4) Click on “Flashcards: Key Terms”: (10 of them) and memorize the term and definition. Test yourself if you need to, becoming familiar with how the tool works. 5) Click on “Prologue- PsychSim 5: Psychology Timeline”. 6) Complete the PsychSim5: Psychology Timeline activity by clicking on “Psychology Timeline”, reading the exerpts and following the directions. Try to not make any errors, as this will be your third grade in the first quarter (registering for Edmodo and registering on the textbook website were the first two).
1. First, you will need to organize your Mentos® candies for the experiment. Each pack of Mentos® comes with 14 candies inside, so if you eat 2 candies you will have enough left for three trials with four candies each (12 total). 2. Each package of Mentos® will be given a different number of dimples.
Let X denote the number of questions he gets correct. Assuming that the student answers each question independently, calculate the probability distribution of X and calculate the expected value of X. [HINT: Start by listing all the possible outcomes of the exam.] Solution: The probability of getting any given question correct is P (C) and was calculated in part (a), P (C) = 0.85. Each question is an independent trial, so the number of successes (or correct answers) has a binomial distribution, X ∼ Bin(n = 3, p = 0.85).
The mathematics curriculum is intended to give the children a better understanding of numeracy. The end goal means more students will be able to solve a mathematical problem independently using a method that suits them. They can then develop their learning to improve their knowledge and apply it to real life situations; such as counting in groups of numbers such as 5’s or 10’s, which in turn can be applied when paying for shopping with money. As students’ progress they can build on these skills, by recording the levels of achievement, they can be supported to help fully access the curriculum. Mathematical skills in the Early Years are developed through practical work to give the children a better understanding of maths e.g.
Step 4: Simulate the Cross in Step 3 Repeat step 2, except for two mice that are heterozygous for fur color and eye color (BbEe). If you simulate breeding using cards and sticks, both partners need to make cards and sticks that represent the alleles for a heterozygous mouse (BbEe). Don’t forget to simulate ten offspring. Step 5: (Optional) Combine Data from Step 5 with Classmates Student Guide
Unit R081 – Pre-production skills Shot types used in storyboarding Instructions and answers for teachers These instructions should accompany the OCR resource ‘Shot types used in storyboarding’ activity which supports Cambridge Nationals in Creative iMedia Level 1/2 Unit R081, Pre-production skills. This simple drag and drop activity will help learners become familiar with the content of storyboards. Associated Files: Shot types used in storyboarding, available in the following formats: Activity sheet Flash File Opus File HTML File Expected Duration: Task 1 – 10–15 minutes Task 2 – 10–15 minutes Follow up activity – 10–15 minutes Consolidation activity – 10 minutes This activity offers an opportunity for English skills development. These tasks can be used to aid learning of camera shots and camera angles.
Puritanism Group Projects Directions: You and your group (no more than 3 in a group) will prepare one of the following assignments and present it to the class. 1. Vocabulary – Choose 15 words from The Scarlet Letter that you think would be unfamiliar to most juniors. Make a vocabulary lesson comprised of three parts – a matching (definitions – the dictionary definition in your own words), a fill in the blank where the sentences are taken from The Scarlet Letter and a fill in the blank where the sentences deal with a modern subject. Then, create a vocabulary test – you may use whatever format you deem most effective.
T prepare a handout with a network of the word Celebration. Divides the class into 8 groups and give each group a handout and ask them to complete.Dicussing Tet holiday-T asks the whole class to look at the picture on page 90 and discuss 3 questions in pairs.-T goes around to offer help.-Call on some Ss to present their answers-Gives feedback if necessary.Pre-teaching VocabularyShould only teach the words which do not appear in Task 1( pictures).-If there is some time left, asks Ss to make sentences with the new words.Task 1. Instruction: Find the meaning of the words. You can also use the dictionary.-T writes these words on the board.-Then T instruct Ss to read the passage quickly and stop at the lines that contain these words to guess their meanings.-Feedback and give the correct answers.Task 2.Instruction:you are to read the passage and decide whether the statements are true or false.-T asks Ss to work individually to do the task and discuss their answers with their pairs.-Call some Ss to give their answers and ask them to explain their choices.-Give the correct answers.Task 3.Answer the seven questions in the book.-T asks Ss how to do this task.-asks Ss to do the task individually, then discuss the answer with their friends.-Calls on some Ss to answer.-Feedback.T asks Ss to work in groups to tell each other about their last Tet holiday. Asks SS what verb tense (simple past) they should use.T goes around to help Ss when necessary.Calls on some Ss to report their ideas to the class.Feedback-Summarise the main points -Assign homework | GroupworkPair workWhole classWhole classIndividual work and pair work.Whole classIndividual work and pair workGroup workWhole class
I also suggested to the class teacher that in future activities there may be pictorial instructions to help and support children understand the rules of the game. This child was able to create a sentence verbally and recall this to the adult who then scribed it. He also showed excitement using facial expressions when his sentence was read back to him. Pupil C: This child found difficulty in sounding out the letters; however he showed determination throughout the game and was able to match all words from the flash cards to his base card. Even though he was the last child to find all words on his base card this did not faze him and he persevered until the end.
----------------------- Name: UNIT TEST 1 A Class: Date: 4 Read this information and write sentences about the kids. 1 MATHS TIME. Write the answers. 1 TEN + FIVE = 2 NINETEEN – THREE = 3 ELEVEN + SEVEN = 4 TWENTY – NINE = 5 EIGHT + FOUR = 1 Ángeles . 2 Circle the correct words.