. At least three pictures and/ or words with an odd one out is quickly flashed up, e.g. with a PowerPoint slide, OHP or on an A3 flashcard, and students rush to identify the odd one out and the similarity between the others with sentences like “They are in the classroom. It is in my house”. This can also be done with two or more categories and an odd one out in the list, e.g. “They are on your head. They are on your feet. It is on your body.”
It is/ They are stations
Stations is a quite popular young learners game in which students touch one of two walls in the classroom depending on which thing they hear or think is suitable, e.g. the right wall if they hear “ch” and the left wall if they hear “sh” or the right wall if they think the word takes “a” and the right wall if they think the word takes “an”. The same can easily be done with “It is” and “They are”, e.g. by students touching one of the two walls based on how many things are on the flashcard, in the classroom, in their city, in the view outside the window, or in the world.
Guess how many
As well as the slow reveal flashcard game mentioned above, students can also guess how many things are in your hand, in a plastic bag, under a cloth after you removed stuff, etc. They then make a suitable It is/ They are sentence depending on whether they think the number is one or larger.
It is/ They are target practice
Students are given two balls and throw one of them at something in the classroom. If they can identify the thing they hit (e.g. “It’s a curtain”), they get one point. They can then keep that one point and stop there, or take a chance and try to throw the other ball at the same (kind of) thing. If they do take that chance, they can get four points if they can do so and say “They are curtains” or lose all their points if they hit something different.
The same game can be played with pictures, e.g. large flashcards around the room or pictures projected on the board or a screen.
Using picture books for It is/ They are
Perhaps the most fun kinds of books are ones in which things are hidden and need to be found, e.g. Where’s Wally and I Spy books. Perhaps with the text covered up, the teacher calls out or writes up the name of an object or kind of person and the students must race to find how many there are of that thing and shout out the correct sentence, e.g. “They are wizards”. This can also be done with pictures in front of the whole class, e.g. with an OHP, or students can even make similar pictures to help each other.
A less fun but more educational version is to use a picture dictionary – both A to Z and ones with words in categories work fine. Open a random page of the book and let students compete to use both “It is” and “They are” to identify objects on the page and the theme of it, e.g. “It is a zoo. It is a zebra. They are Z words” or “It is a tractor. It is a combine harvester. They are on farms”.
Using videos for It is/ They are
This is simplicity itself – choose a video where objects appear both singularly and in groups, and get students to stick up their hands whenever they think they can make a sentence that no one else has yet, e.g. “They are presents” and “It is a teddy bear” in a Xmas video.
Copyright © 2013 Alex Case
Written by Alex Case for UsingEnglish.com
Latest from 'Teaching English'Read More �
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PatrickHaller/fineweb-edu-plus
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Kelp needs sunlight in order to grow. It also needs a hard surface to grow on. Kelp consists of at least three parts: the holdfast, stipe, and blade. The holdfast is a part that attaches the kelp to the ocean floor. The blade is the leaflike part that takes in sunlight to make food. The stipe is the part that connects the holdfast to the blade.
Giant kelp is one of the world's fastest growing plants. It can grow as much as 300 feet in a single year. When the tops reach the surface, they keep on growing to form a floating mat. The kelp forest provides shelter and protection for many animals. Like a forest on land, a kelp forest is full of life.
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PatrickHaller/fineweb-edu-plus
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In this video segment from Cyberchase, the CyberSquad is trapped on Proporciona, a place where objects are 10 times larger than the kids. The CyberSquad needs to build a boat just like one that belongs to the giants, but ten times smaller. They find some model boat kits that belong to the giants and try to figure out which pieces are the right proportion and can be used together.
Here are some Frame, Focus and Follow-up suggestions for using this video in a math lesson.
What is Frame, Focus and Follow-up?
Frame: : Small models of boats and cars are popular with some collectors, and there are kits for model boats and cars that you can build yourself. The description on the box often mentions how such kits are “scale models,” and they list a scale on the box that looks like this: 1:16. What do you think these numbers might mean?
Focus: The CyberSquad finds some model boat kits and they try to put pieces from these kits together to create a boat that will fit them, but their plan doesn’t work out at first. What does the squad do to make sure they have the right size pieces? What do they know about scale that helps them?
Follow Up: What sort of measurements do the CyberSquad take to make sure their boat is the right size? If you were going to create a scale model of an ant for a science fair project and you wanted it to be five times larger than a real ant, how would you figure out how big to make your model?
JACKIE: I think we need to make our own boat! Just like this one, only one that fits our size.
MATT: Okay, what do we know?
INEZ: We know the scale of everything in this world is ten times larger than our world.
MATT: So to make a boat that'll fit us, we need to make it one tenth the size of this one! All we need are the parts.
DIGIT: You mean, like these...?
MATT: Cool! Model boat kits!
INEZ: This is perfect, Didge! All we need-
GIANT KID: Look at my boat! It's a racer!
MATT: Quick! Hide!
JACKIE: Oh no! More giants! These boat parts must belong to them!
MATT: Hey, it looks like they can't see us way over here!
JACKIE: Good. Then they won't mind if we borrow their leftovers for a while!
INEZ: Yeah! All we need are a couple of sides, a bottom and a back! Let's do it!
MATT: Two sides!
INEZ: I've got a back!
DIGIT: I got the oars!
JACKIE: And I've got the bottom section! This is going to be a piece of cake!
DIGIT: A piece of cake, huh? I don't think so.
JACKIE: Something is definitely off here.
INEZ: It sure is. The back's way too big!
MATT: And the bottom's way too small!
JACKIE: No wonder these parts don't fit together - each part came from a different sized scale model!
DIGIT: Now what??
MATT: What we need to do is measure the giant's boat so we can figure out exactly how big to make ours. These blades of grass are all about the same length. We can use them like rulers.
MATT: Inez, you measure the sides. Jax, you do the bottom. Didge, you do the back. and I'll write it all down! Okay, here's what we've got: The sides of the big boat measure forty grass blades long and ten high. The sides of our boat need to be one-tenth of that.
INEZ: Check! This side is four grass blades long... And one blade high...one-tenth of the big boat. The perfect proportion!
MATT: Cool! The big boat has a bottom that's forty grass blades long and twenty wide. Let's find a match.
JACKIE: I think I got one! It needs to be four grass blades long, which is one-tenth of forty...and two wide, which is one-tenth of twenty! ETS, guys! Exactly to scale!
MATT: All we need now is a back. The back on the big boat is ten grass blades high and twenty wide.
DIGIT: I got the back, I got the back! It's two grass blades wide - and two high!
JACKIE: I'm afraid that's too big, Didge. Your width is right but your height is wrong. One-tenth of ten is one - not two.
DIGIT: I knew that. I was just testing you.
INEZ: This one's the right size! One high...two wide, and one-tenth scale! Let's start building!
HACKER: Yes! The Poddles...Wicked, Binary, Two-Headed Sam... Even those plump little pigs from Happily-Ever- After! They'll all be here!
BUZZ: Oh gee, Boss, that's great! I can't wait to see 'em!
DELETE: Yeah, uh, tell us again why they're coming?
HACKER: To pay homage to the new ruler of cyberspace...
BUZZ: Nobody'll come for that!
HACKER: Yours Truly! He glances behind him.
DELETE: They may come to see that!
HACKER: I'll be right back!
JACKIE: Okay guys, the sides and bottom fit. Let's see about the back!
Academic standards correlations on Teachers' Domain use the Achievement Standards Network (ASN) database of state and national standards, provided to NSDL projects courtesy of JES & Co.
We assign reference terms to each statement within a standards document and to each media resource, and correlations are based upon matches of these terms for a given grade band. If a particular standards document of interest to you is not displayed yet, it most likely has not yet been processed by ASN or by Teachers' Domain. We will be adding social studies and arts correlations over the coming year, and also will be increasing the specificity of alignment.
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PatrickHaller/fineweb-edu-plus
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Use this fun winter activity pack with the story The Snowy Day, by Ezra Jack Keats.
Don't have this book?! I found it online!! Click HERE!
In this file:
-Story retelling sentence strips. Print and cut out the strips. Mix them up. Students can rearrange the sentences to retell the story.
-Past tense verb card game: Students pick a card and must express the past tense verb of the word provided. Can they determine which are regular and those that are irregular?? Once they respond accurately, they can hold onto their cards. If they pick the “snow ball fight” card, they lose a turn. The student with the most cards at the end is the winner.
-Comprehension cards: students can work on recall and story comprehension with these question cards. Use with the board game provided.
-Which one does not belong: Each card has three words provided related to the story. Students must express which word does not belong or go with the others. Each card has a point value (1-5). At the end, students can add up their points to determine the winner.
-Vocabulary word search: Review the vocabulary with this fun word search created using the vocabulary from the story.
Grab this download HERE!
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PatrickHaller/fineweb-edu-plus
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Bouncing the Basketball with B
By Marianna Waits
Emergent Literacy Design
Rationale. This lesson will help children identify /b/, the phoneme represented by B. Students will learn to recognize /b/ in spoken words by learning a meaningful representation (bounce the ball) and the letter symbol B in phonetic cue reading by distinguishing rhyming words from beginning letters.
Materials. Primary paper and pencil; chart with "Bill and Betty baked brown bread for Barbara's baby"; drawing paper and crayons; Bubble Bear by Scholastic Press (February 2001); cards with BAD, BALL, BAG, TOY, BUN, and RAKE; worksheet to assess identification of pictures with /b/ (look below for URL).
1. Say: The language that we write is a secret code. The part that is tricky is learning what letters stand for—the mouth moves we make as we say words. Today we are going to work on watching the mouth move /b/. We spell /b/ with letter B. B looks two balls on a stick, and /b/ sounds like the sound when we bounce a ball.
2. Now, let’s pretend to bounce the ball, /b/, /b/, /b/. [pretend to bounce a ball] Notice how your lips start out together, then they open and a puff of air comes out and you voice box is on.
3. Let me show you how to find /b/ in the word cub. I’m going to say it in slow motion and listen for the ball bouncing. Cc-u-u-ub. Slower: Cc-u-u-u-bb. Did you hear it? I heard the ball bounce.
4. Now let’s try a tongue twister [use the chart]. "Bill and Betty baked brown bread for Barbara's baby." Let’s all say it together two times. The third time we will stretch the /b/. "Bbbill and bbetty bbbaked bbbrown bbbread for Bbbarbara’s bbbabby." This last time break the /b/ off the word: "/b/ ill and /b/ etty /b/ aked /b/ rown /b/ read for /b/ arbara’s /b/ aby.
5. [Students should get their primary paper and pencil out]. We use the letter B to spell /b/. Capital B looks like two balls on a stick. Let’s write the lowercase letter b. Start at the roof top, go down, b-bbounce up and around. I want you to make a total of 10.
6. Call on the students to tell you how they know the answer: Do you hear /b/ in brake or maze? Rat or band? Bob or Rob? Sun or dab? Say: Let’s see if you can spot the mouth move /b/ in some words. Bounce the ball if you hear /b/: The, big, buff, bear, chased, the, bold, tigers.
7. Say: "Let’s read a book about a Bear’s bubbles. Bear loves to blow bubbles. But when Badger tries to spoil Bear’s fun, he blows a bubble you won’t believe!" Have the children draw the bear blowing a bubble. And let them display their work.
8. Show BAD and model how to decide if it is bad or sad: The B tells me to bounce the ball, /b/ so this word is bbb-ad, bad. You try some: BALL: ball or mall? BAG: bag or rag? TOY: boy or toy? BUN: bun or run? RAKE: rake or bake?
9. For assessment, give the worksheet to the students. Students are to draw a line from each of the butterflies to a picture that begins with the sound of the letter.
Reference to a source that can tell us more.
Book: Bubble Bear:Letter B Scholastic Press, 2001, 16pp.
Internet site: assessment worksheet
Bruce Murray, Brush Your Teeth with F.
to the Projects Index
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PatrickHaller/fineweb-edu-plus
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Sing and Spell (Tune: “Row, Row, Row Your Boat”)
Sing and spell with me;
It’s easy as can be.
Just sing a song
And learn along -
It’s so much fun, you’ll see.
Z-e-r-o spells zero,
O-n-e spells one,
T-w-o spells two,
Now we’ve just begun.
Now let’s spell some more.
S-i-x spells six,
You’re spelling like a pro.
Three more numbers to go.
T-e-n spells ten,
Let’s spell them one more time.
Zero - z - e - r - o
One - o-n-e Etc.
Write words on sentence strips and hold up as you sing.
Make puzzles by writing number words on sentence strips. Cut between letters and place in an envelope. Write the number word on the envelope as well. Children remove pieces and put the puzzle together to spell words.
Line Up - Tap children as you say their position when they line up. For example, “first,” “second,” “third,” “fourth,” etc.
Toy Talk - Line up classroom toys and then orally say their position. Next, ask children to bring you toys by calling the ordinal position. For example, “Who can bring me the fourth toy?”
Piggy Sticks - Make piggy sticks by gluing pigs similar to the one shown on craft sticks. Retell “This Little Pig” using ordinals.
The first little pig went to the market.
The second little pig stayed home.
The third little pig had roast beef.
The fourth little pig had none.
The fifth little pig cried, “Wee wee wee” all the way home.
The sixth little pig ate some pizza.
The seventh little pig ate a pear.
The eighth little pig had spaghetti.
The ninth little pig’s plate was bare.
The tenth little pig cried, “Wee wee wee, I will share!”
Guess and Check - Give each child a zip bag to take home and fill with objects. (Give them parameters for this, such as 1-10 or 1-25.) Number each of their bags. Classmates write down the number of the bag and then write down their estimation (“guess”) of how many objects are in the bag. Next, they open the bags, count, and write down the correct amount (“check”).
Estimation Center - Fill a plastic bottle or jar with different objects each day. Place small pieces of paper and a pencil by the “estimation jar.” Sometime during the day ask students to write their name and estimation on a piece of paper. At the end of the day, empty the container and count. Who guessed the closest amount? Who guessed more? Who guessed less?
Fraction Pizza (Tune: “He’s Got the Whole World in His Hands”)
I’ve got a whole pizza in my hands. (Extend arms in a circle.)
I’ve got a whole pizza in my hands.
I’ve got a whole pizza in my hands.
And now I’ll eat some up.
I’ve got half a pizza… I’ve got ¼ of a pizza… I’ve got 1/8 of a pizza…
I’ve got no pizza in my hands…
It’s just an empty pan.
Cut a red sheet of paper into a circle and then cut into fractions. Hold up the pieces as you sing the song.
*Click here to download a book that goes with the song.
Eating Fractions - Order a large pizza for your class and sing the song as you cut it into enough pieces to share. (You might need two pizzas if you have a large class!)
*Give children a large graham cracker. Can they break it in half? Can they eat half? Can they break it in fourths? Can they eat one fourth? Can they break it in eighths? Can they eat one eighth?
Fractions Puzzles - Have children bring in food boxes from home. Cut the fronts off the boxes and use them to make fraction puzzles.
Problem Solving - You can use blocks, crayons, or other classroom objects for problem solving. For example, invite four children to come to the front of the room. Take twelve blocks and ask the other students how you could share the blocks with those four friends.
Bring in 12 packages of crackers. Count together. “What can we do? There are 24 people in our classroom and only 12 packs of crackers.”
Found a Penny (Tune: “Found a Peanut”)
(Hold up real coins or cut outs as you sing.)
Found a penny, found a penny, found a penny just now.
It is round and brown and shiny
Found a penny just now.
I see Lincoln, I see Lincoln, our sixteenth president,
On the back is his Memorial
Penny, penny’s worth one cent.
Found a nickel, found a nickel, found a nickel just now.
It is round and fat and silver
Found a nickel just now.
I see Jefferson, I see Jefferson, our third president
On the back his Monticello
Nickel, nickel’s worth five cents.
Found a dime, found a dime, found a dime just now.
It is thin and small and silver,
Found a dime just now.
I see Roosevelt, I see Roosevelt, our thirty-second president
On the back is a torch.
One dime is worth ten cents.
Found a quarter, found a quarter, found a quarter just now.
It’s the largest of all the coins,
Found a quarter just now.
I see Washington, I see Washington, our first president
On the back the bald eagle;
Quarter’s worth twenty-five cents.
Found a dollar, found a dollar, found a dollar just now.
It has a picture of George Washington
And it’s worth one hundred cents.
Five pennies equal a nickel; ten pennies equal a dime.
Twenty-five pennies in a quarter,
Two nickels equal a dime.
Five nickels in a quarter, or a nickel and two dimes;
Four quarters in a dollar
And a dollar equals ten dimes.
* Click here to download a book that goes with the song.
Rubbings - Have children do rubbings of coins. Place each coin under a sheet of paper and rub with the side of a crayon. Who do they see? What’s it worth? Let children examine coins with a magnifying glass. Encourage them to discuss details. How old is the coin?
Money Song (Tune: “Shortnin’ Bread”)
Chorus: I like money to buy things at the store. (Point to self.)
Money, money, money, I always want more! (Palms up and shake.)
A penny’s worth one cent. (Hold up 1 finger.)
A nickel’s worth five. (Hold up 5 fingers.)
A dime’s worth ten cents. (Hold up 10 fingers.)
A quarter’s twenty-five. (Open and shut hands for 25.)
Lincoln’s on one cent.
Jefferson’s on five.
Roosevelt’s on ten cents.
Washington’s on twenty-five.
A building’s on one cent.
A building’s on five.
A torch is on ten cents.
An eagle’s on twenty-five.
Hint! Feel free to change the words of the song to “Let’s learn some more!” instead of “I always want more.”
Penny Time Line - Let children make a penny time line. First, have them write the year they were born and subsequent years on a sentence strip similar to the one shown. Let them take this home and look for a penny with each date. Tape the pennies to the time line.
Change Please - Draw four square on a file folder. Label with “penny,” “nickel,” “dime,” and “quarter.” Give children a coin purse with change and ask them to sort the coins. Can they count the total amount?
Coupon Clippers - Bring in coupons and have children cut them out. Ask children to sort the coupons. Can they sort them another way?
Wants and Needs - Have children use a T-chart to write or cut out pictures of things they “want” and things they “need.”
Money Tree - Does money really grow on a tree? Where does money come from? Have children go home and interview their parents to find out how they make money for their family.
Pay Day - Brainstorm how you pay for things when you go to a store? Do your parents use dollar bills, checks, or credit cards? Run off pretend checks for the children to fill in. Let children make play credit cards by cutting 2” x 3 ½” rectangles out of Styrofoam plates.
Addition Pokey (Tune: “Hokey Pokey”)
Put 1 finger in. (Hold up finger on right hand.)
Put 1 finger more. (Hold up 1 finger on left hand.)
Shake them altogether (Roll around.)
And then lay them on the floor. (Place on floor or table.)
Add them both together, (Bring hands together.)
And you don’t want to stall.
Now you have 2 in all.
2 fingers…3 fingers…4 fingers…5 fingers
*Do “Addition Pokey” with other facts.
Signs for Math - Introduce sign language for equal (fingers straight and bring tips together), addition (open fingers and then bring tips together), and subtraction (pretend to take something out of palm and throw it down). Put fingertips together for “more,” and pretend to push down with one palm on the other for “less.”
Incredible Equations - Each day let children brainstorm equations that would equal the date. Start doing this as a large group activity, and then have children do it independently or with a partner.
Domino Addition - Let children add up dots on dominoes.
“Egg”cellent Math - Write math problems on plastic eggs with a permanent marker. rite the answer on a small sheet of paper and place it inside so children can self check.
Math Flash - You can make this simple game from a spiral ring of index cards. Write math facts on the front of the index cards with a marker. Write the answer on the reverse side with a pencil. Children add or subtract and then check their answer on the reverse side.
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WHEN WE ARE GIVEN the base 2, for example, and exponent 3, then we can evaluate 23.
23 = 8.
Inversely, if we are given the base 2 and its power 8 --
2? = 8
-- then what is the exponent that will produce 8?
That exponent is called a logarithm. We call the exponent 3 the logarithm of 8 with base 2. We write
3 = log28.
We write the base 2 as a subscript.
3 is the exponent to which 2 must be raised to produce 8.
A logarithm is an exponent.
104 = 10,000
log1010,000 = 4.
"The logarithm of 10,000 with base 10 is 4."
4 is the exponent to which 10 must be raised to produce 10,000.
"104 = 10,000" is called the exponential form.
"log1010,000 = 4" is called the logarithmic form.
Here is the definition:
logbx = n means bn = x.
That base with that exponent produces x.
Example 1. Write in exponential form: log232 = 5.
Answer. 25 = 32.
Problem 1. Which numbers have negative logarithms?
To see the answer, pass your mouse over the colored area.
Example 3. Evaluate log81.
Answer. 8 to what exponent produces 1? 80 = 1.
log81 = 0.
We can observe that, in any base, the logarithm of 1 is 0.
logb1 = 0
Example 4. Evaluate log55.
Answer. 5 with what exponent will produce 5? 51 = 5. Therefore,
log55 = 1.
In any base, the logarithm of the base itself is 1.
logbb = 1
Example 5 . log22m = ?
Answer. 2 raised to what exponent will produce 2m ? m, obviously.
log22m = m.
The following is an important formal rule, valid for any base b:
logbbx = x
This rule embodies the very meaning of a logarithm. x -- on the right -- is the exponent to which the base b must be raised to produce bx.
Compare the previous rule.
Example 7. log2 .25 = ?
Answer. .25 = ¼ = 2−2. Therefore,
log2 .25 = log22−2 = −2.
Example 8. log3 = ?
Answer. = 31/5. (Definition of a rational exponent.) Therefore,
log3 = log331/5 = 1/5.
Problem 2. Write each of the following in logarithmic form.
To see the answer, pass your mouse over the colored area.
Problem 3. Write each of the following in exponential form.
Problem 4. Evaluate the following.
Problem 5. What number is n?
Problem 6. logbbx = x
Problem 7. Evaluate the following.
The system of common logarithms has 10 as its base. When the base is not indicated,
log 100 = 2
then the system of common logarithms -- base 10 -- is implied.
Here are the powers of 10 and their logarithms:
Logarithms replace a geometric series with an arithmetic series.
Problem 8. log 10n = ? n. The base is 10.
Problem 9. log 58 = 1.7634. Therefore, 101.7634 = ?
58. 1.7634 is the common logarithm of 58. When 10 is raised to that exponent, 58 is produced.
Problem 10. log (log x) = 1. What number is x?
log a = 1, implies a = 10. (See above.) Therefore, log (log x) = 1 implies log x = 10. Since 10 is the base,
x = 1010 = 10,000,000,000
The system of natural logarithms has the number called e as its base. (e is named after the 18th century Swiss mathematician, Leonhard Euler.) e is the base used in calculus. It is called the "natural" base because of certain technical considerations.
ex has the simplest derivative. Lesson 14 of An Approach to Calculus.)
e can be calculated from the following series expressed with factorials:
e is an irrational number; its decimal value is approximately
To indicate the natural logarithm of a number we write "ln."
ln x means logex.
Problem 11. What number is ln e ?
ln e = 1. The logarithm of the base itself is always 1. e is the base.
ey = x.
e is the base.
The three laws of logarithms
1. logbxy = logbx + logby
"The logarithm of a product is equal to the sum
"The logarithm of a quotient is equal to the logarithm of the numerator
"The logarithm of x with a rational exponent is equal to
We will prove these laws below.
Answer. According to the first two laws,
according to the third law.
The Answer above shows the complete theoretical steps. In practice, however, it is not necessary to write the line
The student should be able to go immediately to the next line --
-- if not to the very last line
Example 11. Use the laws of logarithms to rewrite ln .
Note that the factors sin x ln x are the arguments of the logarithm function.
Example 12. Solve this equation for x:
By this technique, we can solve equations in which the unknown appears in the exponent.
Problem 13. Use the laws of logarithms to rewrite the following.
d) ln (sin²x ln x) = ln sin²x + ln ln x = 2 ln sin x + ln ln x
Problem 14. Solve for x.
Proof of the laws of logarithms
The laws of logarithms will be valid for any base. We will prove them for base e, that is, for y = ln x.
1. ln ab = ln a + ln b.
The function y = ln x is defined for all positive real numbers x. Therefore there are real numbers p and q such that
p = ln a and q = ln b.
a = e p and b = e q.
Therefore, according to the rules of exponents,
ab = e p· e q = e p + q.
ln ab = ln e p + q = p + q = ln a + ln b.
Which is what we wanted to prove.
In a similar manner we can prove the 2nd law. Here is the 3rd:
3. ln an = n ln a.
There is a real number p such that
p = ln a;
a = e p.
And the rules of exponents are valid for all rational numbers n (Lesson 29 of Algebra; an irrational number is the limit of a sequence of rational numbers). Therefore,
an = e pn.
ln an = ln e pn = pn = np = n ln a.
That is what we wanted to prove.
Change of base
Say that we know the values of logarithms of base 10, but not, for example, in base 2. Then we can convert a logarithm in base 10 to one in base 2 -- or any other base -- by realizing that the values will be proportional.
Each value in base 2 will differ from the value in base 10 by the same constant k.
Now, to find that constant, we know that
Therefore, on putting x = 2 above:
By knowing the values of logarithms in base 10, we can in this way calculate their values in base 2.
In general, then, if we know the values in base a, then the constant of proportionality in changing to base b, is the reciprocal of its log in base a.
Problem 16. Write the rule for changing to base 8 from base e.
Please make a donation to keep TheMathPage online.
Copyright © 2013 Lawrence Spector
Questions or comments?
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Once we know the rotation centre, we can easily determine the angle in which the shapes have rotated.
In F 28, the values of angles AOA’ and BOB’ are equal; they are both 140º and it is the angle rotated from segment AB to A’B’.
ROTATION CENTRE AND ANGLE OF TWO COUNTERPART TRIANGLES.
The process is the same as we have studied so far.
In F 29, we have two equivalent (counterpart) triangles. We will determine the rotation centre and the value of the rotation angle.
In F 30, we have the bisectors of the lines AA’, BB’ and CC’, which define the circumcentre.
Using this circumcentre, we trace arches in green, red, and blue as described by vertices A, B and C to A’, B’ and C’.
If we take a closer look at F 31, we can see that the angles that form AOA’ (in green), BOB’ (in blue) and COC’ (in red) represent the rotation angle, which logically, have to be the same. In this case, we find that the rotation angle is 157º.
SYMMETRY IN THE PLANE.
When the position of a shape in the plane, its dimensions and form, correspond to one and another side of a point, an axis or a plane, we can say they are symmetrical shapes. Such shapes must be found at an equal distance of the point, axis or plane of symmetry:
In F.1, point O, or the centre of the circumference (circumcentre), is the middle point for every line.
Point O is the centre of symmetry.
If we take any segment, for example, OD and we fold it by the middle (point O), we will find it coincides with OD’.
Point O is found at an equal distance of points A and A’, B and B’, C and C’, and D and D’.
Points AOA’, BOB’, COC’ and DOD’ are aligned.
Instead of using points, as in the previous case, let's analyse the segments that form the pentagons in F.2. In this case, both pentagons are symmetrical is relation to a central point of symmetry; O:
In F. 3, we see that the segments that join the counterpart points AA’, BB’, CC’, DD’ and EE’ go through point O, which is the symmetry point:
If we fold a sheet of paper with the contents of F.3 through point O con with its corresponding inclination, both pentagons would coincide.
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To solve rate word problems, knowledge of solving systems of equations is necessary. Rate word problems include problems dealing with rates, distances, time and wind or water current. Other types of word problems using systems of equations include money word problems and age word problems.
Here we have another word problem related to linear equations. I can ride my bike to work in an hour and a half. If I drive 40mph faster than I bike and it takes me 30 minutes to drive the same distance. How far is it to work? Okay so here we have a couple of rates, we have times. Distance, rate time problem hopefully that formula sounds somewhat familiar. Distance equals rate times time, okay so in this particular problem we're actually dealing with two scenarios. We're dealing with biking and we're dealing with driving. What comes in handy for people who sort of organize their thoughts is to make a table. Okay so what we have is distance, rate and time. Bike and drive, okay so in both instances I am going from my house to work so what does tell us about the distance? It tells us that our distance is actually the same, we don't know what it is but they are equal. Okay rate, the rate of our bike we don't know that, but we do know that we drive 40mph faster than we bike so let's call our biking speed x and then our driving speed is just 40 more than that.
Okay and lastly is time, takes an hour and a half to bike, it takes 30 minutes to drive. Be careful with our units, here we're talking 40mph so we're dealing with a unit of speed is hours. So we need to make sure we put it in the same way. So time then for biking is hour and a half, 1.5 time for driving is 0.5, so we now have a table, we have distance, rates and times for everything, you need to figure out how to piece it all together. The trick is that our distances are the same, so we know that rate times time from our bike is equal to rate times time driving. They're going the same place has to be the same distance. Okay so our rate of biking is x, our time of biking is 1.5, our rate of driving is x+40 and our time driving is 0.5.
So from here we've turned our word problem into a table into a linear equation we can then solve. Okay so that means as we would any other equation, we want to make sure we distribute all information. So this 0.5 has to go everything involved 1.5x this side stays the same 0.5x is equal, opps equal, that's a plus, +20 getting x's all to once side subtract 0.5x one and a half miles, a half is just x is equal to 20. So we have x is equal to 20, here that relates to the rate of our biking which isn't what the question asked for. The question is asking for how far is it to work. So I know that my biking speed is 20, we can go back to distance is equal to rate times time, my biking speed is 20, my biking time is an hour and a half so that biking speed times the time it takes me is going to give me my distance. Which is 30 miles, okay we could just as easily have taken this biking speed and put it back in here so that tells us my car speed is 60mph. It takes me a half an hour to drive, half an hour times 60mph 30 miles we get the same answer.
So by taking our word problem, making a chart, making an equation we have an answer to the problem.
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Glencoe Science Level Blue
Motion, Forces, and Energy
What time is it? Time for a dissection. Don't worry; you won't need a scalpel for this dissection. In this activity, you will be taking apart a clock to find out how it works. Have you ever wondered how a clock functions? How the hands turn and why the clock will sometimes just stop? In this project you will get to take a clock apart to discover all of the intricate pieces that go into making the clock function.
Break up into small groups:
- One clock per group
- Open the back of the clock
- Diagram the inside of the clock
Create a flowchart that represents the process that takes place inside the clock as the gears turn. In the flowchart, show how the gear position changes with each minute and hour that passes. Also, show the relationship between gear movement and the hands on the clock face. Share your flowchart with the rest of the class and discuss what is happening inside the clock.
It will take one class period to examine the clock and make a flowchart and a second class period to finish the flowchart and present it to the class.
If a clock is not available visit these sites to help you complete this project.
How Pendulum Clocks Work
How does a pendulum clock work?
A Walk through Time
Inside a wind up alarm clock
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How Many Bears on the Bed?
- To solve problems using 1, 2, and 3 objects. (Children should be able to identify quantities of 1, 2, and 3, and count to 3, before doing this activity.)
A construction paper rectangle for a bed; 3 bear counters for each child (Generic counters can represent bears.) Children's book that has three characters.
Read Peace at Last by Jill Murphy, a version of The Three Bears, or another book that has three characters.
- Invite children to play "Copy Cat" with you.
- Tell them that you are going to do things and count, and they must be copycats and do what you do.
- Clap 2 times and say, "This time I'll be the copycat." Then turn around and clap 2 times again. "Let's do it together. This time I'll slap my knees and count. Then you be copy cats and slap your knees and count."
- Continue, using 1, 2, and 3 actions, with the children mimicking your words and actions each time.
- Teach children how to solve problems using objects. Use the bear counters and have children repeat your phrases and actions.
- Say, "One little bear went to bed," and put 1 bear on the bed. (Children duplicate.) "One more little bear went to bed. Add another bear. Let's count 1, 2. Now there are 2 little bears in bed. 1 more little bear went to bed. Add the third bear. Now there are 3 little bears in bed."
- "Show me 2 bears in the bed." Help children count out 2 and get them in the bed. Put 1 more bear in the bed. "How many bears are in the bed?" (3) "One little bear got out of bed. What do you do?" (Take 1 out.) "How many bears are still in bed?" (Children should count and say 2.) Continue with simple problems until children are comfortable moving the 3 bears.
Keep the number of bears at 3 and add a chair (a paper circle of a different color from the rectangular bed) to the setting. Have children use the counters and "chair" to solve problems like the following: "One little bear was in bed and 2 little bears were on the chair. 1 little bear got out of the bed and sat on the chair. How many bears were on the chair? On the bed?"
- Proficient - Child can follow directions and use up to 3 objects to solve simple problems.
- In Process - Child can count to 3, but experiences difficulty using objects to solve simple problems.
- Not Yet Ready - Child does not yet count to 3 or use objects to solve simple problems.
More on: Learning Activities for Preschoolers
Excerpted from School Readiness Activity Cards. The Preschool Activity Cards provide engaging and purposeful experiences that develop language, literacy, and math skills for preschool children.
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Rational: This lesson will help children identify /s/, the phoneme that /s/ is represented by S. Students will learn to recognize /s/ in spoken words, how to write an upper case S and lower case s, and how to distinguish between words that have /s/ and words that do not have /s/.
Materials: Primary paper and pencils; Chart with “Seth Snake slithers sneakily down the sizzling hot sidewalk”; card with the letter S; Scoot, by Cathryn Falwell
1. Say: “We use the letters of the alphabet to write and say words every day. It is very important that we learn the sounds that go with each letter of the alphabet so we can use them correctly. Today we are going to be working on the sound /s/. We spell /s/ using the letter S.”
2. Say: “Let’s make the /s/ sound. Can you think of an animal that makes the /s/ sound? That’s right. . . a snake makes the /s/ sound. Every time we hear /s/ we are going to pretend that we are snakes and we are going to make our hands slither like snakes.” (Demonstrate the motion.)
3. Say: “Now we are going to make the /s/ sound and we are going to pay very close attention to what our mouth and tongue do when we say /s/. (Say /s/.) When we say this our teeth should be barely open and our tongue should be lightly touching the back of your teeth and front of your mouth. Let’s say it again and make sure our mouth and tongue are doing the right thing.”
4. Say: “Now we are going to practice /s/ with a tongue tickler. Don’t forget to use your slithering snake hands!” (Point to each word as student is saying it.) “‘Seth Snake slithers sneakily down the sizzling hot sidewalk.’ Good job with all those /s/’s! Now let's say it again, and this time, stretch the /s/ at the beginning of each word. ‘SSSSeth SSSSnake SSSSlithers SSSSneakily down the SSSSizzling hot SSSSidewalk.’ Wonderful! Now we are going to try it again, but this time we are going to break the /s/ off of each word: ‘/S/ eth /S/ nake /S/ lithers /S/ neakily down the /S/ izzling hot /S/ idewalk.’ Fantastic!”
5. Say: “Now I am going to show you how to find the /s/ in words. I am going to use the word snail. Ssss-n-ai-l. Do you hear the /s/ in ssss-n-ai-l. In the word snail, the /s/ is at the beginning, but sometimes it can be in the middle or at the end. Okay, now I am going to say some other words, and I want you to use your snake hands when you hear /s/.” (house, mask)
6. Say: “Since we know what /s/ sounds like and we can recognize it in words, now we need to practice writing it. We use the letter S to write /s/.” Show them the card with the letter S. “The letter S even looks like a snake. We are going to start by writing the lower case s. Watch me write s and then you can try. We start just below the fence and make a c, and then we curve down to the side walk. I want you to write one s. When you have finished writing one s raise your hand and I will come by to make sure it is written correctly. After I check your s I want you to write five more s’s for practice.” (After everyone has had enough practice continue with the lesson.) “Now we are going to practice the upper case S. It looks just like the lower case s except it is bigger. We start just below the rooftop and make our c that stops at the fence, and then we curve down to the side walk. When you have written one S raise your hand so that I can come check it. After I check your S you can write five more to practice.”
7. Say: “Now I am going to say different words and I want you to tell me which one you hear the /s/ in.” (Sand or water, float or sink, plate or base).
8. Say: “We are going to read a story now. We will be reading Scoot, by Cathryn Falwell. This book is about lots of animals in the woods, and they like to play and jump around in the woods, except for these six turtles. They like to sit, and not move, but strong winds come upon the turtles. What do you think will happen to the six silent turtles? Let’s read it to find out! While I am reading the story I want you to listen for the /s/. . . don’t forget to use your snake arms when you hear /s/!”
Assessment: I will give students a worksheet with different pictures. I will tell students to circle the picture if it has the /s/ sound in it. Then I will have them write an upper case S and a lower case s.
http://www.auburn.edu/academic/education/reading_genie/doorways/colvinel.htm (Slithering, Sneaky Snake Says “SSSsssss” by Janie Colvin)
http://www.auburn.edu/academic/education/reading_genie/doorways/burrcel.htm (Sassy Sally Snake by Caroline Burr)
http://www.auburn.edu/academic/education/reading_genie/doorways/jacksonhel.htm (Slithering Snakes by Hannah Jackson)
Falwell, Cathryn. Scoot! China. Greenwillow Books, 2008.
Return to Awakenings Index
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It's GRRReat to be an Auburrrn Tigerrr! RRRR!
Emergent Literacy Design
By Megan Castleberry
Rationale: The goal for this lesson is for students to learn and identify /r/, the phoneme represented by r. In order for students to be effective readers, they need to know that letters stand for phonemes and that we make different phonemes with different mouth movements. Students need to be able to recognize individual phonemes for them to be able to decode. This lesson will focus on the r and the /r/ sound it makes while teaching the students a way to remember that sound and allow them to practice finding it in words.
Materials: primary paper, pencils, crayons, chart with tongue twister, chart with "Row Row Row Your Boat", pictures of tigers, white paper, worksheet
1. Decoding and reading words is something special that we get to learn when we come to school. We get to discover what letters stand for and which sounds we make with our mouths when we move them to say those letters and words. Today, we're going to talk about the letter r and the "rrrr" sound that it makes. The letter r is in a lot of words and we're going to try to find him!
2. Have you ever been to a zoo? Give me a thumbs up if you have! Did you see the tiger? What kind of sound does a tiger make? He grrrrowls doesn't he? Well ther letter makes a sound just like a tiger. Hey! I think there is anr in the word tigerrrr. Do you hear it? Do you notice the shape your mouth makes when it says "rrrr"? (have a discussion about the way your mouth looks and feels when saying it)
3. Let's try a tongue twister. Do you know what a tongue twister is? It's a sentence with a lot of the same sounds, so it can be tricky to say but it's also fun! (have tongue twister on a chart) "Raise Ruth's red roof" let's drrrrag out the /r/ sound in each word as we say it. "Rrrrraise Rrrrruth's rrrred rrrrroof" (show the "raise the roof" motion which is pushing your hands up in the air over your head) Great job! Let's say it again and try to separate the /r/ from the rest of the word. Like this: "/R/ aise /R/ uth's /r/ ed /r/ oof" can you hear the "rrrr" sound? Let's say it one more time with grrrrowling sound, I want to hear you sound like tigers! "Rrrrraise Rrrrruth's rrrred rrrrroof" great job, you all sound like tigers!
4. (Have students take out paper and pencil.) To write the letter r (lowercase) we are going to drrraw a line from the fence to the sidewalk. Then go back up to the fence and make a little currrve. (drag out r's to emphasize). For a capitalR we are going to make a line from the rrrrooftop to the sidewalk. Then go back up to the rrrrooftop and make a rrrround half circle to the fence. And from the fence to the sidewalk, we're going to give him a little kickstand, like a bike has! I want to see everyone's lowercase r. Good job! Now make 9 more just like mine! (Repeat with uppercaseR).
5. Call on students and ask how they knew the answer: "Do you hear /r/ in: finger ortoe? rat ormouse? left orright? nose orear? prince orking?
6. I'm going to sing a song that I think a lot of you might know. When you hear the rrrr sound I want you to use your hands to look like paws like tigers have and put them up! ("Row Row Row Your Boat" on chart)
7. Since we've been talking about tigers today, I'm going to read you all a poem. Listen for some /r/ sounds in the words in the poem, and put your paws up if you hear them. (readI Asked a Tiger to Tea ) Now I want you all to think of your favorite animal that has anr in its name (have a list of animals) and draw that animal having tea with you and write its name!
8. Show RAT and model how to decide if it's rat orcat. I'm making the grrrowling sound when I say rrrrat, /r/, so this word is rat. You try some: ROAD: road or load? ROUND: sound or round? RICE: rice or nice? REAL: real or teal?
Assessment: Give students a worksheet. On this worksheet they will color the pictures that begin with r and write ther in the blank. Call on students individually for phonetic cue reading in step 8.
Tongue twister: http://www.twisterking.com/r.php
Assessment Worksheet: http://www.kidzone.ws/kindergarten/r-begins2.htm
Return to Doorways
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PatrickHaller/fineweb-edu-plus
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At the top and bottom of a curve (Max and Min), the slope is zero. The "second derivative" shows whether the curve is bending down or up. Here is a real-world example of a minimum problem:
What route from home to work takes the shortest time?
Professor Strang's Calculus textbook (1st edition, 1991) is freely available here.
Subtitles are provided through the generous assistance of Jimmy Ren.
Please make sure you play the Video before clicking the links below.
PROFESSOR: Hi. Well, I hope you're ready for second derivatives. We don't go higher than that in many problems, but the second derivative is an important-- the derivative of the derivative is an important thing to know, especially in problems with maximum and minimum, which is the big application of derivatives, to locate a maximum or a minimum, and to decide which one it is. And I can tell you right away, locating a maximum, minimum, is the first derivative's job. The first derivative is 0. If I have a maximum or a minimum, and we'll have pictures, somewhere in the middle of my function I'll recognize by derivative equals 0. Slope equals 0, that the function is leveling off, either bending down or bending up, maximum or minimum.
OK, and it's the second derivative that tells me which it is. The second derivative tells me the bending of the graph. OK, so we now will have three generations. The big picture of calculus started with two functions: the distance and the speed. And we discussed in detail the connection between them. How to recover the speed if we know the distance, take the derivative.
Now comes the derivative of the speed, which in that language, in the distance-speed-time language, the second derivative is the acceleration, the rate at which your speed is changing, the rate at which you're speeding up or slowing down. And this is the way I would write that. If the speed is the first derivative-- df dt-- this is the way you write the second derivative, and you say d second f dt squared. d second f dt squared.
OK, so that's you could say the physics example: distance, speed, acceleration. And I say physics because, of course, acceleration is the a in Newton's Law f equals ma. For a graph, like these graphs here, I won't especially use those physics words. I'll use graph words.
So I would say function one would be the height of the graph. And in this case, that height is y equals x squared, so it's a simple parabola. Here would be the slope. I would use the word "slope" for the second function. And the slope of y equals x squared we know is 2x, so we see the slope increasing. And you see on this picture the slope is increasing. As x increases, I'm going up more steeply.
Now, it's the second derivative. And what shall I call that? Bending. Bending is the natural word for the second derivative on a graph. And what do I-- the derivative of 2x is 2, a constant, a positive constant, and that positive constant tells me that the slope is going upwards and that the curve is bending upwards.
So in this simple case, we connect these three descriptions of our function. It's positive. It's slope is positive. And its second derivative-- bending-- is positive. And that gives us a function that goes like that.
Now, let me go to a different function. Let me take a second example now, an example where not everything is positive. But let's make it familiar. Take sine x. So sine x starts out like that. So this is a graph of sine x up to 90 degrees, pi over 2, so that's y equals sine x.
OK, what do you think about its slope? We know the derivative of sine x, but before we write it down, look at the graph. The slope is positive, right? But the slope actually starts out at 1. Better make it look a little more realistic. That's a slope of 1 there. So the slope starts at 1 and the slope drops to a slope of 0 up there. So a slope of 1. I see here is a 1.
Here I'm graphing y prime. dy dx I sometimes write as y prime, just because it's shorter, and particularly, it'll be shorter for a second derivative. So y prime, we know the derivative of sine x is cos x, which is pretty neat actually, that we start with a familiar function, and then we get its twin, its other half. And the cosine is the slope of the sine curve, and it starts at 1, a slope of 1, and it comes down to 0, as we know the cosine does. So that's a graph of the cosine.
And now, of course, we have three generations. I'm going to graph y double prime. Let me put it up here. y double prime, the second derivative, the derivative of the cosine of x is minus sine x.
OK, let's just-- from the picture, what am I seeing here? I'm seeing a slope of 0. I'm taking now the slope of the slope. So here it starts at 0. The slope is downwards, so the second derivative is going to be negative. Oh, and it is negative, minus sign x. So the slope starts at 0 and ends at minus 1 because that now comes down at a negative slope. The slope is negative. I'm going downhill, and that's a graph of the second derivative.
And which way is our function bending? It's bending down. As I go along, the slope is dropping. And I see that in the slope curve. It's falling. And I see it in the bending curve because I'm below 0 here. This is bending down, where that one was bending up.
I could introduce the word convex for something that bends upwards, and bending down, I could introduce the word concave. But those are just words. The graphs are telling us much more than the words do.
OK, so do you see that picture bending down, but going up? So the slope is positive here, but the second derivative, the slope is dropping. So the second derivative-- and you have to pay attention to keep them straight. The second derivative is telling us that the original one is bending down. OK, let me continue these graphs just a little beyond 90 degrees, pi over 2, because you'll see something interesting.
So what happens in the next part of the graph? So this is going-- the sine curve, of course, continues on its way downwards. So the slope is going negative, as I know the cosine curve will do, as the cosine curve will come like that. The slope down to minus 1, the slope-- do you see here? The slope is negative, so on this slope graph, I'm below 0. And the slope is 0. Let me put a little mark at these points here, at these three points.
Those are important points. In fact, that is a maximum, of course. The sine curve hits its maximum at 1. At that point when it hits its maximum, what's its slope? When you hit a maximum, you're not going up anymore. You haven't started down. The slope is 0 right there.
What's the second derivative? What's the bending at a maximum? The bending tells you that the slope is going down, so the bending is negative. The bending is negative at a maximum. Good.
OK, now I'm going to continue this sine curve for another 90 degrees, the cosine curve, and I'll continue the bending curve, so I have minus sine x, which will go back up. OK, now what? Now what? And then, of course, it would continue along.
OK, there's something interesting happening at 180 degrees, at pi. Can I identify that point? So there's 180 degrees. Something's happening there. I don't see-- I don't quite know how to say what yet, but something's happening there. It's got to show up here, and it has to show up here. So whatever is happening is showing up by a point where y double prime, the second derivative, is 0. That's my new little observation, not as big a deal as maximum or minimum. This was a max here. And we identified it as a max because the second derivative was negative.
Now I'm interested in this point. Can you see what's happening at this point as far as bending goes? This curve is bending down. But when I continue, the bending changes to up. This is a point where the bending changes. The second derivative changes sign, and we see it here. Up to this square point, the bending is below 0. The bending is downwards as I come to here. But then there's something rather special that-- you see, can I try to blow that point up? Here the bending is down, and there it turns to up, and right in there with the-- this is called-- so this is my final word to introduce-- inflection point. Don't ask me why.
An inflection point is a point where the second derivative is 0. And what does that mean? That means at that moment, it stopped bending down, and it's going to start bending up. The second derivative is passing through 0. The sign of bending is changing. It's changing from concave here to convex there. That's a significant point on the graph. Not as big a thing as the max or the min that we had over there. So let me draw one more example and identify all these different points.
OK, so here we go. I drew it ahead of time because it's got a few loops, and I wanted to get it in good form. OK, here it is. This is my function: x cubed minus x squared. Well, before I look at the picture, what would be the first calculus thing I do? I take the derivative. y prime is the derivative of x cubed, is three x squared minus the derivative of x squared, which is 2x.
And now today, I take the derivative of that. I take the second derivative, y double prime. So the second derivative is the derivative of this. x squared is going to give me 2x, and I have a 3, so it's all together 6x. And minus 2x, the slope of that is minus 2, right? Cubic, quadratic, linear, and if I cared about y triple prime, which I don't, constant. And then the fourth derivatives and all the rest would be 0 for this case.
OK, now somehow, those derivatives, those formulas for y, y prime, y double prime should tell me details about this graph. And the first thing I'm interested in and the most important thing is max and min. So let me set y prime to be-- which is 3x squared minus 2x. I'll set it to be 0 because I want to look for max, or min. And I look for both at the same time by setting y prime equals 0, and then I find out which I've got by looking at y double prime.
So let me set y prime to be 0. What are the solutions? Where are the points on the curve where it's stationary? It's not climbing and it's not dropping? Well, I see them on the curve here. That is a point where the slope is 0. And I see one down here. There is a point where the slope is 0, but I can find them with algebra. I solve 3x squared equals to 2x, and I see it's a quadratic equation. I expect to find two roots. One of them is x equals 0, and the other one is what? If I cancel those x's to find a non-zero, canceling those x's leaves me with 3x equals 2 or x equals 2/3. Yeah, and that's what our graph shows.
OK, now we can see on the graph which is a max and which is a min. And by the way, let me just notice, of course, this is the max. But let me just notice that it's what I would call a local maximum. It's not the absolute top of the function because the function later on is climbing off to infinity. This would be way a maximum in its neighborhood, so a maximum, and it's only a local max. And what do I expect to see at a maximum at x equals 0? I expect to see the slope 0 at x equals 0, which it is. Check. And at a maximum, I need to know the second derivative.
OK, here's my formula. At x equals 0, I see y double prime if x is 0 is minus 2. Good. Negative second derivative tells me I'm bending down, as the graph confirms, and the place where the slope is 0 is a maximum and not a minimum.
What about the other one? What about at x equals 2/3? At that point, y double prime, looking at my formula here for y double prime, is what? 6 times 2/3 is 4 minus 2 is plus 2. 4 minus 2 is 2. So this will be-- this is positive, so I'm expecting a min. At x equals 2/3, I'm expecting a min. And, of course, it is. And again, it's only a local minimum. The derivative can only tell you what's happening very, very close to that point. The derivative doesn't know that over here the function is going further down. So this is a min, and again, a local min.
OK, those are maximum and minimum when we know the function. Oh yeah, I better do the inflection point. Do you remember what the inflection point is? The inflection point is when the bending changes from-- up to here I see that bending down. From here, I see it bending up. So I will not be surprised if that's the point where the bending is changing, and 1/3 is the inflection point.
And now how do we find an inflection point? How do we identify this point? Well, y double prime was negative. y double prime was positive. At that point, y double prime is 0. This is an inflection point. And it is. At x equals to 1/3, I do have 6 times 1/3. 2 subtract 2, I have 0. So that is truly an inflection point. And now I know all the essential points about the curve.
And these are the quantities-- oh! Say you're an economist. You're looking now at the statistics for the US economy or the world economy. OK, I suppose we're in a-- we had a local maximum there, a happy time a little while ago, but it went downhill, right? If y is, say, the gross product for the world or gross national product, it started down. The slope of that curve was negative. The bending was even negative. It was going down faster all the time.
Now, at a certain moment, the economy kept going down, but you could see some sign of hope. And what was the sign of hope? It was the fact that it started bending up. And probably that's where we are as I'm making this video. I suspect we're still going down, but we're bending up. And at some point, hopefully tomorrow, we'll hit minimum and start really up. So I don't know. I would guess we're somewhere in there, and I don't know where. If I knew where, mathematics would be even more useful than it is, which would be hard to do. OK, so that's an example of how the second derivative comes in.
Now, I started by giving this lecture the title Max and Min and saying those are the biggest applications of the derivative. Set the derivative to 0 and solve. Locate maximum points, minimum points. That's what calculus is most-- many of the word problems, most of the ones I see in use, involve derivative equals 0.
OK, so let me take a particular example. So these were graphs, simple functions which I chose: sine x, x squared, x cubed minus x squared. Now let me tell you the problem because this is how math really comes. Let me tell you the problem, and let's create the function.
OK, so much it's the problem I faced this morning and every morning. I live here. So OK, so here's home. And there is a-- the Mass Pike is the fast road to MIT. So let me put in the Mass Pike here, and let's say that's MIT, and I'm trying to get there as fast as possible.
OK, so for part of the time, I'm going to have to drive on city streets. I do have to drive on city streets, and then I get to go on the Mass Pike, which is, let's say, twice as fast. The question is should I go directly over to the fast road and then take off? Let's take off on a good morning. The Mass Pike could be twice as slow, but let's assume twice as fast. Should I go straight over? Probably not. That's not the best way. I should probably pick up the Mass Pike on some road. I could go directly to MIT on the city streets at the slow rate, say 30 miles an hour or 30 kilometers an hour and 60, so speeds 30 and 60 as my speeds.
OK, so now I should have put in some measure. Let's call that distance a, whatever it is. Maybe it's about three miles. And let me call-- so that's the direct distance. If I just went direct to the turnpike, I would go a distance a at 30 miles an hour, and then I would go a distance-- shall I call that b?-- at 60. So that's one possibility. But I think it's not the best.
I think better to-- and you know better than me. I think I should probably angle over here and pick up this-- my question is where should I join the Mass Pike. And let's-- so we get a calculus problem, let's model it. Suppose that I can join it anywhere I like, not just at a couple of entrances. Anywhere. And the question is where?
So calculus deals with the continuous choice of x. So that is the unknown. I could take that as the unknown x. That was a key step, of course, deciding what should be the unknown. I could also have taken this angle as an unknown, and that would be quite neat, too. But let me take that x.
So this distance is then b minus x. So that's what I travel on the Mass Pike, so my time to minimize. I'm trying to minimize my time. OK, so on this Mass Pike when I travel at 60, I have distance divided by 60 is the time, right? Am I remembering correctly? Let's just remember.
Distance is speed times time. That's the one we know. And then if I divide by the speed, the time is the distance divided by the speed, the distance divided by the speed on the pike. And now I have the distance on the city streets.
OK, so that speed is going to be 30. So the time is going to be a bit longer for the distance, and what is that distance? OK, that was a. This was x. Pythagoras is the great leveler of mathematics. That's the distance on the city streets.
And now what do I do? I've got an expression for the time. This is the quantity I'm trying to minimize. I minimize it by taking its derivative and set the derivative to 0. Take the derivative and set the derivative to 0. So now this is where I use the formulas of calculus. So the derivative, now I'm ready to write the derivative, and I'll set it to 0. So the derivative of that, b is a constant, so I have minus 1/60; is that OK? Plus whatever the derivative of this is. Well, I have 1/30. I always take the constant first.
Now I have to deal with that expression. That is some quantity square root. The square root is the 1/2 power, so I have 1/2 times this quantity to one lower power. That's the minus 1/2 power. That means that I still have a square root, but now it's a minus 1/2 power. It's down here. And then the chain rule says don't forget the derivative of what's inside, which is 2x.
OK, depending on what order you've seen these videos and read text, you know the chain rule, or you see it now. It's a very, very valuable rule to find derivatives as the function gets complicated. And the thing to remember, there will be a proper discussion of the chain rule. It's so important. But you're seeing it here that the thing to remember is take also the derivative of what's inside the a squared plus x squared, and the derivative of the x squared is the 2x.
OK, and that I have to set to 0. And, of course, I'm going to cancel the 2's, and I'll set it to 0. What does that mean "set to zero"? Here's something minus. Here's something plus. I guess what I really want is to make them equal. When the 1/60 equals this messier expression, at that point the minus term cancels the plus term. I get 0 for the derivative, so I'm looking for derivative equals 0. That's my equation now.
OK, now I just have to solve it. All right, let's see. If I wanted to solve that, I would probably multiply through by 60. Can I do this? I'll multiply both sides by 60. That will cancel the 30 and leave an extra 2, so I'll have a 2x here. And let me multiply also by this miserable square root that's in the denominator to get it up there. I think that's what I've got. That's the same equation as this one, just simplified. Multiply through by 60. Multiply through by square root of a squared plus x squared, and it's looking good.
All right, how am I going to solve that? Well, the only mess up is the square root. Get rid of that by squaring both sides. So now I square both sides, and I get a squared plus x squared, and the square of 2x is 4x squared. All right, now I have an equation that's way better. In fact, even better if I subtract x squared from both sides. My equation is telling me that a squared should be 3x squared. In other words, this good x is-- now I'm ready to take the square root and find x itself. So put the 3 here. Take the square root. I'm getting a over the square root of 3.
So there is a word problem, a minimum problem, where we had to create the function to minimize, which was the time, trying to get to work as quickly as possible. After naming the key quantity x, then taking the derivative, then simplifying, that's where the little work of calculus comes in, in the end getting something nice, solving it, and getting the answer a over square root of 3. So we now know what to do driving in if there's an entrance where we want to get it. And actually, it is a beautiful answer. If this is a over the square root of 3, this will turn out to be 30 degrees, pi over 6-- I think. Yeah, I think that's right.
So that's the conclusion from calculus. Drive at a 30-degree angle. Hope that there's a road going that way-- sorry about that point-- and join the turnpike. And probably the reason for that nice answer, 30 degrees, came-- I can't help but imagine that because I chose 30 and 60 here, a ratio of 1:2, and then somehow the fact that the sine of 30 degrees is 1/2, those two facts have got to be connected. So I change these 30 and 60 numbers, I'll change my answer, but basically, the picture won't change much.
And there's another little point to make to really complete this problem. It could have happened that the distance on the turnpike was very small and that this was a dumb move. That 30-degree angle could be overshooting MIT if MIT was there. So that's a case in which the minimum time didn't happen where the derivative bottomed out.
If MIT was here, the good idea would be go straight for it. Yeah, the extra part on the turn-- you wouldn't drive on the turnpike at all. And that's a signal that somehow in the graph, which I didn't graph this function, but if I did, then this stuff would be locating the minimum of the graph. But this extra example where you go straight for MIT would be a case in which the minimum is at the end.
And, of course, that could happen. You could have a graph that just goes down, and then it ends, so the minimum is there. Even though the graph looks like it's still going down, the graph ended. What can you do? That's the best point there is.
OK, so that is a-- can I recap this lecture coming first over here? So the lecture is about maximum and minimum, and we learned which it is by the second derivative. So then we had examples. There was an example of a minimum when the second derivative was positive. Here was an example of a local maximum when the second derivative was negative. Here with the sine and cosine, those are nice examples.
And it takes some patience to go through them. I suggest you take another simple function, like start with cosine x. Find its maximum. Find its minimum. Find its inflection points so the inflection points are where the bending is 0 because it's changing from bending one way to bending the other way.
We didn't need an inflection test-- so actually, I didn't complete the lecture, because I didn't compute the second derivative and show that this was truly a minimum. I could have done that. I would have had to take the derivative of this, which would be one level messier, and look at its sign. I wouldn't have to set it to 0. I would be looking at the sign of the second derivative. And in this problem, it would be safely come out positive sign, meaning bending upwards, meaning that this point I've identified by all these steps was truly the minimum time, not a maximum.
OK, that's a big part of important calculus applications. Thanks.
NARRATOR: This has been a production of MIT OpenCourseWare and Gilbert Strang. Funding for this video was provided by the Lord Foundation. To help OCW continue to provide free and open access to MIT courses, please make a donation at ocw.mit.edu/donate.
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PatrickHaller/fineweb-edu-plus
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Play Red Light, Green Light. Cut 2 large circles from red paper and green paper. Glue them together. Write “go” on the green circle and “stop” on the red. If you’d like, glue on a popsicle stick to serve as a handle. Have your child stand at the end of a hallway with you at the other end. Explain the rules: When you hold up the green circle he can take steps forward; when you hold up the red, he has to stop. When he gets close enough to hug you, he wins. Games like this, which involve following directions and resisting the impulse to run forward, help children practice self-control.
Use pretend play to act out feelings. Choose one of your child’s favorite stuffed animals or dolls and have it get a boo-boo and start crying. Ask your child: What can you do to make the baby feel better? Encourage caring responses like rubbing the doll’s back or giving the doll a hug and kiss. Role-playing in this way helps children “practice” self-control and develop empathy.
Make play a challenge. Offer your child the chance to try a more challenging game—for example, walking along a line that you have taped on the floor in masking tape, or to hop from one point to another. She may succeed the first time or she may need several tries to master the game. Help your child cope with her frustration if this task doesn’t come easily. Encourage her to keep at it, and let her know that learning a new skill takes time.
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PatrickHaller/fineweb-edu-plus
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A Ratio is used to represent the relation between two or more values. For example: if there are 10 pencils and 18 pens then we can write the ratio as:
10:18; or we can say that for every 10 pencils there are 18 pens.
In mathematics if an equation written in the form of
,where both the ratios PQ and RS are equal, are said to be proportion.
⇒(70) (52) = (42) (Y);
Now solve these values for ‘Y’.
⇒3640 = 42 Y;
Here we find the value of ‘Y’.
⇒42 Y = 3640;
⇒Y = 86.66;
After solving we get the value of Y = 86.66;
There is 86.66 liter water for 52 students.
Ratio is generally used to measure the relation between two Numbers. It is basically comparison of two numbers or quantities. If we have two numbers ‘A’ and ‘B’ then the ratio between ‘A’ and ‘B’ is
A: B or A / B,
Here we can easily see that ‘A/B’ is in rational form. Now we take a phrase and according to t...Read More
When we find the fraction of the related terms, we call it ratio. Word Ratio means to represent the data in form of fraction such that the units of the two terms are equal. We can no find ratio or proportion for any two terms which are unlike. In this session we will study how to solve proportions. Let’s first see what all proportions are. Any four Numbers are said to be I p...Read More
Ratio is a fraction of two quantities that are of same kind and they can also be expressed in the same units. Example the Ratio of 30 minutes to 12 hours is written as 30 min: 12hours = 30min: 720min = 1 : 24
Proportion is the relation between two ratios when they are equal. In other words, we can say that any two ratios are said to be in proportion if two rati...Read More
Means and extremes are the terms that are commonly used in Ratio and proportion. We say that, two ratios are in proportion, when the product of the means is equal to the product of the extremes. Let us first look at the Mean and extreme terms. If we have two ratios as a : b and c : d and we write that a: b is proportional to c : d, then it is expressed mathematically ...Read More
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PatrickHaller/fineweb-edu-plus
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Book reports are a way to show how well you understood a book and to tell what you think about it.
Many teachers have their own rules about what a book report should look like so be sure to check, but the following parts a book report are very common and may be helpful.
Things to include in the introduction:
- The title (underlined) and author of the book.
- Why you chose the book.
- What kind of story is it? (adventure? family? fantasy/make believe? animal? true life? scary?)
In this section you want to describe the main parts of a story: theme, plot, setting, and characters. Then you can give your opinions about the book.
The Theme is the main idea of the story. Some examples might be the importance of friendship or how to be courageous in a difficult situation. Tell what you think the theme is and how you know.
The Setting is the time and place of the story. Is it set a long time ago or now. Does it take place in another country or in an imaginary place? How much time passes in the story—a day? a year? a lifetime?
The Plot is what happens. You want to tell what the story is mostly about. What is the main event or conflict? What things lead up to it? What happens as a result? How does the story end? (Sometimes you want to avoid telling the ending, or giving away the secrets of the story.)
Be careful not to re-tell the whole story in detail—you want room in your report to write about other things; instead, just say enough about it so the rest of your report will make sense.
The Characters are who the story is about. The main character is called the protagonist. Who are the other important characters? Do they help or hinder the protagonist?
Once you have summarized the book, you can tell what you think about it. You can write about whatever opinions you have. Some questions you might want to answer are:
- Did you like the story? Why or why not?
- What was the best part of the book? Why?
- How did the story make you feel? Did you feel different things at different points in the story?
- Would you recommend it to friends?
- Would you read other books by this author?
- What new things did you learn from this book?
This is just a sentence or two to sum up your report. Give your overall opinion of the book and the most important thing you want other people to know about it.
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Guide to Propulsion
If so instructed by your teacher, print out a worksheet page for these
After reading the
Web page Turbojet Thrust , complete
the activity to answer questions.
square piece of paper, 8.5" x 8.5", pencil with eraser, scissors, pin,
electric table fan or handheld battery operated fan.
1. What is
another name for a jet engine?
2. In the Turbojet
Thrust diagram, the free stream air enters which engine part first?
3. The air
then flows into the _________.
4. A compressor
acts like rows of ___________.
5. A compressor
also acts like an electric _____________. To see this effect, construct
a simple fan by following directions given in
6. After you
have completed your pinwheel, blow on it. Where is the best place to direct
the air to make it turn?
7. Turn the
fan on to the lowest speed and hold the pinwheel in front of it. What
happens to the pinwheel?
8. What happens
to the movement of the pinwheel when the fan is turned off?
9. What happens
to the movement of the pinwheel when the fan is turned to a higher speed?
10. Turn the
fan on and direct the air flow from it toward your hand. Describe what
11. Write a
sentence describing what the compressor does to the air in a turbojet.
what happens in the burner. What is the ratio between fuel and air?
13. How is
the action of the turbine like the action of your pinwheel?
the pinwheel to the turbine, what do you think happens to the speed at
which the turbine spins as the speed of the air increases?
15. Trace the
flow of air through the turbojet engine by listing its components in order.
16. What important
result is created by each of the following things happening?
hot gases leave
fuel is burned
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Help students develop memory devices to help them remember spellings of words. This research-supported technique works especially well with second language learners and special needs students. Share common ones or ones you have made up. Here are a few to get you started:
- all right – Two words. Associate with all wrong.
- friend – Friends till the end.
- hear – I hear with my ear.
- there – Is it here or there?
- potatoes – Potatoes have eyes and toes.
- separate – There is a rat in separate.
- together – to + get + her
- arithmetic – A rat in Tom’s house might eat Tom’s ice cream.
- family – Father and Mother, I love you.
Click here for more good mnemonic devices.
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Silly Sally Sings Upside Down!!!
Rationale: Children seem to be familiar with the s=/s/ letter sound correspondence, but many children have a hard time recognizing this sound on the end of words, especially plurals. This lesson is intended to make students more familiar with the phoneme /s/; it will help students recognize the s=/s/ sound at the beginning, middle, and the end of words (through a hands on activity as well as a read aloud). The students will also be able to correctly write the letter s.
*Dry Erase Board
*Red and Black dry erase markers
*Poster Board (for tongue twister)
*Masking TapeBlack Sharpie
*Picture of Silly Sally(walking upside down) for each student
*Work Sheets or Assessment (See 8 for example)
*Silly Sally by: Audrey Wood (The big book version would be best)
1. Begin lesson by saying, “Boys and girls, today we are going to town with Silly Sally in search of words that make s sound.” Next, ask your students “does anyone know what sound an s makes?” Have them make the s=/s/ sound several time. Then tell them “if you can’t remember always remember Silly Sally and the first letters in her name tell you the answer.” Then ask, “Where is your tongue when you make the /s/ sound?” “Can you feel the air coming out of your mouth?” “Silly Sally like to make the /s/ sound, because she like to feel the air coming out of her mouth.” Then on a dry erase board write SILLY SALLY, and write the S in red and the other letters in black. By doing this students can associate the grapheme with the phoneme. Next say, “now I am going to tell you Silly Sally’s favorite word KISS, lets all say KISS do you hear the /s/ sound in the word KISS?” “Watch me say KISS one more time. Are we all making the same sound, /s/?”
2. Let’s try something a little harder. Let’s try a Silly tongue twister.(have tongue twister written on poster board) “Silly Sally sings silly songs upside down.” Let’s all say it three times together. Now we are going to say it again, but this time we are going to stretch out the /s/ sound every time we hear it. “Sssilly Sssally sssingsss sssilly sssongsss upssside down. Let’s say it one more time and this time let’s count on our fingers every time we hear the /s/ sound. “How many did we count?” Eight that’s right there are eight /s/ sounds.”
3. “Awesome job!! Now let’s get out our primary paper and a pencil.” Tell students, “We can use the letter s to spell the /s/ sound.” Students are going to learn how to write a capital and a lowercase s. “First, I am going to write a capital S, I will a c up in the sky between the rooftop and the fence, then I will swing back. “Now it’s your turn.” Allow students to practice writing the uppercase S several times. “Ok, boys and girls now we are going to write the lowercase s. For this little s you will form a tiny c up in the sky, but let the bottom of the c touch the fence then swing back like this.” Allow students to practice writing the lowercase s several times. Then model a word with the s in each of the three positions(beginning, middle, and end), and have the students copy the words onto their paper. You can also go back through the words and ask the students to tell where they hear the /s/ sound in the beginning, middle, or end. (Example words: sit, sail, Saturday, mask, vase, miss, bus)
4. Have medium sized masking tape “S’s” made for each student on the carpet, with a picture of Silly Sally at the start of each “S”. Have the “S” outlined in black with a black dotted line down the middle so that the “S” looks like a road. Allow the students to sit beside their “S” and take Silly Sally down the s-shaped road. This allows the students to feel with their hands the shape of the grapheme S.
5. Now have your students look through a magazine (make sure magazines have an abundance of objects that contain the /s/ phoneme) and find a picture that has the /s/ phoneme at the beginning, middle, or the end. Model for the students first you cut out a spoon—“I cut out a spoon. The /s/ sound is in the beginning of this word. Now, I want you to share what you have cut out and the class where the /s/ sound is in your word. Have students share what they chose to cut out. For example if a student cut out a snake, it has the /s/ in the beginning. If someone chose scissors, it has the /s/ in the beginning, middle, and end.
6. Now it is time to use a book to emphasize the /s/ sound in text. Introduce the book Silly Sally, which contains many words using the phoneme /s/. Introduce the book by saying, “ We have been talking all day about Silly Sally, and now we are going to read all about her being really silly so I want you to turn on your listening ears and listen for words that make the /s/ sound. Every time you hear a word with the /s/ sound I want you to make a Silly Face like Silly Sally.” Okay, listen closely!!!!!
7. Now we are going to do an activity and everyone gets to answer a question. “Okay boys and girls, now I am going to say two words and when I call on you be ready to tell me which word has the /s/ sound. I’ll do the first one. Do I hear /s/ in grass or green? Grass. Okay, now it’s your turn to try some. Go around the room and allow each child to choose the word with the /s/ sound. (Examples: summer or winter, past or future, list or row)
8. For assessment give your students some type of cut and paste worksheet with words that you hear s=/s/ in. Have one sheet of pictures and one sheet with 3 columns. One column begging, one middle, and one ending. Next, tell your students what each picture is and have them say back to you what they are. The students will them cut out each picture and glue it in the appropriate column (this depends on the location of the s=/s/ sound in the word).
“Miss”chievous Snakes by:
Wood, Audrey. Silly Sally.
Wood, Audrey. Silly Sally.
to Odyssey index
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Problem Solving Strategies
This chapter is aimed at solving mathematical problems. In solving these problems, you have to know what you are trying to solve and find the correct process to go about it. Therefore, you also need to know the basic procedures and techniques in mathematics.
Problem solving could be summarized using these steps:
- Read and understand the problem carefully.
- Identify what the problem asked for.
- Take note of the data the problem is presenting to you.
- Determine the possible process you are going to do and use the applicable data in the problem.
- Check if you really answered what the problem asked.
Mr. X has to be at work by 8:00 AM and it would take him 10 minutes to get dressed, 15 minutes to eat, and 40 minutes to ride to his work. What time should he get up to get to his work on time?
What is the problem asking?
You should know what time Mr. X would get up in order for him to get to work on time.
What are the data presented in the problem?
10 minutes – to get dressed
15 minutes – to eat
40 minutes – travel time to his work
What process should we use in order to solve the problem?
You need to know the total number of minutes Mr. X takes to prepare before he goes to his work and subtract it from his target time to be able to know what time he should get up.
10 + 15 + 40 = 65 minutes
Mr. X needs 65 minutes in order for him to prepare and be ready for work. 65 minutes is also equivalent to 1 hour and 5 minutes.
Now that we know how long he prepares himself, we can now deduct it from the target time which is 8:00 AM.
8:00 AM – 65 minutes = 6:55 AM
Therefore, Mr. X should be awake by 6:55 AM so that he can be at work by 8:00 AM.
Sammy sells lemonade during summer. On the first week, he sold 32 glasses, on the second he sold 30 glasses and on the last week he sold 35 glasses. How many glasses did he sell for 3 weeks?
The problem is asking the total number of glasses of lemonade Sammy sold.
First week – 32 glasses
Second week – 30 glasses
Third week – 35 glasses
You just add up all of the sold glasses of lemonade
32 + 30 + 35 = 97
Therefore, Sammy sold 97 glasses of lemonade in three weeks.
- Mr. Rodriguez and his family went on a picnic in the countryside. They had to buy food first so they went to the nearest grocery along the way which is 5 km from their house. Then they took a 53 km trip to the countryside. However, they got lost along the way and passed the picnic grounds. They then had to drive back 8km. How far was the countryside from Mr. Rodriguez’s house?
The problem wants you to solve how many kilometres is the countryside from the house of Mr. Rodriguez.
From their house to the grocery – 5 km
From the grocery to the countryside – 53 km
The distance they got lost – 8 km
We add up the distance from their house to the grocery and from the grocery to the countryside.
5 km + 53 km = 58 km
However, the problem said that they drove back 8 km because they got lost. So, we subtract the distance they drove back.
58 km – 8 km = 50 km
Therefore, the distance from the house of Mr. Rodriguez to the countryside is 50 km.
The sign in the grocery says “one free for every 2 purchase of each item”. How many would you purchase if you wanted to get 6 free items?
The problem asks how many items you should buy to get 6 free items.
2 items = 1 free
You want to get 6 free items. So,
1 free x 6 pieces = 2 items x 6
6 free items = 12 items
Therefore, in order to get 6 free items, you have to purchase 12 items.
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Curling by Mimi, Haley, Tara and Lauren
We're Mimi, Haley, Tara, and Lauren, and when we talk about curling, we don't mean hair! Curling, our favorite sport, is a sport in which you slide four heavy rocks down an icy surface at the center of a target. The team with the rock closest to the target's center scores a point. When we release the rock, we give it a little bit of spin, so it curves a little, or "curls." This got us thinking: How does the spin we put on the rocks affect where it goes?
What did we do?
First, we looked for the relationship between which way the curling rock rotated and the direction of its curl. Then we investigated the effect that sweeping has on the each rock's motion. (Sweeping is a curling maneuver that involves rubbing, or really sweeping, the ice in the rock's path, which melts the ice a bit.) We used a digital laser timer to gauge the speed of the rock, then measure the distance of the slide, either sweeping it or not.
What did we find out?
We compared the swept and unswept rocks of similar initial speed, and learned that all rocks, regardless of speed, glide farther when the ice in front of them is swept.
- Find a smooth flat floor space in school, such as in the gym or cafeteria. Make "curling rocks" out of plastic food containers (like Tupperware). Attach a handle to the lid, like a curling rock has, so you can slide the container along the floor and give it a spin at the same time. Now, a curling rock that spins clockwise veers (or, curls) to the right; one that spins counterclockwise veers left. Do these containers curl just like curling rocks on ice?
- Try an experiment with another object that spins... a flying disc. Most of us throw with our right hand, which gives the disc a clockwise spin. Try to find a way to throw it so it spins counterclockwise. What differences do you see in the disc's flight? Does it tend to veer one way or the other, depending on the spin? Is there no difference at all?
- Use this friction investigation as a science fair project idea for your elementary or middle school science fair! Then tell us about it!
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- Write a list of 10 words on the whiteboard or chalkboard at the front of the classroom. Alternatively you may give students a printed copy with a list of the ten words. The words can be from a current unit of study, a spelling list, or be tied to a timely theme. For the purpose of explaining this game we will use this list of words tied to winter weather:
*blizzard *flurry *freezing *icy *precipitation *scarf *sleet *snowman *snowstorm *toboggan
- Write one of these words on your Response Paddle and say to students, “Guess which word I wrote on my paddle?”
- Students guess the word by writing it on their paddles.
- Now give students the first of three clues about the word you wrote. For example, the first clue might be: “The word I wrote is a two-syllable word.” Using the list above, this clue narrows the list of possible words to six.
- Ask students to stand up if they written a two-syllable word. Those who have written one or three-syllable words must erase the word and write one that fits this clue. These students remain seated.
- Provide a second clue. For example: “The word I wrote is a compound word.” This clue narrows the possibilities to two words — snowstorm or snowman.
- Tell the students who have written a two-syllable compound word on his or her whiteboard to remain standing and the others to take their seats.
- Those who are seated who do not have a compound word must erase their word and write one of the two compound words.
- Provide a third clue: “The word I wrote is a synonym for the word blizzard.” If you do not have a synonym for blizzard on your paddle, sit down.”
- Tell the seated students who do not have a synonym for blizzard to erase their word and write the correct word.
- The standing students now show everyone including the teacher the word on their Paddles. Those who guessed “snowstorm” from the beginning score one point.
- Be sure to check to see that everyone now has “snowstorm” written on their paddle.
Chose a new word and continue the game with a different set of clues. For example:
* The word I wrote has at least two syllables.
* The word I wrote has a suffix.
* The root word of the word I wrote is a six-letter word.
Continue the game with another set of clues. For example:
* The word I wrote has two consecutive letters that are the same.
* The word I wrote is a two-syllable word.
* The word I wrote can be described as a light snowfall.
Continue the game with yet another set of clues. For example:
* The word I wrote is either one or two-syllables.
* The word wrote is a noun.
* The word I wrote is an item of clothing.
“Guess Which Word” actively engages all students in understanding the structure and meaning of this list of vocabulary words. At the same time, there is an element of luck which makes the game fun for everyone. Be sure to keep score and offer some kind of reward for high-point-getters.
To print a copy of these instructions, open this PDF file:Vocabulary Building- Guess Which Word
And let us know how the game of “Guess Which Word” goes in your class.
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Students need to learn six categories of spelling rules. Most apply to Anglo-Saxon words and occur because of the short vowel sounds. Many teachers talk about “rules” that are actually not orthographic rules. For example, “When two vowels go walking, the first does the talking" – is not actually a “rule”. Smelt (1976) found that this statement is only true 37% of the time; it works for ai, oa, ay, and ee but not for oo, oy, ew, au, and aw.
Teach these rules when students are ready for them:
1. Silent e rule (VCE rule)
a. Silent e on the end of a word signals that the single vowel immediately preceding a single consonant is long as in cube and vote (i.e., the silent e makes the vowel “say” its name; sometimes this rule is called the “magic e rule”).
b. Silent e makes y say /i/ as in type and style.
< A preceding single vowel may or may not be long before –ve. The vowels in gave, five, and drove are long; the vowels in have, give, and love are short.>
2. Doubling rule (-ff, -ll, -ss, -zz)
Double final f, l, s, and sometimes z immediately following a single vowel in a one-syllable word, as in staff, bluff, tell, still, grass, bliss, buzz, and jazz. (Common exceptions are pal, gal, if, clef, gas, this, us, thus, yes, bus, plus, and quiz. [Although quiz contains two vowel letters, q is always followed by u in English words so only i is considered a vowel in quiz.])
3. Soft c and g rule
The letters c and g have a “soft” sound when they appear directly before e, i, and y.
a. The letter c has the /s/ sound before e, i, and y, as in cent, city, and cycle.
b. The letter g has the /j/ sound before e, i, and y, as in gentle, ginger; and gym. (Exceptions to the soft g rule do not present spelling problems because in such exceptions, g has its “hard” sound, as in get, give, buggy, and bigger.)
4. The –ck, -tch, -dge rule
a. Use –ck to spell the /k/ sound immediately after one short vowel at the end of a one-syllable word, as in back, clock, duck, stick, and deck.
b. Use –tch to spell the /ch/ sound immediately after one short vowel at the end of a one-syllable word, as in batch, itch, stretch, Dutch, and notch.
c. Use –dge to spell the /j/ sound immediately after one short vowel at the end of a one-syllable word, as in badge, ledge, bridge, dodge, and fudge. 5. Adding suffixes to Anglo-Saxon base words
a. Drop final –e rule: When a base word ends in a final e, drop the e
before adding a suffix starting with a vowel (e.g., take, taking; fine,finer; stone, stony).
Double-letter rule: In a one-syllable word with one short vowel (a closed syllable) ending in one consonant, double the final consonant before a suffix starting with a vowel (e.g., -ed, -er; -ing, -y, -ish). Do not double the final consonant before a suffix starting with a consonant (e.g., -ful, -ness, -ly, -ment, -ness). Examples: fit, fitted, fitful; sad, saddest, sadly; red, redder; redness; and ship, shipping, shipment.
b. Change final y to i rule: When a base word ends in y, change the y to i before adding a suffix, unless the y is preceded by a vowel or unless the suffix begins with i (-ing, -ish, -ist). Examples: cry, cried, crying; copy, copies, copyist; and play, play; playing.
6. Plural –s and –es rule
a. Most nouns become plural (to indicate more than one) by adding –s e.g., hat, hats; pig, pigs; girl, girls; hut, huts).
b. Nouns ending in –s, -x, -z, -ch, and –sh add –es for the plural. Students can hear the additional syllable formed by the –es ending (e.g., glass, glasses; box, boxes; waltz, waltzes; lunch, lunches; wish, wishes).
c. Nouns ending in y form the plural according to the regular suffix addition rule. That is, change the final y to i and add –es, as in fly, flies. If the letter y follows a vowel, then keep the y and add –s, as in boy, boys.
d. Exceptions exist for some nouns ending in f or fe; these change to –ves as in shelf, shelves; leaf, leaves; knife, knives.
e. Nouns ending in o sometimes add –s and sometimes add –es (e.g., piano, pianos; tomato, tomatoes). Students should check their dictionaries to be sure.
f. Some plurals are completely irregular and must be learned (e.g., foot, feet; mouse, mice; man, men; woman, women; goose, geese; moose, moose; pants, pants; deer; deer). Most of them can be spelled correctly by using sound sequences for clues.
Just as when learning a new pattern, children should have ample opportunities to read and spell numerous words fitting each rule. The teacher should make the rules concrete for students. The teacher may state the rules but also must work with students so that they practice and think about each rule. Working on the board or with transparencies is useful. For example, when discussing changing y to i, the teacher can easily erase and change the y to i, if the conditions permit (e.g., try, tried, trying).
The above rules have been taken from:
Unlocking Literacy – Effective Decoding & Spelling Instruction by Marcia K Henry
Paul H Brookes Publishing Co, Maryland, 2003. pp 75-79.
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Copyright (C) 1994
2.1: Bha, Past tense
2.2: Cha robh
2.3: An robh
2.4: Nach robh
2.6: The Verbal Noun
2.8: Obair eile
The most common form of the english to be is the verb
bi, the present tense of which is tha and the past tense of
which is bha. Conjugating bha
with the personal pronouns yields:
Bha miI was
Bha thu You were (informal)
Bha e He was
Bha i She was
Bha sinn We were
Bha sibh You were (formal)
Bha iad They were
In a similar fashion we may define the negative past tense of bi,
cha robh. It should be noted that cha is a negative particle
which will serve to introduce negative verbs. Conjugatin leads to:
Cha robh miI was not
Cha robh thu You were not (informal)
Cha robh e He was not
Cha robh i She was not
Cha robh sinn We were not
Cha robh sibh You were not (formal)
Cha robh iad They were not
The fully interrogative form is an robh:
An robh miWas I?
An robh thu Were you? (informal)
An robh e Was he?
An robh i Was she?
An robh sinn Were we?
An robh sibh Were you? (formal)
An robh iad Were they?
Completion of the verb tense for bha rests with the negative
interrogative form, nach robh, as usual, preceded by the signalling
Nach robh miWas I not?
Nach robh thu Were you not? (informal)
Nach robh e Was he not?
Nach robh i Was she not?
Nach robh sinn Were we not?
Nach robh sibh Were you not? (formal)
Nach robh iad Were they not
Now, using the faclair from
leasan a h-aon, let us explore some of the differences between
tha and bha.
Bha Seumas aig an doras.
James was at the door.
Nach eil Màiri aig an doras? Chan eil. Tha i anns an taigh ach bha i aig an doras.
Is not Mary at the door. No. She is in the house but she was at the door.
A bheil an cù dubh? An robh falt dubh air Màiri?
Is the dog black? Was Mary dark?
Nach robh sibh aig an sgoil? Cha robh. Bha sinn aig an taigh.
Were you not at (the) school? No. We were at home.
Bha Seumas beag agus Màiri bhàn anns an achadh.
Little James and fair-haired Mary are in the field.
Nach robh iad fluich?
Were they not wet?
Cha robh iad fluich ach bha iad sgìth.
They were not wet but they were tired.
Now we introduce the verbal noun. To express
an action, the verbal noun is used. It is
related to the verb but is changed into
a noun which then falls into a special pattern.
This pattern is simple and predictable.
If the present participle (pr. pt.), the
noun part of the verbal noun, begins with a vowel,
ag is placed in front of the pr. pt.
to form the verbal noun (v.n.). Otherwise,
a' is placed in front of the pr. pt.
to form the v.n. Note that in both of these cases,
the added prefix is a shortened form of aig at.
Obair f. is both a noun and a pr. pt.
In the case of the pr. pt., it may be translated
as working, hence ag obair at working and thus
Tha mi ag obair anns an achadh.
I am working in the field.
Nach robh thu ag obair air an taigh? Bha, bha mi ag obair air an taigh.
Were you not working on the house? Yes, I was working on the house.
Another example with a pr. pt. requiring the a' prefix is dol going.
Bha Màiri bheag a' dol dhan bhaile.
Little Mary was going to (the) town.
baile f. town
iasgach f. fishing (pr. pt.)
ag iasgach fishing (v.n.)
obair f. working, work (pr. pt.)
ag obair working (v.n.)
a' dol going
dhan to the (lenites follwoing word)
a' cuideachadh helping
a' ruith running
a' ceannach buying
ag òl drinking
a' leughadh reading
a' sgrìobhadh writing
ag ionnsachadh learning
a' fuireach staying
a' bruidhinn speaking
Beurla f. English
a' fàs growing
a' campachadh camping
a' dèanamh doing
dé what (interrogative)
bainne m. milk
leann m. beer
a' cluich playing
clàrsach f. harp
pìob f. bagpipe, pipe
fidheall f. fiddle
monadh m. moor, upland
anns a' mhonadh on the moor
Sìne f. Jean, Janet
Calum m. Malcolm
an-diugh m. today
trang busy (adjective)
gu trang busily (adverb)
a' dannsadh dancing
a' seinn singing
A bheil sibh ag obair an-diugh? Tha, tha sinn ag obair gu trang anns an achadh an-diugh.
Are you working today? Yes, we are working busily in the field today.
A bheil iad a' bruidhinn Gàidhlig? Chan eil, tha iad a' bruidhinn Beurla.
Are they speaking Gaelic? No, they are speaking English.
An robh e a' bruidhinn Gàidhlig? Bha. An robh e a' leughadh Gàidhlig? Cha robh.
Was he speaking Gaelic? Yes. Was he reading Gaelic? No.
Nach robh i ag ionnsachadh Gàidhlig an-diugh? Bha.
Was not she learning Gaelic today? Yes.
Nach robh Seumas agus an cù dubh anns an achadh an-dé?
Were not Seumas and the black dog in the field yesterday?
Cha robh. Bha Seumas aig an sgoil an-dé ach bha Calum anns an achadh.
No. Seumas was at (the) school yesterday but Calum was in the field.
Dé tha Màiri a' dèanamh? Tha i a' cuideachadh Sìne.
What is Mary doing? She is helping Jean.
Tha an cù a' ruith anns a' mhonadh.
The dog is running on the moor.
Bha Calum a' cluich pìob-mhór agus bha Sìne a' cluich clàrsach.
Calum was playing a bagpipe abnd Jean was playing a harp.
Chan eil mi a' ceannach an taigh.
I am not buying the house.
Dé bha Sìne a' dèanamh anns an taigh? Bha i ag òl bainne.
What was Janet doing in the house? She was drinking milk.
Nach robh Calum agus an cù a' ruith anns a' mhonadh an-dé? Cha robh, bha Calum anns an sgoil agus bha an cù anns an taigh.
Were not Calum and the dog running on the moor yesterday? No, Calum was in school and the dog was in the house.
Bha sinn ag obair air an taigh an-diugh ach tha sinn a' dannsadh an-nochd.
We were working on the house today but we are dancing tonight.
Nach robh sibh ag obair air an taigh? Bha, bha sinn ag obair gu trang air an taigh.
Were you not working on the house? Yes, we were working busily on the house.
Dé tha sibh a' dèanamh? Tha Sìne agus mi a' dannsadh agus tha Calum a' seinn.
What are you doing? Janet and I are dancing and Calum is singing.
To the Gaelic homepage
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PatrickHaller/fineweb-edu-plus
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In your child's science class, we've been studying plants and animals. You can help your child understand how plants change and grow.
What You Need
- plastic container
- potting soil
- package of flower or vegetable seeds
What You Do
With your child, pour some potting soil into the plastic container. Show your child the package of seeds and talk about what will grow from the seeds. Help your child plant some seeds in the plastic container. Water the seeds with your child, and place the container in a place where it will get light. Remind your child to water the plant, and watch for it to grow.
Talk with your child about the activity. Remind him or her to check the plant each day. When a sprout grows, have your child draw a picture of it and bring the drawing to class.
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PatrickHaller/fineweb-edu-plus
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Equations of Sequence Patterns Equations of Sequence Patterns
Equations of Sequence Patterns
⇐ Use this menu to view and help create subtitles for this video in many different languages. You'll probably want to hide YouTube's captions if using these subtitles.
- Our question asks us, what equation describes the growth
- pattern of this sequence of a block?
- So we want to figure out, if I know that x is equal to 10,
- how many blocks am I going to have?
- So let's just look at this pattern here.
- So our first term in our sequence, or our first object,
- or our first pattern of blocks right here, we just have 1
- block right there.
- So let me write, the term-- write it up here --so I have
- the term and, then I'll have the number of blocks.
- So in our first term, we had one block.
- And then our second term-- I'll just write this down,
- just so we have it --what happened here?
- So it looks just like our first term, but we added a
- column here of four blocks.
- So it's like 1 plus 4 right there.
- So we're going to have five blocks right there.
- We added 4 to it.
- Then in our third term what happened?
- What happened in our third term?
- Well it just looks just like the second term, but we added
- another column of four blocks here.
- We added this column right there.
- If you imagine they were being added to the left-hand side of
- the pattern.
- So we added four more blocks.
- We have nine blocks now.
- We have nine blocks, so it looks like each time we're
- adding four blocks.
- And on this fourth term, same thing.
- The third term is just this right here.
- This right here is what the third term looked like, and
- then we added another column of four blocks right here.
- So we added four more, so we're going to have 13 blocks.
- So our fourth term is 13.
- So let's see if we can come up with a formula, either looking
- at the graphics, or maybe looking at the numbers
- So one way to think about it, so we start off with-- So when
- x is equal to 1, let's say that x is equal to the term,
- we add just this 1 there.
- Then when x is equal to 2, we added one column of four.
- So this is when x is equal to 2, we have one column of four.
- Then when x is equal to 3, we have two
- columns of 4, right there.
- And you could even say when x is equal to 1, you had zero
- columns, right?
- We had no, nothing, no extra columns of four blocks.
- We didn't have any.
- And then when x is equal to 4, we had three columns.
- We had three columns there, when x is equal to 4.
- So what's the pattern here?
- Or how can we express the number of blocks we're going
- to have, given the term that we have?
- Well, it looks like we're always going to have one
- block, so let me write it this way.
- If I write the number of blocks-- let me write it this
- way --it looks like we're always going
- to have one, right?
- We have this one right here, that one right there, that one
- right there, that one right there.
- Looks like we always have one plus a certain number of
- columns of four, but how many columns do we have?
- When x is equal to 1, we have no columns of four blocks.
- When x is equal to 2, we have one column.
- When x is equal to 3, we have two columns.
- So when x is equal to anything, it looks like we
- have one less number of columns.
- So it's going to be x minus 1, right?
- When x is 2, x minus 1 is 1.
- When x is 3, x minus 1, so this right here is x minus 1.
- x is 2, this is x minus 1.
- This is x minus 1.
- This is x minus 1, and x minus 1 will tell us the number of
- columns we have, right?
- Here we have one, two, three columns.
- Here we have one, two columns.
- Here we only have one column.
- Here we have zero columns.
- So it even works for the first term.
- And in every one of these columns, so this right here, x
- minus 1 is the number of columns, and then in each
- column we have four blocks.
- So it's the number of columns times 4, right?
- For each of these columns, we have one column.
- We have one, two, three, four blocks.
- So this is the equation that describes the growth pattern.
- So let me write this, let me simplify this a little bit.
- If I were to multiply 4 times x minus 1, I get the number of
- blocks being equal to 1 plus 4 times x.
- I have to distribute it.
- 4 times x is 4x, and then 4 times negative
- 1 is negative 4.
- So that's equal to the number of blocks.
- And we could simplify this.
- We have a 1 and we have a minus 4, or I guess we're
- subtracting 4 from it, so this is going to be equal to 4x
- minus 3 is the number of blocks given our x term.
- So if we're on term 50, it's going to be 4 times 50, which
- is 200 minus 3, which is 197 blocks.
- Now another way you could have done it is you could have just
- said, look, every time we're adding 4, this is a linear
- relationship, and you could essentially find the slope of
- the line that connects this, but assume that our line is
- only defined on integers.
- And that might be a little bit more complicated, but the way
- that you think about it is, every one, every time we added
- a block, we added-- or every time we added a term we added
- four blocks.
- So we could write it this way.
- We could just write change-- so this the triangle right
- here means change.
- Delta means change in blocks divided by change in x.
- Now you might recognize this.
- This is slope.
- And if you don't worry, if slope is a completely foreign
- concept to you, you can just do it the way we did it the
- first part of this video.
- And that's a completely legitimate way, and hopefully
- it will make some connections between what slope is.
- So what is the change in blocks for a change in x.
- So when we went from x going from 1 to 2-- so our change in
- x here would be 2 minus 1, we increased by 1 --what was our
- change in blocks?
- It would be 4, or 5 minus 1.
- It's 5 minus 1.
- And what is this equal to?
- This is equal to 4 over 1, which is equal to 4.
- Let me scroll over a little bit.
- So our change in blocks, or change in x is 4, or our slope
- is equal to 4.
- So if you want to do this kind of the setting up the equation
- of a line way, you would say that our equation-- If, well
- let me write it.
- Number of blocks are going to be equal to 4 times the term
- that we're dealing with, the term in our
- pattern, plus some constant.
- This right here is the equation of a line.
- If it's completely foreign to you, just do it the way we did
- it earlier in the video.
- And so, how do we solve for this constant?
- Well, we use one of our terms here.
- We know that when we had one-- In our first term we
- only had one block.
- So let's put that here.
- So in our first term-- we're going to have that b right
- there --we only had one block.
- So we have 1 is equal to 4 plus b.
- If you subtract 4 from both sides of this equation, so you
- subtract 4 from both sides, what do you get?
- On the left-hand side, 1 minus 4 is negative 3, and that's
- equal to-- these 4's cancel out --and and
- that's equal to b.
- So another way to get the equation of a line, we have
- just solved that b is equal to negative 3.
- We said how much do the number of blocks change for a certain
- change in x, which is a change in the number blocks for a
- change in x, we saw it's always 4.
- 4 per change in x.
- When x changes by 1, we change by 4.
- That gave us our slope.
- And then to solve for-- If you view this as a line, although
- this is only defined on integers, I
- guess positive integers.
- In this situation, you could view this as a y-intercept.
- To solve for this constant, we just use one of our terms. You
- could have used any of them.
- We used 1 and 1.
- You could use 3 and 9.
- You could use anything.
- We solved b is equal to negative 3, and so if you put
- b back here, you get four x minus 3, which is what we got
- earlier in the video, right there.
- Hopefully you found that fun.
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At 5:31, how is the moon large enough to block the sun? Isn't the sun way larger?
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PatrickHaller/fineweb-edu-plus
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Adaptations are the way birds of prey have changed over time so
that they can get enough food, mate, and successfully live in
the world. We chose a couple of adaptations so that you
could see how a bird of prey's body helps it to actually get
Birds of prey always use their beaks to get food. Most of the
time, beaks are used to rip their food up into smaller pieces so
that they can eat it. Birds of prey have beaks that are curved
down. They grab their prey, puncture it with their beak while
they hold it with their talons, and yank on the meat until they
pull it out to eat. These birds will sometimes use their beaks
to help them kill their prey. For example, owls will use their
beaks to put lots of pressure on the animal to kill it.
Kestrels and falcons use a slit in their beak to break the necks
of their prey.
How they capture and eat their prey depends a lot on the size
and shape of their beak. For example, vultures eat prey that is
already dead. With their long and skinny beaks, they can grab
meat that is between bones left from other vultures and
meat-eating animals. They don’t have to hurry to ‘dinner’
because there will still be food left that other birds of prey
Another example is owls. Many owls swallow their prey in one
piece, throwing up what they can’t digest later. Their beaks
are small which is okay because they don’t have to tear up their
food before eating it, like other raptors do. They get
small prey so they don't need a large beak for that, either.
Different raptors use their beaks to catch different things.
Most birds of prey eat small mammals. If you ever have the
chance, look at a bird of prey’s beak and make a guess at what
it eats. You may be surprised how close your guess is.
Birds have feet that are used in some way for their
survival. Most of the time
birds use their feet to walk on. An example
is robins that use their feet to walk around to find worms in the
ground. They have to be on the ground so that they can feel and hear
the worms. They would not live without this food.
A bird of prey depends on its feet and talons even more than
a robin would. Most raptors use their feet to capture, hold, and kill
their prey so their feet and talons need to be very strong. A few
raptors, like vultures, don’t kill their prey. Their prey is already
dead so their legs and feet don’t have to be strong enough to kill
A raptor’s legs are usually covered with feathers down to its
ankle. The feathers are used for warmth and to help them fly
quieter. The bird that flies quieter is a more successful hunter.
The muscles that make it possible for the bird to perch and grab prey
are at the top of the leg. Raptors have the ability to ‘lock’
their feet around a branch, relax their muscles, and actually stay
firmly in place.
A bird of prey has scaly skin on its feet. Each foot has
three toes that face forward and one that sticks out of the back of the
foot. The strongest, or gripping toes, are the back one and the inside
front one. The outside ones are used for balance. At the end of each
toe is a claw, or talon. Sometimes the claws make it hard for the bird
to walk. An example of this is the Osprey. They catch fish so their
talons are curved or bent so much that they have a hard time walking on
the ground. Since they are hunting fish, not being able to walk around
on the ground is not a big problem. Birds of prey have legs, feet and
talons that are equipped to hunt whatever they like to eat like the
Osprey. Snake hunting birds have shorter toes so that the snake can’t
wiggle its way out of its grip.
Owls have weaker feet but sharper talons because they don’t
use them to tear apart their prey, but rather to puncture their prey.
Owls have feathered legs and feet to keep them warm. They also leave
less of their body open to bites by prey. This is different from most
raptors that have ‘bare’ feet. Most raptors kill and tear apart their
prey and end up with blood on their feet and talons. Owls don’t have
this problem because they don’t use their feet in the same way. The
bottom of an owl’s foot is bumpy so that prey can be gripped better.
When owls are perched on a branch they can move there outer toe to the
back because of a special joint they have. Owls are the only raptors
that can do this.
When we visited
Mr. Sliker, a falconer, we were able to see
talons up close. Their grip is amazing! They can put about 1400 pounds
of pressure on their prey when humans are capable of only 400. Talons
can pierce right through the body of a rodent! Talons are used for
hunting, climbing, and perching. No matter where you sit, talons are
We thought that feathers were all the same, but that isn’t true. There
are different kinds of feathers that are used for different jobs.
feathers: These feathers are used to keep the birds warm
and, with owls, help them fly quietly.
feathers: These are on the wings and tail. The tail
feathers help the bird steer and stop. The other flight
feathers are fanned and moved as the bird flies.
feathers: These are used to cover the bird, keep it warm,
and to mold the shape of the body so that air flows easily
When we visited Mr. Sliker, we learned that feathers can determine
whether the raptor is a silent flier, like an owl, or one that can be
heard, like a Peregrine Falcon. Raptors that can be heard while flying
have stiff feathers which are strong enough to handle the wind
resistance when they dive. This resistance is caused by the speed of
the dive. Owls have feathers with soft, fluffy edges so they can’t be
heard while flying in the dark. Then they can swoop down on their prey
Feathers are made of keratin which is the same thing that
claws and fingernails are made from. Birds have more feathers in the
winter than the summer to keep them warmer. Once a year, feathers will
fall off and new ones will take their place. This is called molting.
Molting takes a few months to do and all of the feathers are dropped and
others are grown in their place. It is like baby teeth that you lose.
You grow adult teeth to replace them. It’s the same with feathers—only
it happens once a year.
Feathers are used for more than flying. Males use their
feathers to attract a female for mating and they can be used to
camouflage the birds when they are nesting. They can also help sounds
get into an owl’s ears.
Birds get dirty and their feathers sometimes get messed up.
When this happens, they use their beaks and talons to ‘preen’, or clean
and straighten out their feathers.
Wings come in many different shapes and sizes, such as an owl, whose
wings are normally large and rounded. It takes powerful muscles to
allow the bird to fly, and the muscles react differently to do different
things. To flap up, the wings have to separate and allow air to come
through. To flap down, the feathers close, not allowing any air to come
were able to see a raptor swoop down through a forest of trees to grab
its prey on the ground, you would be amazed at how flexible the wings
are. As wind currents change or the bird has to turn to avoid a tree,
he bends down, to veer left or right- all while he is flying
unbelievably fast. They can use their wings and feathers to speed up or
slow down, turn or hover. Their tail feathers are used like a ship’s
rudder, steering left and right.
can see better than humans!
of day (day or night) when a raptor hunts determines how its eyes
work. Owls are mostly night time hunters (nocturnal)
and to help them out seeing, they have binocular vision like humans
do. This means that they use both eyes at the same time when they
look at something. Think about how you look at things with
Both of your eyes are
focused on one area. This helps the night time raptors to see how
far away their next meal is. We call this depth perception. It
also allows them to clearly see a larger area at one time.
Owl eyes are very big compared to their body. If you compare
the size of an owl's eyes compared to the size of his body, you
would see how they compare to human eyes. With the same
comparison of eyes to body size, human eyes would be a big as a
grapefruit! The size of their eyes helps them to capture more
light from the stars and the moon to see with.
Day time raptors have eyes that let them see their meals far
away with lots of detail and color. They can focus on far away
objects clearer than we can. A lot of
diurnal raptors are looking for MICE
hiding and running through tall grass.
Diurnal raptors can also see movement in a larger area than
we can without moving their head in another direction because they
have monocular vision. Monocular vision means that the raptor's
eyes are able to work separately. That's kind of cool because
they can see different things with each one. The raptor's eyes are
toward the side of its head and its side vision is great. They can
see predators coming up from behind them easier than nocturnal
Burnie, David. Bird. London: DK, 1988.
Birds. Boston: Kingfisher, 2003.
Birds. Milwaukee: Gareth Stevens, 1998.
Terry. “Raptors, the sky masters.” Mother Earth
News. Aug/Sep2007 Issue 223, p52-57.
Raptor! North Adams, MA: Storey Books, 2002.
Deane P. “Owl’s beak or bill.” 23 Oct. 2007. <http://www.owlpages.com/articles.php?section
Lewis, Deane. “Owl
feathers and flight.” 23 Oct. 2007. <http://www.owlpages.com/articles.php?section=Owl+Physiology&title=Feathers>.
Glenys. Birds of prey. NY: Grosset & Dunlap, 1970.
"Monocular vision." Wikipedia, The
Free Encyclopedia. 31 Mar 2008. <http://en.wikipedia.org/w/index.php?title=Monocular_vision&oldid=200749249>.
23 Oct. 2007. <http://www.owlpages.com/articles.php?section=Owl+Physiology&title=Talons>.
Raptor eyes, feet,
wings & beaks. 22 Dec. 2007. <http://www.hawkandowl.org/page103.html>.
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PatrickHaller/fineweb-edu-plus
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Infections of the ear can affect one or more of the various parts of the ear. There are three main parts to the ear: inner ear, middle ear and outer ear.
The outer ear collects sounds, and consists of the ear and ear canal up to the eardrum.
The middle ear is the space beneath the ear drum and is about the size of a pencil eraser. The middle ear is an air-filled space that is separated from the outer ear by a very thin eardrum.
Attached to the eardrum are three bones. Sound waves hit the eardrum and make it vibrate. The eardrum vibrations make the attached bones transmit the vibrations to the inner ear.
The inner ear converts the vibrations to electrical signals and sends these signals to the brain. The inner ear also helps maintain your physical balance.
The Eustachian tube connects the middle ear space to the nasopharynx in the back of the nasal cavity. This tube helps equalize ear pressure.
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PatrickHaller/fineweb-edu-plus
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Question Formation in English - by Viv Quarry (www.vivquarry.com)
There are two basic types of questions in English.
1. 'Wh' questions ask for specific information and start with a question word.
What Which When Where Whereabouts Why Whose How
The most common question structure is: Question word + Auxiliary Verb + Object or Main Verb.
'Wh' questions usually have a FALLING INTONATION.
|Present simple||Whose is this?||What do you do?||I'm a teacher.|
|Present continuous||Where are you going?||To the bank.|
|Past simple||When were you there?||When did she do that?||Last night.|
|Past continuous||Who were playing?||Flamengo & Vasco.|
|Pres. perf. simple||Why haven't you done your homework?||Because I didn't have time.|
|Pres. perf. continuous||Which report have you been working on?||The one you asked you asked me to.|
|Passive||Whereabouts were they found?||On the side of the mountain.|
|will / would||Who will be there?||How will they get here?||By train.|
|Can / could||How could you?||What could it be?||It might be a UFO.|
'What' can be followed by a noun and is usually used when there is an unlimited number of possibilities. 'Which' is normally used with a limited number of choices.
Eg. What size shoes do you take?
Which one do you like the most?
When asking about people it is better to use which. Eg. Which astronauts have landed on the moon?
'How' can combine with adjectives and adverbs.
How many (countables), How much (uncountables), How tall (height), How old (age), How big (size), How fast (speed), How often (frequency), How many times (number), How long (duration), How far (distance)
Prepositions often come at the end of a question.
Eg. What are you looking at? Which channel is the film on?
What are you afraid of? What schools did you go to?
Who did you dance with? What is it about?
Who did you give it to? Who was it written by?
Who is he getting married to? What did you do that for?
How long did you stay for? Who did you get that from?
Short reply questions with prepositions are also possible in English.
Eg. What with? What about? What for? Who to? Who from? Where to?
Most questions ask for the object of a sentence.
SUBJECT VERB OBJECT
Lee Oswald shot President Kennedy.
Who did Lee Oswald shoot? ANSWER = OBJECT (President Kennedy).
With the question words WHO, WHAT & WHICH, if the answer is the SUBJECT, there is NO AUXILIARY 'DO, DOES, DID and the WORD ORDER IS THE SAME AS A STATEMENT.
Who shot President Kennedy? ANSWER = SUBJECT (Lee Oswald).
Here are some more examples of subject questions:
SUBJECT (+ VERB + OBJECT)
Who broke the window? Peter (broke the window)
Who discovered America? Columbus (discovered America)
Which actors starred in Casablanca? Humphrey Bogart & Lauren Bacall (starred in Casablanca).
Which switch operates this machine? The red switch (operates the machine).
What happened to you last night? Something terrible (happened to me last night).
In contrast, here are the object questions for the examples above:
What did Peter break?
Which continent did Columbus discover?
Which actors did Casablanca have in it?
What does this switch operate?
What did you do last night?
'Like' in questions
'LIKE' can be used as a VERB for preference and as a PREPOSITION for description.
What does she like doing at the weekend? (VERB) = What does she enjoy doing?
What is she like? (PREPOSITION) = Describe her character (and maybe her appearance).
What does she look like? (PREPOSITION) = Describe her appearance ONLY.
NOTE! 'How is she?' REFERS ONLY TO HEALTH & WELL-BEING.
Eg. How is your mother? = Is your mother in good health.
What would you like to do next weekend? (VERB) = What do you want to do?
What is London like? (PREPOSITION) = Give me your general impressions of London.
What was the weather like? (PREPOSITION) = Describe the weather to me.
What was the food like? (PREPOSITION) = What did you think about the food?
What were the shops like in London? (PREPOSITION) = Tell me about the shops in London.
What did it look like? (PREPOSITION) = Give me a physical description of it.
2. 'Yes/No' questions ask for a positive or negative answer.
They normally start with an AUXILIARY or MODAL verb and are followed by
SUBJECT + (VERB) + OBJECT
'Yes/no' questions normally have a RISING INTONATION.
|Present simple||Am I right?||Do I do it like this?||Yes, you do.|
|Present continuous||Is it working?||Yes, it is.|
|Past simple||Was she the manager?||Did you enjoy it?||Yes, I did.|
|Past continuous||Were they fighting?||No, they weren't.|
|Pres. perf. simple||Have they had dinner yet?||No, they haven't.|
|Pres. perf. continuous||Has she been working all day?||Yes, she has.|
|Passive||Was it finished on time?||No, it wasn't|
|will / would||Will she be happy in her new job?||Will you finish by 5.30?||Yes, of course I will.|
|Can / could||Could he be right?||Can you pass me the salt, please?||Yes, here you are.|
Negative 'Yes/No' questions are used:
To show surprise:
Didn't you hear the bell? I rang it four times!
Doesn't that dress look nice! (= That dress looks very nice)
When we expect the listener to agree with us:
Haven't we met somewhere before? (= I think that we have)
Be careful with the answers to negative questions:
Didn't Dave go to Canada? Yes. (He went there.)
No. (He didn't go there.)
Reply questions are formed of Auxiliary/modal verb + Subject and are used to show interest or surprise. They always have a strong RISING INTONATION.
Eg. A: He has a problem. A: I've finished! A: I can't do this.
B: Does he? B: Have you? B: Can't you?
A: Didn't you see his hand shaking? A: It's been done before. A: He'd like it.
B: Was it? B: Has it? B: Would he.
Question tags have the same form as reply questions but are used either to ask for confirmation or a response.
If a positive statement is made, the question tag is negative.
Eg. You're Brazilian, aren't you?
If a negative statement is made, the question tag is positive.
Eg. You haven't finished yet, have you?
There are TWO TYPES of question tag.
1. This tag has a falling intonation and means "I'm sure I'm right, confirm it for me".
2. A question tag with a rising intonation means "I'm not sure, can you tell me if I'm right?"
With this type of question tag, it is better not to use contracted auxiliary and modal verbs.
Eg. You have brought the tickets with you, haven't you? (not "You've brought...").
After 'Let's....' the question tag is 'Shall we?'
Eg. Let's go out for a meal, shall we?
After the imperative the question tag is 'Will you?'
Eg. Open the door for me, will you? Don't be late, will you?
A positive question tag can follow a positive statement when expressing interest or surprise.
Eg. Oh, You think he'll win, do you?
For information on indirect questions see the worksheet on indirect and reported speech.
Back to questions exercises
Back to Grammar worksheets
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PatrickHaller/fineweb-edu-plus
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| 2 | 3
What It Is (continued)
Do you think that you can
make a bridge with the same amount of clay?
discuss these questions
with partners or in small groups before you have a whole-group discussion.
If students have been keeping science logs, have them refer back for information.
Sample questions include:
What difficulties did you face when trying to make long bridges? How
did you overcome them?
Have the students begin to build their bridges; when they complete their
bridges, ask them if they could build even longer ones. How long do they
think that they could make them? Have them try to build these longer bridges.
Have the students record the lengths and shapes of the bridges on chart
paper so that they will have a record of the class efforts.
Have the students talk about what was successful and what was difficult.
Ask them to compare the form of a clay bridge to that of a steel bridge.
The following questions may be useful in sparking discussions:
How did you begin to build?
What did you do to "anchor"
the ends of the bridge to the table?
How did you keep it from sagging?
Did you think that it would
How did it collapse? Where
was it weak/strong?
Does there seem to be a maximum
length for this material?
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The pressure and temperature of a gas are linked. As pressure goes up and down, so does temperature.
Take a container that has a fixed amount of gas. A plunger seals one end of the container. A pressure gauge is attached, and a thermometer. Pushing in the plunger increases gas pressure. It forces the gas molecules into a smaller space. As a result, they move faster and make more impacts. This causes the gas to heat up. And the overall temperature of the gas rises too. An increase in pressure produces a rise in temperature.
Pulling out the plunger reduces gas pressure. It gives the molecules more room to move. They make fewer impacts. The energy level of the molecules falls. And so does the temperature of the gas. A fall in pressure produces a fall in temperature. Now let’s see what happens when it is temperature that changes first.
When a gas is heated up, its molecules gain energy and start to move more quickly. They make more impacts. This increases the pressure the gas is exerting. Increasing the gas temperature produces increased pressure.
Cooling has an opposite effect. The particles lose energy and slow down. They make fewer impacts. Pressure falls.
So, for a fixed amount of gas, higher temperatures produce higher pressures. And lower temperatures produce lower pressures.
This is put to use in compression-ignition or diesel engines. Air in the combustion chamber is highly compressed by the piston. This causes such a large rise in air temperature that when fuel is sprayed into it, the mixture ignites.
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At the end of the day, we count the numbers on our calendar and add the next number. This constant repetition helps the children understand the pattern of the numbers, which can be especially hard with the number 11-19. After counting in English, we count the same numbers again in Spanish. It's amazing how quickly the children are learning this skill in both languages.
A more advanced skill than simple rote counting is being able to count objects one by one. To practice this skill, we worked with our number rods. These rods are just like the red rods, except that the rods change color from red to blue every 10 centimeters. We brought two rugs over to the circle and then the children took turns bringing the rods over to the first rug. This activity also has a small box of wooden number cards from one to ten. We brought the box over and spread the cards out on the second rug.
I put the rods in random order and then I picked up one of the rods and we counted the red and blue parts of the rod together.Then someone volunteered to come up and find the matching number card and placed it next to the rod. We continued until all of the rods had been matched with one of the number cards from 1-10. We also needed to use our number skills to put the rods back on the shelf. I asked someone to find the number ten rod, put the number card back in the box, and return the rod to the shelf. We continued with the number nine rod, the eight rod, etc. until all of the rods had been put away.
One way to reinforce this skill is to use this paper ( or pdf version) that has drawings of the number rods and number cards that you can cut out. You can make them more sturdy by gluing them to cardboard. Work with your child on matching the numbers and the cards. This will make them eager to do the same thing in class!
We had a great time reading "Chicka Chicka Boom Boom" this week by Bill Martin. It is the story of lower case letters that keep trying to climb a coconut tree. When they all fall down from the tree, their parents, the capital letters, come to help them. It's a fun story and everybody enjoyed singing the ABC song before and after the story.
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a few / a little
used with count nouns:
a few = 3-4 few
= a small amount
Q: How many cars are there?
A: There are just a few.
(a few = 3 or 4)
She's sad because she has very few friends.
(This means she doesn't have many friends. Notice there
is no article. "A few" means something different.
Few people were at the meeting.
She expected 20, but only three came.
(In this example and the one above, the situation is not
used with non count nouns
a little / little = a small
He dropped a
little paint on his wife's head.
You can also use...
a little bit of
He dropped a little
bit of paint on his wife's head.
He got very little sleep last night.
(Notice that "sleep" is a noun in this sentence. "A little
sleep" is a small amount of sleep, and "little sleep" is
not very much sleep or no sleep.)
Q: Did she find what she was looking for in the newspaper?
A: No. There was very little information.
Try this quiz.
Next: Lesson Ten
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The Normans built their first castle at Hastings soon after they arrived in 1066. They looked for sites that provided natural obstacles to an enemy, such as a steep hill or a large expanse of water. It was also be important to have good views of the surrounding countryside.
After his coronation in 1066, William the Conqueror claimed that all the land in England now belonged to him. William retained about a fifth of this land for his own use. The rest was distributed to those men who had helped him defeat Harold at the Battle of Hastings. The 170 tenants-in-chief (or barons) had to provide armed men on horseback for military service. The number of knights a baron had to provide depended on the amount of land he had been given.
The Norman conquerors realised that with only 10,000 soldiers in England, they would be at a disadvantage if the one and a half million Anglo-Saxons decided to rebel against them. To defend the territory they had conquered, the Normans began building castles all over England. Richard Fitz Gilbert, like the other Norman leaders, looked for sites that provided natural defences such as a steep hill or a large expanse of water. To protect his estates in Kent, Richard built a castle at Tonbridge, by the side of the River Medway.
The castle, built in the motte-and-bailey style, was made of wood. Local peasants were forced to dig a deep circular ditch. The displaced earth was then thrown into the centre to create a high mound called a 'motte'. By the time they finished, the motte was 18 metres (60 feet) high. Richard's labourers erected a wooden tower on top of the mound. The tower provided accommodation and a look-out point.
A courtyard, known as the bailey, was built next to the mound. The bailey was linked to the mound by a bridge. If an attacking force managed to get inside the bailey, the bridge could be pulled up to keep the invaders away from the people in the tower. The bailey was enclosed by a fence of wooden stakes called a palisade. The enclosed area would provide a site for houses and stables. Richard's labourers also built a bridge across the ditch that surrounded the castle. When filled with water, this ditch became known as a moat. The River Medway provided a constant supply of water for the moat at Tonbridge.
And they filled the whole land with these castles. They burdened the unhappy people of the country with forced labour on the castles. And when the castles were made they filled them with wicked men.
They make a mound of earth as high as they can, and encircle it with a ditch as broad and deep as possible. They surround the upper edge of the mound... with a palisade of squared timbers firmly fixed together... Within they build their house, a stronghold that commands the whole... The gate can only be reached by crossing a bridge, which starts from the outer edge of the ditch.
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Much of the work of getting a spacecraft to its destination is done before it is launched. All objects in the solar system are constantly moving. Scientists must know the clockwork of the solar system well enough to predict where a spacecraft's destination will be, when to launch and how fast to go to meet it in space. In addition to the movement of the objects in the solar system, scientists must take gravity in account. Gravity exerted by large bodies like planets and the Sun in the solar system will "bend" the flight of a spacecraft. If a flight is planned carefully, a spacecraft can use the gravity of planets and moons to do a swingby or be pulled into orbit.
Much of the "aiming" of spacecraft is done at or near launch, when the huge launch vehicle that puts it into space can push it onto a course that will take it to the right place. Once a spacecraft is in flight, small course corrections can be performed.
Ask any question below to learn about how spacecraft travel through space.
How can a spaceship leave orbit?
How do we put a spacecraft into orbit?
How do we know the location of spacecraft?
Do small errors in space navigation matter?
How did DS1 get into space?
How does gravity work in space?
How do objects in space travel?
How does NASA run space missions?
What are different kinds of orbits?
Why is it a good idea to launch a ship into orbit from near the equator?
What is a flyby?
How is NASA overseeing the DS1 mission?
How do spacecraft use an orbit to move from planet to planet?
How can we use planets and moons to slingshopt a space ship into a different path?
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Kindergarten drawing - more step by step drawing
Ready for squares, rectangles, triangles and zigzags?
Next time you teach kindergarten drawing, repeat the four steps from the previous pages, but teach the children how to draw a different shape.
Once the students have had some practice making pictures using the circle shape, show them how to make a square, then a rectangle, a triangle and a zigzag.
Teach all the shapes over a period of three or four months. You will see the children's confidence level rise as they feel equipped to draw houses, cars, mountains and more.
Kindergarten drawing: step by step squares and rectangles
"Draw a line, like this, (draw a horizontal line)
Drag your finger (kids will use their felts) up from one end of the line... Make a dot...
Drag your finger up from the other end of the line and make another dot.
Join the dots to the sides of the line, like this and you have a rectangle shape."
Things to draw with squares and rectangles: presents, books, buildings, ABC blocks, trains (add wheels)...
Kindergarten drawing: step by step triangles
Draw a line across the bottom of your paper like this. Put a dot in the middle of the line. Drag your finger up (not your felt) and make a dot. Join the dot to the ends of the line.
Some kids find the second method of making a triangle easier:
Make 3 dots anywhere on your paper.
Join the dots with 3 straight lines.
Things to draw with triangles: ice cream cones, clown hats, cat noses, mountains, sails on boats, trees, roofs on houses, jack o lantern eyes...
Kindergarten drawing: step by step zigzags
Give the children a long strip of paper (tape to table horizontally if necessary). Start at the bottom of the paper. Say go up, go down, go up, go down.... until the long strip is finished.
Then give the children a big paper with a horizontal line through the center. Draw a zigzag in the top section.
Draw another in the bottom section.
Another day teach drawing zigzags back and forth. Put a long strip of paper vertically on the table. Say go "out, in, out, in..."
When the children can make a zigzag they can draw cat ears, a row of trees, mountains, waves, scales on a fish, or patterns on a snake.
After the first bunch of drawing lessons, I give each child a large coiled drawing book. At first they love to drag their felt markers along the coils and listen to the noise, so I always start with a minute or two of coil music! This gets it out of their system.
The children make a theme based step by step drawing on each page, usually once a week using the basic shapes taught above. The felt outline and crayon coloring make colorful drawings that the children are proud of.
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Want to help your child write good paragraphs? Knowing how paragraphs are put together can help your child to write them well. Here are some activities you can use to help your child understand how paragraphs are organized and written.
Parts of a Paragraph
Knowing and identifying the parts of a paragraph can make it easier for a child to write a paragraph. If you think your child needs this, here is a simple worksheet you can use to help him identify these parts.
Indenting a Paragraph
Before starting a paragraph, you child needs to know how to indent. Since there is no tab key on a piece of paper, you can show her how to use her thumb to indent. Tell her to hold up the thumb of the hand she does not write with. Have her put it down to the right of the red margin line. Then have her put a dot to the right of her thumb. This is where her first word will go. Let her know that no other sentences in the paragraph are indented other than the first.
The Hamburger Paragraph
Top Bun – Topic Sentence
Explain to your child that the first sentence of a paragraph tells what the paragraph is about. It’s called a topic sentence. It’s the top bun of the hamburger. It needs to draw the reader in so it should be interesting. That’s why it is often called a hook. It can be a question like, “Did you know that cheetahs are the fastest land mammal on earth?” It can be a fascinating fact like, “Lions are the only member of the large cat family that hunt as a group rather than individually.” It can be a quote like this one. Napoleon said, ”A picture is worth a thousand words.”
Your child may not be able to come up with a hook right away. That’s OK. Sometimes it is better for beginners to just start with a simple topic sentence that tells what the paragraph is going to be about. In that case, it might look something like this, “Dolphins are smart animals.” Choose the method which best suits your child.
The Fixings – Details
The next part of the paragraph includes all of the details about the topic. They are the fixings in the hamburger like the lettuce, tomato, ketchup, mayonnaise, pickles, and burger. All of these fixings “support” the top bun, so the details should support the topic. There should be at least 3 of these, but more is even better. After all, who wants a hamburger with just ketchup and mustard.
The Bottom Bun – Concluding Sentence
The last part of the paragraph is the concluding sentence. It is the bottom bun of the hamburger. It can do one of two things. It can restate the topic sentence in a different way. Or it can briefly summarize what was covered in the paragraph.
More advanced writers can use it to create a transition to the next paragraph in longer papers like essays and reports. Teens can learn this skill.
Free Printable Sheets for Hamburger Paragraphs
There are some handy printable worksheets at these websites with a picture of a hamburger for kids to write sentences on. You might want to check them out.
Using Real Examples
There is one more thing you could do to help your child write paragraphs. Show her examples of paragraphs in school books, library books, newspapers, and magazines. This will help her to see how they are organized and written in real life situations.
Those are some ways you can help your child write paragraphs. Please feel free to share any methods you have used.
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By: Jessica Parker
Rationale: The two greatest factors in learning to read are letter recognition and phonemic awareness. The goal of this lesson is to introduce a letter of the alphabet. The letter I chose to teach is N. I will demonstrate the creation of the upper case N and the lower case n. I will also teach the students the sound the letter n makes (when it is alone, not in combination with any other letters). My goal for this lesson is for each child to be able to write the upper and lower case n, recognize the letter N in text, and know the phoneme that is associated with the letter N.
No, David! By David Shannon
Chalkboard/ Dry Erase board
Chalk or dry erase markers
Worksheet with different N objects and some non-N objects
Alphabet posted in room
Flash cards with upper and lower case letters of letters already learned
Large cut out poster of David
1.)“Who can tell me what makes up a word? That’s exactly right! Letters. In our alphabet we have twenty-six letters. We use letters to make words and use words to read. We all want to be extraordinary readers so we want to learn our letters!”
2.)“Let’s review some of the letters we have already learned.” For review students would sing the alphabet song while I pointed to the letters on the alphabet strip in the classroom. After singing the song I would review letters that the students have already learned using the large flash cards. Flash cards would have the upper and lower case letter written on them in bold black marker.
3.)“Today we are going to be learning a new letter! Does anyone think they could guess what our letter is going to be? WOW! You’re completely correct; we are going to learn the letter N. To help us learn our new letter N we have a special guest. Class I want you to meet David. Our new friend David hears a word that starts with our new letter N. That word is “No”. When David hears the word No he has to hear the /n-n-n/ sound that No makes. Can anyone guess who tells David No all the time? That’s right it’s his mom. Well, I asked David’s mom if she would tell me how to make the /n/ sound and you know what?! She told me exactly! Let’s see if we can do by following the directions. First we take our tongues and place them on the roof of our mouth behind our teeth. Then we push air our through our nose making the /n/ sound. Let’s all try that. Awesome job guys! Perfect N sounds.”
4.)“Now when we say the /n/ sound I want everyone to do our “No, No, No!” hand signal. All we are doing is taking our index finger and moving it from side to side. Let me see everyone do their “No, No, No” signal. Perfect! Now let’s learn our tongue twister for the letter N. Our tongue twister is “No, David not now!”. Everyone say that with me “No, David not now!”. Now let’s say it and use our hand signal to stress out the /n/ sound. “N-N-N o, David n-n-not n-n-now!” Great job everyone!”
5.)“Now that everyone has got our /n/ sound that N makes. Let’s practice writing our new letter. I will demonstrate for my students, how I write the letter N, upper case. While I am making the letter N, I will tell the students the position of the different lines using the sky, fence, and ground. The students will have already learned how to create other letters using this method. “For an upper case N we start at the sky and go straight down to the ground. Then we start back at the sky following the mountain down to the ground and straight back up to the sky.” Students will practice writing their capital letter ten times. While they are working I will walk around and help any students that may be confused. After everyone has their ten letters I will model the lower case letter. “Ok everyone, let’s learn now how to do our lower case letter n. For little n we start at the fence and go straight down to the ground and bounce back up to the fence and see a hill and go back down to the ground.” Students practice this letter just like with the upper case letter.
6.) At this point I will have students listen to the story “No, David!” By David Shannon. While reading I will have the students do the “No, No, No!” signal when they see or hear the letter N in the story.
To assess students understanding they will be given a worksheet that has different objects on it. They will have to circle the object that has the letter N in it. Students will be encouraged to use invented spellings to list what the object is.
Hurry Home, Henry! by Meg Betbeze
Super Susie Slithered Slowly by Deanna Barrera
Shannon, David. (1998). No, David!. New York, Scholastic Inc.
Mouth Moves and Gestures for Phonemes
Click to return to Constructions
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Objectives: Students will build a bridge that can hold as much weight as possible. They will be introduced to several real bridges and to the art of bridge building.
Materials: books on building bridges, pictures of bridges of different styles, K'NEX building set (color coded plastic rods & connectors) or straws and straight pins
- Create a KWL chart where you can write what your class knows and what they want to know about bridges. The L column is where you will record what they learned once you are done with the activity. Have your students share what they know about bridges. Record the responses in the K column of the KWL chart.
- Ask your students what else they would like to know about them. Record their responses in the W column of the KWL chart.
- Have plenty of books available on bridges for your class to peruse. In groups, let your kids jot down interesting things that they find out about bridges.
- Record some of these findings in the KWL chart.
- Tell the class that they will be building a bridge. If using K'NEX you may want to do this as a center activity, as you will most likely not have enough sets for the entire class. If using straws and straight pins, it works well to specify the amounts of each such as 25 straws and 100 straight pins. The object is to build the strongest bridge that can hold the most weight. If using K'NEX, you also may want to add that it needs to be the lightest bridge.
- Let them choose the basic design, but have them specify some general criteria; such as length of actual bridge part, distance between ends, etc.
- Have them build the bridge in small groups.
- After the bridges are finished, have students predict which bridge they think will hold the most weight. Discuss why. In order to test the strength, hang weights from the bridge until it starts to collapse.
- EXTENSION: Have your students research famous bridges, bridge incidents, particular aspects of bridge architecture, etc. They can write a report, make a visual aid, and give a presentation to the class.
Closure: With class discuss which bridge held the most and why. Have students talk about bridge building, why it needs to be precise, some of the difficulties involved, and what could happen (and has happened) if bridges are not constructed correctly. Write down more things that your class learned about bridges and record in the KWL chart.
Evaluation: Notice the students who didn't contribute during discussion both before and after building the bridges. Who was really involved in the building and designing aspects of the activity? Which groups were able to create a strong, realistic design for their bridge? Notice those students who had trouble following directions.
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Addition is the mathematical way of putting things together.
Counting examples [change]
For example, there are objects in two groups. The objects are small circles: "o". One group has five of these objects. The other group has 3 of these objects. To find the total number of objects in both groups, the objects can be counted. Another way to find the number of objects in both groups is to add the numbers in each group.
Another method is to add the numbers of objects in group A and group B, since they are already counted. In symbols:
- 5 + 3
- 5 + 3 = 8
In another counting example, Sally and Bill have 2 children. Sally and Bill get 3 more children. Sally and Bill have added three children to their two children and now have five children.
A measurement example [change]
Tom wants to know the distance between his house and Sally's house. Bob's house is 300 meters east of Tom's house. Sally's house is 120 meters east of Bob's house:
- Tom's house<------------300 meters-------------->Bob's house<-----120 meters----->Sally's house
The distance from Tom's house to Sally's house can be found by adding the distances already measured. The distance from Tom's house to Bob's house added to the distance from Bob's house to Sally's house is the same as the distance from Tom's house to Sally's house. That is, three hundred (300) meters plus 120 meters.
- 300 + 120 = 420
Addition as increase [change]
Addition can also mean to make bigger.
Example of addition as increase [change]
- For example, Tom has a house. Tom puts a new room on the house. This new room is called an addition.
- John is making food. To make the food taste better, John puts salt in the food. That is, John adds salt to the food. The salt is an addition to the food.
Other websites [change]
|The Simple English Wiktionary has a definition for: addition.|
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By Teachers, For Teachers
Pretend your school has a ghost. What is his or her name? What does he/she look like? Draw the ghost and write his/her name under it.
1.) Put three columns on your paper and label them "past," "present" and "future."
2.) Write 5 action verbs that you "do" during the holidays.
3.) In each column, write the verb in proper tense (past, present or future).
Disney wants to release a sequel to A Christmas Carol. Describe three new ghosts they could create for Scrooge's next story. (9-12) Write a one-page pitch to persuade Disney to use your plot for the sequel.
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There are a few rules that can be used when solving logarithmic equations. One of these rules is the logarithmic product rule, which can be used to separate complex logs into multiple terms. Other rules that can be useful are the quotient rule and the power rule of logarithms. The logarithmic product rule is important and is used often in calculus when manipulating logs and simplifying terms for derivation.
The product rule of logarithms. So what I want to do is look at what happens when we are adding up a couple of logs. Okay? So log base 2 of 4 is basically saying what power of 2 will get me 4, so that's 2. Log base 2 of 8 is saying what power of 2 will get me 8 which is 3. So 2+3 this is going to be equal to 5.
What I want to take a look at is what happens when we combine these 2 together. And to get that reference, I'm going to multiply these two insides and put that inside of a log. So log base 2 of 4 times 8, is the log base 2 of 32. Now this is saying what power of 2 will give me 32. 2, 4, 8, 16, 32 fifth power. So what the product rule of logarithms is, is basically saying if we have 2 things inside of a log namely log base b of x times y times and by log base b, this holds for any base as long as the base is a positive number. This is going to be equal to log base b of x plus log base b of y, okay? So this is the product rule of logarithms.
Now if we are multiplying inside of the log, we can split it up as addition outside of the block. Careful thing I want to point out is that this is not the same thing for log base b of x plus y, okay? If we're adding inside the log there is nothing we can do with that. This is stuck as this, okay? It's only working when we're multiplying inside the log.
So, this works both ways if we have the sum of 2 logs. Same base we could put it back together to be a product or if it's a product inside the log we can split it up into 2 different logs.
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Activity: What is the Word?
Word cards for the teacher (optional)
Let’s Get Started:
1. The teacher may wish to have word cards handy to use for this activity.
2. Slowly say the sounds of a word to the child. For example: /h/-/o/-/p/. Then say each sound separately, trying not to blend the sounds.
3. Have the child say the word that is created from the sounds; for example, "Hop."
4. As the child becomes familiar with this activity, move on to multi-syllable words.
Classroom Labeling Cards
Rhyming Go Fish Cards - Set of 106
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Note to parents: Learn English with your baby. All underlined words are explained in EnglishChecker. To listen to audio, click the green arrow twice.
Read and Listen: New Words
On my lap
Put the baby on your lap.
Listen to the new words.
Point at the picture on the screen.
Repeat using your voice.
Ask your baby to point to a colour as you say it.
Ask your baby a question: Where's blue?
Tell the baby the answer: There's blue.
Show excitement when he points.
Clap your hands and say: That's right, green!
You found green!
Many kids have difficulty saying the word "yellow". They often use an "l" sound at the beginning because it is easier to say that way. Young children find it easier to say short words that start with "y" such as "ya" or "yes". Practise the y sound by saying "ya ya ya yeeeellow."
Song, Rhyme or Story time
For this story you will need five crayons (red, yellow, green, blue, and purple) and a white piece of paper. As you tell the story, draw a rainbow.
Note: Change the word Joey to your baby's name. For a girl use she and her instead of he and his.
Once there was a baby named Joey (insert your baby's name).
On Sunday, Joey found some colourful sticks. He picked them up and put them in his pocket.
On Monday, Joey took out the first stick. It was red."I love red,"Joey said. And he drew a red line. (Start rainbow).
On Tuesday, Joey took out the second stick. It was yellow. "I love yellow," Joey said. And he drew a yellow line.
On Wednesday, Joey took out the third stick. It was green. "I love green," Joey said. And he drew a green line.
On Thursday, Joey took out the fourth stick. It was blue. "I love blue," Joey, said. And he drew a blue line.
On Friday, Joey took out the last stick. It was purple."I love purple," Joey said. And he drew a purple line.(Finish rainbow).
On Saturday, Joey showed his picture to Mama. "Joey," Mama said, "What a beautiful rainbow!"
I'm a Learning Rainbow
(Sing to traditional "I'm a Little Teapot" tune.)
I'm a Learning Rainbow
in the sky.
With so many colours
for you to try.
Start with red and yellow
then green and blue.
I bet you can say purple too.
Use this activity when your baby is fussy or wants to be held, but doesn't want to nurse or sleep. It's a good activity for a teething baby, or a baby who won't relax for a nap.
Let's take a Walk
"Let's take a walk, take a walk, take a walk, and see what colours we see.
Let's take a walk, take a walk, take a walk and try to find something blue." (Choose one colour)
Example: I see a blue ball. (point) I see a blue shirt. (point) I see a blue wall. (point) I see a blue teddy. (point)
Adaptation: Look for blue things that you can collect and put in a basket as you walk. If you find something blue, but don't know the English word, look it up in your dictionary. Write new words on your fridge.
Babies love their feet. They love their parents' and siblings' feet too. Choose colourful socks for all of the family members.
Point to your baby's socks often.
Say: "Red socks. Joey has red socks."
Compare the baby's socks with your socks: "Red socks. Blue socks. Joey's socks are red. Daddy's socks are blue."
Ask, "What colour are Mommy's socks?"
Let your baby play with all of the socks while you fold the laundry. Point out the colours when you put them in pairs.
English Checker for Parents
rainbow:a colourful curve that appears in the sky after a rainstorm pocket:a small storage place (usually in a pair of pants or a shirt) beautiful:very nice to look at fussy:crying or unhappy nurse:drink milk from a mother's body relax:rest collect:bring many items into one group compare:describe the differences between two or more things laundry:clean clothes pairs:groups of two
More fun for Baby:
The following books are available new or used online. Type the titles and/or authors into a search engine to buy colours books for your baby.
Books Colors Bright Baby by Richard Priddy I love Colors by Margaret Miller Happy Baby: Colors by Richard Priddy Baby Einstein: Van Gogh's World of Color (also in DVD) by Julie Aigner Clark Baby Colors (Baby's World Board Books) by DK Publishing
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1. The students will be able to name 10 countries in the target language.
2. The students will ask and answer the question gWhere are you from?h
1. Before class, photocopy business card size copies of 10 or so different countriesf flags. You want the copies to be small so that the students can easily put them in their pockets. Also, you want to use the flags of the countries for two reasons. This forces the students to remember the names of the countries and also makes the students aware of other countriesf flags. You need to make enough copies so that each student will receive one flag. If you have thirty students, you need to find about 10 flags and make three copies of them each. If you have forty students, you need to find about 10 flags and make 4 copies of them each. This way, each student has at least one partner to look for. Also, make one larger copy of each countryfsf flag.
2. Using a world map, point out about 10 countries and have the students repeat the names of the countries in the target language. Have the student repeat the names of the countries one or two times.
3. Then, using a pointer, point to a country and have the students call out the name of the country. Do this for each country.
4. Next, use the large copies of the flags as flashcards. Have the students call out the correct name of the country that correlates to the flag you are showing.
5. Next, mix up the small flag cards and hand out the cards to the students. -One per student.
6. Tell the students that they are now citizens from the country whose flag they are holding. Tell them to remember which country they are from and then to put the card in their pockets. For the remainder of the game, they are not to take out the cards. This prevents the students from just showing each other the flags and finding each other quickly that way.
7. Now, have the students stand up and go around asking each other questions. For example, gAre you from Japan?h or g Where are you from?h Remind them to use only the target language.
8. The goal is to find the others who are from the same country as you are. Depending on how many of each card you make, the students may be looking for only one other person or several other people. I usually use groups of four. Once all four people have found their fellow countrymen, have them come to you as a group and pull out the cards from their pockets. Are they all the same?
9. Once a group has finished, write the name of the country on the board(-in the order that they finished). Afterwards, you can congratulate a team and use the opportunity to ask who is from such and such a country.
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A game of "Simon Says" where poor Adam wants to find out where
he has mixed up the names of animals.
"God made the animals and brought them to Adam to see what
he would call them" (from Genesis 2:19.
Preschool to Grade 2.
Make up a list of animals and their noises for "Adam Says". For
example, "Bark", "Meow", "Roar", "Baa", "Moo" etc.
To start the game, tell the children that today poor Adam is having a
party, and wants to invite some of the animals. But, he has
mixed up the names of the animals, and now he needs the children
to help him find out who is who in the Ark! The children must
help Adam by making the correct noise for each animal.
Explain that you will call out for example, "Adam says,'Bark!'" and
then they must bark like a dog. But, if you say, "Adam says,
'Meow!'", or "Adam says, 'Roar!'", or "Adam says, 'Baa!'", or "Adam
says, 'Moo!'" etc., then they must make the correct noise of each
But, if you just say, "Bark!" then anybody who barks will sit out of
the rest of the game. The same applies if you just say, "Meow";
or "Roar", or "Baa"; or "Moo" etc. The last remaining player
in the game wins!
Another way to play this game is to call out the name of an animal
rather than the noise it makes. For example, "Adam says, 'Cat!'"
and the children must then respond by making the correct noise of
that animal. If you just said, "Cat!" then anyone who meows
will sit out for the rest of the game!
Alternately, you could call out the name of an animal, for example
"Adam says, 'Lion!'" and then they need to act out what they think
that animal does. If you just said, "Lion!" then anyone who
moves will sit out for the rest of the game!
You had to obey what "Adam says" in this game. In the same way we
need to obey God and do what we know will please Him. When we
obey God, we will be happy and He will be pleased with us. He
will also look after us and protect us from harm and danger.
And so, when you say your prayers at night, make sure you ask God to
help you to obey Him in all you do and say!
Copyright © Sharon Children's Ministries
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There are many different transformations, and graphing transformations is different depending on what type it is. One of the most basic types of transformations is y = af(x) + b. Graphing transformations of this type involves creating a table of the original and the transformed function and graphing the second from the first. We should also recognize horizontal shifts, reflections, and horizontal compression.
We're talking about graphing transformations. Let's start with an easy transformation. y equals a times f of x plus k. Here's an example y equals negative one half times the absolute value of x plus 3.
Now first, you and I ide- identify what parent graph is being transformed and here it's the function f of x equals the absolute value of x. And so it helps to remember what the shape of that graph is. Absolute value looks like this, it's got a little corner at the bottom. And there are three key points that I usually like to start with. There's the point -1 1, the point 0 0 and the point 1 1, and my technique here is basically to take points of my parent graph and transform those points first and then plot the transformed points. So these are going to these are points of x absolute value x. And this point is really important. This is my this is my vertex right? The turning point of the graph and so I want to see where the vertex ends up because that'll be my new vertex.
Now, when you look at this function, the function's basically saying, multiply the absolute value of x by negative one half and then add three. Now this means two things. First of all, all the transformations are going to happen on this side of the column and secondly there what are the transformations? This multiplication by negative one half what does that do?
Well, first of all, multiplying by a negative number is going to flip the graph across the x axis. Multiplying by a half is a vertical compression of the graph, and adding three will shift the graph up.
So we have x, negative one half absolute value of x plus three. But you'll see all that when you do the Arithmetic on these numbers. Now first of all we'll just carry the x values over cause nothing's happening inside the absolute value. So those are the x values. And then for each of these absolute value of x values, I'm going to multiply them by negative one half and add three. So one times negative one half is negative one half plus 3 is 2.5, 0 times negative one half is 0 plus 3 is 3. And 1 times negative one half is negative one half plus 3 is 2.5.
That's not a bad start. Let's plot these points. We've got 0 3, this is 2, 3. We've got -1 2.5, so that's -1 is here 2.5 is here and one 2.5. Those points are kind of close to my y intercept. Let's just plot some points that are further out. So let's say oh -6 and 6. -6 the absolute value is 6, 6 the absolute value is 6. Those x values will translate right over oops positive 6 but what happens to the absolute value? Well we multiply by negative one half and add 3. So this times negative one half is -3 plus 3, 0. Again 6 times negative one half is -3 plus 3 is 0. So we get we get -6 0 and 6 0, and those are these points here and here and that's going to give us a much better graph if we use points that are further away from the y intercept. So this is going to be our graph. And you can see that the graph is reflected across the x axis right?
Normally, the absolute value graph opens upward like this. Now this one's opening downward. You can also see the vertical compression right? The slope is it's less steep than absolute value usually is and you can also see that the vertex has lifted up three units so you could see that vertical shift. This is our final graph.
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Get started with maths: age 3-5
At this age you just want to make sure that your child gets off to the best possible start. These top tips outline some practical information and ideas for you. It's all about exploring number together through enjoyable activities!
Tip 1: Listen to and sing songs and rhymes
Sing songs that have numbers in them, such as '10 Green Bottles' and '1, 2, Buckle My Shoe.' Singing songs is a good way for children become comfortable with numbers. Don't worry if they choose the same songs again and again!
Want a number rhyme to try?
Tip 2: Play games
Play games that involve number, such as bingo, dice and card games. Board games such as 'Snakes and Ladders' can help with counting forwards and backwards. Dominoes are another favourite.
Want to play some games?
Tip 3: Talk about the day
Maths is all around you! You can spot things at home and out and about to talk about.
- At home
Ask children how many items in the living room are square or triangular. Ask: ‘How many sides are there? How many sides are the same length? Ask young children to help you sort the cutlery or the laundry.
Count whenever you can – remember practise makes perfect! Count how many stairs there are, or how many pairs of shoes you have. Don’t worry if children remember the answer – they can count to check!
Try following a recipe together: ‘We need 2 scoops of flour. We need 1 cherry for each cake.’
Want a recipe to try?
Talk about the numbers you see when you’re out and about. Look at house numbers and numbers in signs. Look for shapes in the world around you. Make a leaf collection and sort them by shape, size or colour. Count how many there are in each group.
Tip 4: Read together
Cuddle up and read books together. Take time to talk about what children can see on each page. Count objects and compare the amount of objects from one page to another. Look at the page numbers and say them together. Any book can be used to help children with numbers and counting!
Find the maths on every page with these e-books!
Below are just a few tips and ideas on how to help your child develop their maths skills further.
Have fun practising together by writing numbers in sand with a stick, on the pavement with chalk or on sheets of paper with finger paints.
Write numbers for your child to copy. Hold your hand over theirs as they write the number so they can feel how to write it. Try holding their finger and forming the number in the air. Begin to encourage your child to write numbers on their own.
Want a fun activity to practise writing numbers?
Talk about the numbers you see around you. Use magnetic numbers on the fridge or playing cards. Tap your finger a certain amount of times and ask your child tell you the number or point to the number on the fridge or find the card.
Practise chanting numbers. Encourage your child to join in with you. As their confidence grows, start from different numbers: 5, 6, 7…, etc. When you go out, ask questions such as 'Can you count how many _____there are? (e.g. windows in your house, red cars on the street, cups on the table, green traffic lights on your trip to the shops).
Looking for patterns
Look for repeating patterns on curtains, wallpaper, or clothing. Ask children: 'Can you see a pattern? Tell me about it. What will come next?' Start patterns with blocks, beads, playing cards or toys and get children to build on the pattern to make it longer. Look for patterns in time together (e.g. seasons, months or daily routines) and talk about what you notice: 'We always go the supermarket on a Monday. We go to swimming on a Tuesday.' Listen for patterns in songs and clap or dance the rhythm.
Want more fun ideas to try?
Play 'Shape Tickle'. Draw shapes on your child's back and ask they can guess what shape it is by feel. Ask: 'How many sides has it got? How many sides do you think are the same length?' Cut out a picture from a magazine and cut it into pieces to make jigsaws. Use building blocks or construction kits to make shapes.
Want to read an e-book about shapes?
Practising position words
Practise position words by having a treasure hunt! Follow clues like over the bench, under the tree, next to the bush. Draw a map to show the route you took.
Want to read an e-book about position words?
Drawing and measuring
Help children to practise using a ruler for drawing straight lines and measuring. Make a picture using straight lines. Help your child to hold the ruler carefully as they draw.
Play 'How Long?' or 'How wide?'. Work together to measure objects in the house. Point out the starting and finishing number on the ruler and read the measurement together. Help children line the object up with the 0 on the ruler when they measure.
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PatrickHaller/fineweb-edu-plus
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Whether it’s capitals of the countries in Europe or the times tables, homework often means finding and learning facts. Encourage your child to find information and learn facts on his own. Here are some tips.
First, make a rule that your child has to try all the homework questions by himself. He should start with the questions he knows, skipping over any that give him problems. Then have him go back and think about the questions he couldn’t answer the first time around.
Then, and only then, should your child ask you for help. And when he does, you should try to keep in mind your goal. You don’t just want your child to get the right answer. You want him to learn how to get the right answer by himself.
Suppose your child asks you to spell Illinois. Instead of rattling off the spelling, you might say, “Where could you find that?” Then get out the dictionary or a map and have your child find it. This way, your child not only learns about the silent s at the end of the word, he also learns how to use a dictionary and a map. That’s the way to help your child learn facts now and be prepared to learn other facts in the future.
Copyright © Parent Institute
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PatrickHaller/fineweb-edu-plus
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Sumerian/Grammar/Lesson Three - The Genitive
What is the Genitive Case?
The "genitive case" is nothing more than a way for a language to describe an "of" relationship. For instance, "the king of Ur" is a genitive construction. So is "the father of Sargon". No need to be scared of the terminology - linguists just like using fancy words to describe other types of fancy words.
The genitive in Sumerian
The genitive case is used heavily in Sumerian, and has several different forms. The simplest form is to suffix a two noun compound with the .ak particle. (Remember particles? They're the little things we tack on to words or phrases to modify the meaning of that phrase.)
Let's look at a couple examples. Consider the phrase lugal Urim.ak. First things first, we figure out our vocabulary. We remember that lugal means king, and Urim is the city we call Ur. So we have two nouns, and we also notice our new friend, the .ak particle. This tells us right away that we're looking at a genitive construction. So put it all together, and we get:
- lugal Urim.ak = the king of Ur
Pretty simple, right? It really is that easy! Just remember to be on the lookout for that little .ak particle, and you'll be able to spot a genitive a mile away.
Here's another example: dumu nin Lagas.ak.ak. As usual, we find our vocabulary first. Of course, dumu means child, and nin means lady or queen. Lagas is just the city we call Lagash. Now at the end of this little phrase, we see something interesting: two little .ak particles! What could this mean? Well, just like in English, where you can say the son of the neighbor of the chairman of the board of the company, in Sumerian we can string multiple genitives together as well. In Sumerian, though, we unravel multiple genitive constructions from inside out, so we might read this example as:
- dumu nin Lagas.ak.ak = dumu [nin [Lagas.ak].ak] = [the child of [the queen of Lagash]] = the child of the queen of Lagash
Nothing really new, we just put two genitive constructions back to back. You should probably have the idea by now, so we'll see if you can follow along with a little quick quiz.
Make sure you understand what the following little phrases mean. If you're having trouble, you can hover over the text to get a translation.
- . .
Dropping the final 'k'
This is all well and good, and on paper everything looks good. But what about on clay tablets? Well, it turns out that an often seen feature of spoken Sumerian was dropping phrase-final sounds off of case particles. Don't be scared by how technical that sounds - it happens in English, too! At least in America, we have a tendency to drop the final 'g' from the '-ing' suffix, so we might pronounce 'going' as 'goin', or 'digging' as 'diggin'. Simple, right? Just drop a final sound from a particle.
In this case, the Sumerian genitive, our particle is .ak, and hence ends in a /k/ sound. In real written Sumerian, we often see phrases like lugal Urim.ak actually written as lu-gal Urim-ma, with no written acknowledgment of the final /k/ sound from the genitive particle.
But don't worry! It turns out that much of the time you'll find another case particle tacked on to the end of a genitive phrase, in which case the /k/ sound is in fact pronounced. For instance, if our phrase above were in the ergative case (which is kind of like the subject of a transitive sentence, more later), then we would add the particle .e to the end of the phrase, so we would have lugal Urim.ak.e, which would be written lu-gal Urim-ma-ke, with a pronounced /k/.
Even if you don't have other clues like this, you'll quickly see that context will normally erase any ambiguity in translation.
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PatrickHaller/fineweb-edu-plus
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This is the original page for the slope-intercept form for the equation of a line. All this information plus more can be found on our new slope-intercept form page. You can find that page by clicking here. There is a link back to this original page on the new page.
y = mx + b
Above is a program that will help you visualize how changing the values for the slope, m, and the y-intercept, b, will affect the graph of the equation y = mx + b. At first the program will be automatically cycling through several values for m and b. If you want to use the sliders to control it yourself, just press the 'You Control' button.
Notice that when the slope, m, is positive, the line slants upward to the right. The more positive m is, the steeper the line will slant upward to the right.
When the slope is negative, the line slants downward to the right, and, as the slope becomes more and more negative, the line will slant downward steeper and steeper to the right.
Also, notice that when the y-intercept, b, is positive, the line crosses the y-axes above y = 0. When b is negative, the line crosses the y-axis somewhere below y = 0. In fact, b is the value on the y-axis where the line passes through this axis. The line intercepts, or crosses, the y-axis here, and, therefore, b is called the y-intercept.
Summary of Details
This linear function:
f(x) = mx + b
May be graphed on the x, y plane as this equation:
y = mx + b
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What to do
- Select 12 picture cards for this activity. Any pictures of single-syllable words will do. As before, make sure the students know the expected name for each picture by going through the deck, multiple times if necessary.
- Now bring out the puppet. Here’s Mico. He is speaking funny today: instead of saying a word like fish, it comes out like this: fff-ish. Hold the onset for about a second, and don't pause between the onset and rime.
- We’re going to see if you can speak the same way Mico does. My turn first. What would Mico call this? Show a picture card such as leg. Lll-eg. Is that right Mico? Lll-eg. Right!
- Now it’s your turn. What would Mico call this? Show a picture card such as fox. Students: fff-ox. Is that right Mico? Fff-ox. Right!
- Let’s try another. Repeat with other picture cards. Watch for students who are not responding, and give them an individual turn.
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PatrickHaller/fineweb-edu-plus
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What doest the number 522 look like when it's written out? This worksheet will help your child practice place value and read numbers in the written form. He will need to read the different numbers written out, and then fill in the number that stands for the words. What number is made up of two hundreds and six tens? After he completes this exercise, your child will have gained practice determining the place value of numbers.
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PatrickHaller/fineweb-edu-plus
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Working with a partner, study the numbers in the balloons. What patterns do you see in the arrangement of the numbers? Describe each pattern using words and symbols.
Exploring Pascal's Triangle
As you look for patterns, try to answer the following questions:
- Can you predict the next row of numbers?
- Add the numbers in each row. Is there a pattern in the sums of these numbers?
- Do any numbers repeat?
- Can you find a pattern in the diagonal numbers?
Share your discoveries with your class.
See if you can find:
1, 2, 3, 4, ...
1, 3, 6, 10, ...
powers of 2
2, 4, 8, 16, ...
1, 1, 2, 3, 5, 8, ...
Discussion and Solutions
[Pascal Web Unit]
[Web Links] [Lessons] [Standards]
[Teacher Reference] [Number Patterns]
Home || The Math Library || Quick Reference || Search || Help
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Use pie charts to analyze the energy changes in each situation given.
1. A ball is held above the ground, and then is dropped so
it falls straight down.
(Restrict your analysis to the ball being in the air, BEFORE it hits the ground.)
2. A wind-up toy is wound up, then "walks" across
a table and comes to a stop.
3. A baseball is thrown up in the air and then falls back down.
Place velocity vectors beside each corresponding baseball in the
drawing, and draw an energy storage pie for each lettered position.
4. An object rests on a coiled spring, and is then launched upwards.
5. A piece of clay is dropped to the floor.
6. A ball rolls to a stop on the floor.
7. A truck being driven down the street.
8. A superball is dropped and bounces up and down. Draw a pie chart for each position of the ball shown. Why does the ball not bounce as high each time? Where does the energy "go"?
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Feeling the Need to Read
Growing Independence and Fluency
By: Heather Smith
Rationale: Learning to read fluently is one of the most important parts to becoming a successful reader. Children can begin with a variety of different texts and repeat readings. Repeated readings are one of the most helpful ways a child can become a fluent reader.
Multiple copies of text Frog and Toad Are Friends. "Spring" pgs.4-15.
Fluency and 1 minute read check sheets for each student
Fluency check sheet example:
________ ________ Read more words
________ ________ Read faster
________ ________ Read smoother
________ ________ Read with expression
1 minute read check sheet example:
Student name: _______________
1st read ______ words/1min
1. Begin by explaining what the students will do today. Say "Today we will practice our reading skills and learn how we can become more fluent readers". "Does anyone know what it means to be a fluent reader?" "Being a fluent reader means that you can read through a sentence without having to stop on any words." "You can recognize words automatically and can read with expression once you learn to read fluently." Explain to the students that they become fluent readers simply through a process of repeated readings. Repeated reading is when you read a book over and over again to where the words become automatic to you and you can read them without any struggle.
2. Be sure to model for the students how the y will get better by simply reading a line from the story and dramatize it a bit. For example, say "ffr-o-o-g and t-oa-oa-d are ffr-ie-ie-n-ds". Now say, "That did really sound very fluent at all, so let's reread and try it again." Say the same sentence as before, "frog and toad are friends". "See, once you read through the words first and understand them; you can then reread the sentence and become more fluent and smooth at reading it." "The more you read it, the less choppy sounding it becomes."
3. Show the book to the students and give a book talk about the book. The first chapter in Frog and Toad are Friends begins on the first day of spring. Frog is trying to wake up Toad from his long winters nap. Toad doesn't want to get up yet and says that it is still too early for him to get up. Frog insists that he should get up because he will be lonely and have no one to play with until he gets up. What can Frog do to get Toad out of bed and out in the spring sunshine? We will have to read to find out what he does. Begin reading the first chapter to the students out loud to model fluency and expression.
4. Have the students set up in groups of two or three. Pass out a copy of the text to each group. Let the students take turns reading to one another while the others listen. Once the students have all had a chance to read the story ask them what they have learned from this exercise and how it has helped them to become better readers? Be sure to encourage your students to continue repeated reading at home as well as at school.
Prepare fluency and 1 minute read check sheets for each student. Have the students one by one come up to you and go through these two assessments. Have the student begin reading while you keep time with a stopwatch. Let them know when they should start and stop. Make note of how many words they read in one minute on their check sheet. Now let them read to check fluency ability. You can use the check sheet design below or come up with your own to use.
to the Sightings
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We know the main standard unit of mass or weight is kilogram which we write in short as ‘kg’. 1000th part of this kilogram is gram which is written in short as ‘g’.
Thus 1000 gram = 1 kilogram and 1 kilogram = 1000 gram
i.e. 1000 g = 1 kg and 1 kg = 1000 g.
This gram (g) is a very small unit of mass.
We use other units of mass or weight to conveniently measure the mass or weight of materials.
1/2 of 1 kg = 500 grams
or 2 x 500 grams = 1 kg
So, 1 kg, 500 g, 250 g, 200 g, 100 g, 50 g, etc. are the different units for measuring the mass or weight.
There are also the unit weights for measuring 5 kg, 10 kg, 20 kg, 50 kg and 100 kg mass.
100kg wt. is called one quintal wt.
10 quintal wt. is known as one metric ton.
Thus 1 Quintal = 100 kg and 100 kg = 1 quintal.
1 metric ton = 10 quintal = 10 x 100 kg = 1000 kg
We can say there are three main units of mass. To weigh heavy
things, we use the unit metric ton (1000 kg) or quintal (100 kg) and to
weigh the things of our general use we adopt kilogram and gram.
Thus very heavy objects are weighed in quintal and metric ton, heavy
objects are weighed in kilogram and light objects are weighed in gram.
We use the weights of 500g, 250g, 200g, 100g, 50g, 25g, etc.
The things are weighed with the help of a balance. Generally this balance is called a common balance. We place the weight in one pan and the objects or commodities in the other pan.
Didn't find what you were looking for? Or want to know more information about Math Only Math. Use this Google Search to find what you need.
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PatrickHaller/fineweb-edu-plus
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She began by talking about boys and girls and adults that care about others and their communities. She told the class that children and adults who care are practicing a behavior important to being good citizens.
To help the children understand, she asked each student to think about what he or she would do if …Why not play along with the “Can Dos” and think about what you would do.
- A boy in the cafeteria fell. A) Would you help him up, even if it meant losing your place on line to get food? B) Would you hope someone else would help so you wouldn’t lose your place on line?
- One of your classmates has a bloody nose. A) Would you turn away because the sight of blood makes you sick? B) Would you give him or her a tissue and get the teacher’s attention?
- You go to the movies with a few friends, one of whom uses a wheelchair. Everyone want to sit up front, but you friend has to sit in the handicapped accessible section. A) Would you sit in the wheelchair section with your friend? B) would you sit up front and tell your friend who uses a wheelchair you’ll see him after the movie because you think he is used to sitting by himself and won’t mind?
- You borrowed your friend’s ruler; you broke it. A) Would you give it back broken and say you’re sorry? B) Would you buy a new ruler, give it to your friend and explain that you broke the ruler he gave you?
- While you were at a friend’s house, it got cold out. Your friend gave you a jacket to wear home. On the way home, a car splashed muddy water on you and got the jacket dirty. A) Would you wash the jacket before you gave it back? B) Would you give it back dirty and explain to your friend what happened?
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Part of Lesson Plan: Use of LINE in Photography
Activity Overview / Details
As students enter the classroom, ask them to grab their notebooks, take their seats and observe (study closely) the images on the screen in front of the classroom. After everyone has had a few minutes to look at the images before them, ask "What do these images have in common?" The most common element in these photographs is LINE. LINE is everywhere. Now, let's take a few more minutes to look around at all the LINES in our classroom . Are you wearing anything with LINES? Are the LINES we see long and straight? Are they short and thick? Maybe they're curved. What types of LINES do we see? Ask students to write down the types of lines they see in their notebook. Each student will then share one of the types of LINES they found with the rest of the class. Make a list of LINES on the board in front of the classroom. Now we are going to take a closer look at LINE and see if we can find out more information about the types of LINE we have just listed on the board.
Materials / Resource
- LINE Power Point [ Download ] Presents LINE in its many form with supporting photographs as visual examples.
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Making a phrase
In this lesson, we also learned two verbs. One is "eat", the other one is "drink". Then students tried to make phrases with the two verbs and those eight words about food and drink. In this picture, the two boys made a phrase“吃面条”which means eating noodles.
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A. Put a full stop or question mark somewhere in the
following passages to make two sentences. Remember to
1. What are you doing I told you not to throw food.
2. I like the girl who lives next door she always says hello
in a friendly way.
3. The capital of France is Paris it is a beautiful city.
4. The animal you saw yesterday is a hedgehog they hibernate
in the winter.
5. Why did you say that don't you want to help me?
6. If you're going to the shops can you buy me some eggs I
want to make an omelette.
7. I'd like another cup of coffee and a piece of cake and
bring me a clean spoon, please.
8. I went to New York in the summer vacation I had a
9. If you want to cut wood you need a saw if you want to cut
paper you need scissors.
10. This is the last question I hope the exercise was not too
11. Why did you do that I've told you many times how
dangerous it is.
12. It's never too late to learn to swim you never know when
you may fall from a boat.
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