Mathematics:After completing this module, the student will able to: 1. Repeat the …
Mathematics:After completing this module, the student will able to: 1. Repeat the steps to solve for an equation2. Compute the numbers together3. Solve equations4. Breakdown the problems5. Create similar problems to solve6. Compare the problems to each other
Mathematics:After completing this module, the student will able to: 1. Repeat the …
Mathematics:After completing this module, the student will able to: 1. Repeat the steps to solve for an equation2. Compute the numbers together3. Solve equations4. Breakdown the problems5. Create similar problems to solve6. Compare the problems to each other
Overview: In this lesson, students will particpate in three separate learning activities. …
Overview: In this lesson, students will particpate in three separate learning activities. These activities are each made to help improve the students' knowledge of creating real-world problems to represent an addition and a subraction equation within 20. At the end of the lesson, there is an assessment in order to check the effectivenss of the learning activities
This Lesson Plan was created by Molly Simpson. The attached Lesson Plan is …
This Lesson Plan was created by Molly Simpson. The attached Lesson Plan is designed for Grade 1 English Language Arts students. Students will be able to understand and spell the words using their knowledge of the various spellings of the same sound: "oar, "or", and "ore". This Lesson Plan can be used with small group instruction or with a whole class. This lesson plan adresses the following NDE Standards: . It is expected that this Lesson Plan will take students 20 to 80 minutes to complete depending on the use of small group or large group instruction.
Objective: In this lesson students will apply knowledge of classroom rules and …
Objective: In this lesson students will apply knowledge of classroom rules and safety; determining appropriate behaviors. Gaining this skill will allow students to recognize the importance of following directions, safety rules, and how to treat their peers. In turn, students will be able to adapt to these skills and use them within the classroom setting. improving their social and academic performance. Many students lack the ability to have self-control at this age, so during the lesson we will integrate ways of developing self-control through role-play activities. The activities will be both a fun, engaging, and realistic approach to developing self-control skills.
Midterm examination for a class at MIT covering game theory and its …
Midterm examination for a class at MIT covering game theory and its applications to economics. The one-hour-and-twenty-minute open book examination asks open ended theoretical questions. The exam contains questions and solutions.
This is a problem-based learning (PBL) group jigsaw activity. The scenario is: …
This is a problem-based learning (PBL) group jigsaw activity. The scenario is: Students are employees of a unit of the United Nations responsible for coordinating disaster relief after a major disaster (the 2004 Asian Earthquake and Tsunami) occurs. The agency needs to understand the situation in each country so that it can coordinate the work of various governments and nongovernmental organizations (NGOs) working in the affected area.
Students are divided into Expert Groups (related to academic specialties such as Economics, Medicine, Political Science, Earth Science, etc.) and spend several days researching their topics. Students are then reassigned to one of seven or eight Country Groups, based on the countries most affected by the disaster. Each country group needs someone representing each expert group. In the scenario, these groups correspond to task forces that must determine what the situation is in each country and try to assess the current need for international assistance.
Students research their country, using internet resources, especially the CIA World Factbook and ReliefWeb, the information coordination website of the United Nations. At a large-group roundtable discussion, each group presents what it has found about its assigned country. As a final product, each student writes an individual report summarizing findings and making recommendations for disaster assistance.
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Students are employees of a unit of the United Nations responsible for …
Students are employees of a unit of the United Nations responsible for coordinating disaster relief after a major disaster (the 2004 Asian Earthquake and Tsunami) occurs. The agency needs to understand the situation in each country so that it can coordinate the work of various governments and NGO (nongovernmental organizations) working in the affected area.
(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)
In this multi-part activity, students study seismograms from 3 different seismic stations …
In this multi-part activity, students study seismograms from 3 different seismic stations recording the magnitude 9.0 Sumatra earthquake of December 26th, 2004. By comparing the arrival times of the P and S waves on each seismogram, students determine the distance from the epicenter to each station. Using that data, they can accurately map the location of the epicenter and the precise time of the earthquake. After locating the epicenter, students calculate the position of the tsunami generated by the quake at one hour intervals. From those determinations, predictions are made about how much time people had before the tsunami crashed onto their shores. Finally, students investigate some of the ways people can lessen the impact of the next great tsunami.
(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)
Deze vraagstukkenbundel is bedoeld als oefenmateriaal bij het bestuderen van de basiscolleges …
Deze vraagstukkenbundel is bedoeld als oefenmateriaal bij het bestuderen van de basiscolleges Fysische Transportverschijnselen, zoals die aan de TU Delft worden gegeven. De vraagstukken zijn afkomstig uit oude vraagstukkenbundels en uit recente tentamens. Wij hebben de formulering van veel van deze vraagstukken herzien. Vooral door de vraagstukken in meerdere onderdelen te splitsen, hopen we aan te geven dat een stapsgewijze aanpak, veelal gebaseerd op één of meer balansen, een bruikbaar recept voor het oplossen van de opgaven is. Overigens is deze splitsing bij lang niet alle opgaven doorgevoerd om aan studenten de gelegenheid te geven juist dit moeilijke facet zelf te oefenen.
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