### How to write presentation objectives,free kindle books publisher,how to make word outline in photoshop - Plans On 2016

As a class, use your vast mathematical knowledge to define each of these words without the aid of your textbook. Using the partial graph pictured, complete the graph so that it has the following symmetries: 1.Parallel and Perpendicular Lines Write the equation of a line that passes through a given point, parallel to a given line.

EXAMPLE 1 Write an equation of a line from a graph SOLUTION m 4 – (– 2) 0 – 3 = 6 – 3 = = – 2 STEP 2 Find the y -intercept.

Parallel Lines Parallel lines - lines in the same plane that never intersect Graph the following questions on the same graph y = -3x +4 6x + 2y = -10 Lines.

Write the slope-intercept form of the equation of the line that passes through the two points.

Parallel & Perpendicular Lines Slope of Parallel Lines Two non-vertical lines with the same slope are parallel. Solutes There are many possible solutessugar and alcohol are molecular compounds that exist as molecules in aqueous solutions. Types of Reactions in aqueous solutions When two solutions that contain ions as solutes are combined, the ions might react. Reactions that form solid precipitates Aqueous solutions of sodium hydroxide and copper(II) chloride react to form the precipitate copper(II) hydroxide. Ions that do not participate in a reaction are called spectator ions and are not usually written in ionic equations. Reactions that form gases Gases that are commonly produced are carbon dioxide, hydrogen cyanide, and hydrogen sulfide.

Combining Reactions Two reactions can be combined and represented by a single chemical reaction. Review Reactions between ionic compounds in water produce a gas, a solid precipitate, or a liquid (H2O, usually) These reactions are double replacement reactions Chemists write aqueous reactions as ionic equations – these show the ions dissolved in water and their interactions A net ionic equation shows only those ions that interact to produce a solid, liquid or gaseous product You can combine reactions and cancel out the ions and compounds that appear as both reactants and products. Reactions in Aqueous Solutions Section 9-3 Aqueous Solutions An aqueous solution contains one or more dissolved substances (called solutes) in water.aqueous. Unit 7 Reactions in Solution Chem I Objectives ? Describe the driving force for a chemical reaction. Ellipse If you pulled the center of a circle apart into two points, it would stretch the circle into an ellipse.

Example 1: Using the Distance Formula to Find the Constant Sum of an Ellipse Find the constant sum for an ellipse with foci F 1 (3, 0) and F 2 (24, 0) and the point on the ellipse (9, 8). Example Find the constant sum for an ellipse with foci F 1 (0, –8) and F 2 (0, 8) and the point on the ellipse (0, 10). ELLIPSES The standard form of an ellipse centered at (0, 0) depends on whether the major axis is horizontal or vertical.

Example 2A: Using Standard Form to Write an Equation for an Ellipse Write an equation in standard form for each ellipse with center (0, 0). Ellipses with a center not in the origin Ellipses may also be translated so that the center is not the origin. Example 4: Engineering Application A city park in the form of an ellipse with equation, measured in meters, is being renovated. Holt Algebra 2 10-3 Ellipses 10-3 Ellipses Holt Algebra 2 Warm Up Warm Up Lesson Presentation Lesson Presentation Lesson Quiz Lesson Quiz. Holt Algebra 2 10-4 Hyperbolas 10-4 Hyperbolas Holt Algebra 2 Warm Up Warm Up Lesson Presentation Lesson Presentation Lesson Quiz Lesson Quiz. Holt McDougal Algebra 2 Parabolas Holt Algebra 2 Warm Up Warm Up Lesson Presentation Lesson Presentation Lesson Quiz Lesson Quiz Holt McDougal Algebra. Holt Algebra 2 10-5 Parabolas Write the standard equation of a parabola and its axis of symmetry. Warm Up 1)Find the distance between (0, -2) & (4, 3) 2)Find the center and radius of the circle whose equation is: x 2 + y 2 + 12x - 6y - 7 = 0.

Addition of Integers (+2) + (-3) = (+4) + (-2) = After students have seen many examples of addition, have them formulate rules. Game of one Each player has 11 tiles A player tosses the 11 tiles on the mat, records the result as an addition expression, and finds the sum on the chart. Subtracting Integers (+3) – (-3) After students have seen many examples, have them formulate rules for integer subtraction. Lets Do Algebra Tiles Algebra Tiles Manipulatives used to enhance student understanding of subject traditionally taught at symbolic level.

Let’s Do Algebra Tiles Algebra Tiles Manipulatives used to enhance student understanding of subject traditionally taught at symbolic level. Lets Do Algebra Tiles David McReynolds AIMS PreK-16 Project Noel Villarreal South Texas Rural Systemic Initiative. Lets Do Algebra Tiles REL HYBIRD ALGEBRA RESEARCH PROJECT Adapted from David McReynolds, AIMS PreK-16 Project and Noel Villarreal, South Texas Rural Systemic. Lets Do Algebra Tiles Roland ODaniel, The Collaborative for Teaching and Learning October, 2009 Adapted from David McReynolds, AIMS PreK-16 Project and. Teach you to distinguish goals from objectives Help you learn how to write effective goals, objectives, and performance criteria.

GOALS A statement that describes in broad terms what the learner or participant will gain from the instructional experience or program. OBJECTIVES - Definition: A statement in specific and measurable terms that describes what the learner will know or be able to do as a result of engaging in a learning activity. Value and Purposes of Objectives: Knowing where you intend to go increases the likelihood of ending up there.

Tying Objectives to Assessment Once you establish all the behaviors, conditions and degrees of mastery for each objective, you can use them to determine what types of assignments, tests or alternative assessment (e.g.

If these three components are congruent then teaching and learning is enhanced, hence, “The Magic Triangle.” If these three components are not congruent? Mismatched Content and Assessment The first graphic below (Adapted from Dwyer 1991) shows a mismatch of the objectives, instruction and assessment.

Highly recommended resources: DePaul Teaching Commons, a very comprehensive site for explanations and examples about learning goals and objectives. Writing Objectives ? Given proper instruction teachers will be able to write one objective within their curricular area. Establishing a Culture of Assessment Evaluation of the Effectiveness Alabama A&M University January 07, 2008 John D. Module Two Developing Instructional design Unit (3) Educational plan Goal At the end of this unit the student should be able to: Analyze the principles. 1 Institutional Effectiveness Plans: Measuring Performance using Outcomes-Based Decision Making Presented by Dr. 2015 Fall Teaching Institute Louisiana State University at Alexandria August 20, 2015 Why do We Assess?

Focusing on Student Learning Developing Assessment Systems for Student and Program Development May 24, 2006 Forsyth Tech Community College.

BUILDING A CULTURE OF ASSESSMENT AT ALBANY STATE UNIVERSITY Ian Sakura-Lemessy Ruth Salter Amitabh Singh. Module One: Writing Student Learning Outcomes Davidson County Community College May - 2011. Setting the Stage: Constructive Alignment “Scaffolding & Constructive Alignment” by Flickr user Gavan Watson 1. Presentation on theme: "Holt Algebra 2 10-3 Ellipses Write the standard equation for an ellipse. Holt Algebra 2 10-3 Ellipses The vertices are (±8, 0) or (8, 0) and (–8, 0), and the co-vertices are (0, ±5,), or (0, 5) and (0, –5). Holt Algebra 2 10-3 Ellipses The standard form of an ellipse centered at (0, 0) depends on whether the major axis is horizontal or vertical.

Holt Algebra 2 10-3 Ellipses If you pulled the center of a circle apart into two points, it would stretch the circle into an ellipse. Holt Algebra 2 10-3 Ellipses Step 3 The vertices are (–4 ± 7, 3) or (3, 3) and (–11, 3), and the co- vertices are (–4, 3 ± 4), or (–4, 7) and (–4, –1). Holt Algebra 2 10-3 Ellipses Write an equation in standard form for each ellipse with center (0, 0). Holt Algebra 2 10-3 Ellipses Co-vertex at (5, 0); focus at (0, 3) Step 1 Choose the appropriate form of equation. Holt Algebra 2 10-3 Ellipses The values a, b, and c are related by the equation c 2 = a 2 – b 2. Holt Algebra 2 10-3 Ellipses Ellipses may also be translated so that the center is not the origin. Holt Algebra 2 10-3 Ellipses Reminder: Lesson Objectives Write the standard equation for an ellipse. Holt Algebra 2 10-3 Ellipses Step 3 The vertices are (2 ± 5, 4) or (7, 4) and (–3, 4), and the co- vertices are (2, 4 ± 3), or (2, 7) and (2, 1). Holt Algebra 2 10-2 Circles 10-2 Circles Holt Algebra2 Warm Up Warm Up Lesson Presentation Lesson Presentation Lesson Quiz Lesson Quiz. Holt Algebra 2 10-7 Solving Nonlinear Systems Solve systems of equations in 2 variables that contain at least 1 second-degree equation. Holt Algebra 2 10-1 Introduction to Conic Sections 10-1 Introduction to Conic Sections Holt Algebra 2 Warm Up Warm Up Lesson Presentation Lesson Presentation. Holt Algebra 2 10-6 Identifying Conic Sections 10-6 Identifying Conic Sections Holt Algebra 2 Warm Up Warm Up Lesson Presentation Lesson Presentation Lesson. Review of Formulas Formula for Slope Standard Form Slope-intercept Form Point-Slope Form *where A>0 and A, B, C are. 1 st Day A circle is the set of all points P in a plane that are the same distance from a given point. RELATION a pairing of numbers from one set, called the DOMAIN, with the numbers in another set, called the RANGE. Example 1 Write the Equation of a circle with center (2,4) and containing the point (8,12) Use the Distance Formula. Slope-Intercept Form ? What are the two things needed to write the equation of a line in slope-intercept form? Objectives: Describe aqueous solutions Write complete ionic and net ionic equations for reactions in aqueous solutions. Objectives ? Describe aqueous solutions ? Write complete ionic and net ionic equations for chemical reactions. When reactants are converted to products, bonds holding the atoms together are broken and new bonds are formed. The process by which atoms of one or more substances are rearranged to form different substances is called a chemical reaction.

An ellipse is the set of points P(x, y) in a plane such that the sum of the distances from any point P on the ellipse to two fixed points F 1 and F 2, called the foci (singular: focus), is the constant sum d = PF 1 + PF 2. Also note that the length of the major axis is 2a, the length of the minor axis is 2b, and a > b. Ellipses Standard Equation of an Ellipse Center at (0,0) x2x2 a2a2 y2y2 b2b2 += 1 y x (–a, 0) (a, 0) (0, b) (0, –b) O. Parabolas Parabola: the set of points in a plane that are the same distance from a given point called the focus and a given line. Each conic section (or simply conic) can be described as the intersection of a plane and a double-napped cone.

Definition: A hyperbola is the set of points P(x,y) in a plane such that the absolute value of the difference between the distances from. The set of all points that have the difference of the distance to 2 focus points is a given constant.

2 Definition of “ellipse” An ellipse is the set of all points in a plane such that the distance from two. An ellipse is the set of all points in a plane whose distances from two fixed points in the plane, the foci, is constant. Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts. Let the small yellow square represent +1 and the small red square (the flip- side) represent -1.

A player spins the spinner and then subtracts the number from +3 and performs the operation using tiles if necessary.

Understand that positive and negative numbers are used together to describe quantities having opposite directions. Zero Pairs O One of the first concepts students need to understand when using Algebra Tiles is “zero pairs” O You can always add and. Red tiles will represent negative integers, and yellow tiles will represent positive integers. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.

Gyure, for Center for Excellence in Learning and Teaching Western CT State University February.

B.Given a legal case description, determine three possible causes of action and identify which would be best recommended. 1.Pick ONE of the courses and identify two objectives you feel are poorly written, and suggest better wording. Knowledge Objectives Instructor I Identify and describe the components of learning objectives. Overview Conic sections are curves that result from the intersection of a right circular cone—think ice cream cone—and a plane—think.

This distance d can be represented by the length of a piece of string connecting two pushpins located at the foci. Solution: Find the dimensions of the new park Step 1 Find the dimensions of the original park. An ellipse is a set of points such that the distance between that point and two fixed points called Foci remains constant d1 d2.

The player records the result as a subtraction expression, and writes the difference on the chart. Does this definition differ when developing university goals, programmatic goals, course goals? Examples: Students in the Course will gain an appreciation for the role of the Clinical Laboratory Technologist in the health care system.

Which of these two objectives requires more thought and effort relative to writing a test question?

Students become discouraged and unhappy and make the assumption the objectives cannot be trusted and they will stop paying attention to them. Ellipses: Extra Info The following power-point slides contain extra examples and information. When ionic compounds dissolve in water, their ions separate in a process called dissociation. Step 3 The vertices are (±8, 0) or (8, 0) and (–8, 0), and the co-vertices are (0, ±5,), or (0, 5) and (0, –5). TODAY’S WORKSHOP WILL Goals and objectives do NOT reflect what the teacher, program or course will do. Participants in the Workshop will become familiar with multiple approaches and models for measuring microbial diversity. B.Which set of course objectives do you feel is written in a way that easily lends itself to assessment. Make sure objectives are: Written with useful verbs that relate to the desired learning level (Bloom’s) Associated with activities (behaviors) included in the course Lend themselves to effective assessment that is included as a course assignment.

Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (–1)(–1) = 1 and the rules for multiplying signed numbers.

They should reflect what the LEARNER OR PARTICIPANT will be able to do or what they will know. All graduates of the Program will pass the AACP Certification Examination and successfully be employed as medical technologists. C.In this set of learning objectives (B above) what would be an example of an assessment that would be appropriate?

The major axis and minor axis are perpendicular and intersect at the center of the ellipse. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. Solve real-world and mathematical problems involving the four operations with rational numbers.

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