1. Students sorted the shapes by sides through the sorting activity where students categorize the shapes they sorted the piles. There were many piles according the sides of the shapes and how the shapes looked like. House, batman and star are examples of the names. Students also learned the vocabulary through the discussion we had. For the application part, students create a square using tangram so that students understand the relationship between the shapes. 2. Students were actively engaged in
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a chilling day of activities! The art project has two parts, so the normal order of activities has been shaken up a bit. Before trekking through the snow, lead campers in a short group discussion: What do you know about the Arctic and Antarctica? Where is each located? What kinds of animals live in each area? What is the weather like? (On the north and south pole, winter animals like penguins and polar bears and it is very, very cold.) Explain that the polar habitat is both really cold and snowy
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1.1 organic compound a molecular compound of carbon, not including CO(g), CO2(g), and HCN(g) hydrocarbon a compound containing only carbon and hydrogen atoms saturated hydrocarbon a hydrocarbon with only single covalent bonds between its carbon atoms alkane a saturated hydrocarbon H H C H (a) H (b) Figure 2 Two representations of the methane molecule: (a) the structural formula and (b) the ball-and-stick model 8 Chapter 1 • Organic Compounds Alkanes Organic chemistry
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>Special note regarding Problem Set 1. For each Problem Set, answer all of the provided questions. If you are asked to draw a graph, you may take a picture or scan a graph, and paste it into your answers, or use any drawing tool of your preference. Regardless, you need to submit one final copy (one file not multiple files) of your answers to Blackboard as a Microsoft Word document. Also, while scanning a graph, or taking a photo of your graph please be sure that the orientation is correct. I cannot
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Lesson Plan Keysha Starks ESL 533N – SEI Advanced Methodologies of Structured English Immersion January 16, 2013 Resource 2: SIOP Lesson Plan humbley Date: January 16, 2013 Grade/Class/Subject: Kindergarten/ math/ Unit/Theme: Shapes CT Standards: K.G.A.2 Student will be able to correctly name shapes regardless of their orientations or overall size Content Objective(s): CT.K.3.1.1 Identify objects in the classroom that match examples
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who is stationed in Africa where he tells us about all the horror he experienced. At his time in Africa, he relates to his servant, Celia, a young African girl, who as the doctor shares a common love for drawing. After returning from Africa, the narrator retrained as a psychiatrist. “I never wanted to smell blood again. Or the sweet nail-varnish odour of starvation. Or any other reek of human suffering. I couldn’t bear to witness another death.”(p. 1, l. 1-3) In these lines the narrator clearly describes
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First and foremost, "the body lay near the window," symbolizes the importance of this boarded window. This window served as a possible escape, or better yet, entrance to others. "Where the beast had left it when frightened away by the flash and report of the rifle," Instantly noting on the word choice, Bierce sees this "beast" to be sensitive to flash concluding perhaps an animal was the predator. This predator must have been big
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be examined in this paper. The goal of the modeling technique market basket analysis is to find different relationships of activities that have been recorded with data through the performance of people. This method can be used on any situation where information can be recorded and identified (Pillai, 2011). The way to improve methods for discovering company patterns to increase business utility of an enterprise is by recognizing how the community reacts to certain sales or purchases (Pillai, 2011)
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DEPARTMENT OF THE NAVY OFFICE OF THE CHIEF OF NAVAL OPERATIONS 2000 NAVY PENTAGON WASHINGTON, DC 20350-2000 OPNAVINST 3591.1F N314 12 Aug 2009 OPNAV INSTRUCTION 3591.1F From: Subj: Ref: Chief of Naval Operations SMALL ARMS TRAINING AND QUALIFICATION (a) (b) (c) (d) (e) (f) (g) (h) (i) (j) (k) (l) (m) (n) (o) (p) (q) (r) (s) Encl: OPNAVINST 5530.14E SECNAVINST S8126.1 (NOTAL) SECNAVINST 5500.29C CJCSI 3121.01B OPNAVINST 5530.13C MILPERSMAN SECNAVINST 1650.1H OPNAVINST 5100.27B NAVSUP P-724 Sections
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Practical Guideline for Physics Subject Uncertainties in Measuring Devices All measured quantities have uncertainties associated with them. The purpose of error analysis is to determine how such uncertainties influence the interpretation of the experimental results 1. Systematic Error - Results from consistent bias in observation (ie. Instrument-calibration error, natural errors or personal error). - Can be eliminated by pre-calibrating against a known, trusted standard. - Affects accuracy
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