LESSON PLAN in MATHEMATICS-6 I-OBJECTIVES At the end of the lesson‚ at least 75% of the pupils should be able to; a. Define the circle graph b. Identify the title‚ the sectors and sector labels of the circle graph c. Read and interpret circle graph II- SUBJECT MATTER Topic: “Circle Graph” Materials: charts‚ flash cards Reference: Mathematics for Everyday Use By: Isabel V. Castro‚ Ed.D. pp. 243-245 Internet III- Procedure A. Classroom Management
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Activity: Identifying Forms of Energy Printer-friendly version Can you identify the different forms of energy in the picture below? Enter your answer in the table below and click the "Check Answers" button to check your work. Word Document: Text alternative of the Forms of Energy Activity The six fundamental forms of energy: Mechanical‚ Chemical‚ Thermal/Heat‚ Electrical‚ Nuclear and Radiation. Word Document: Text alternative of the Forms of Energy Activity https://www.e-education
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Ben Cesar Chef Alan Bergman CUL1315 May 7‚ 2014 Lessons in Excellence The chapter started with a short story from Charlie’s life. It started by talking about a hard night that he has with his staff where he had to keep cheering them up to keep the energy going and to keep the morals up. After this short introduction‚ he goes on and gives us ways to cheer for our own employees; how to encourage them. But during all those praises‚ he warns not to congratulate the employees too often so
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Preservation of Food with Ionizing Energy Lesson 10 1 Assigned Readings – n Smith‚ J.S. and Pillai‚ S. 2004. Irradiation and Food safety. Food Technol. n Fact sheet on Food Irradiation http://www.inspection.gc.ca/food/information-for-consumers/fact-sheets/labelling-food-packaging-and-storage/irradiation/eng/1332358607968/1332358680017 n Frequently Asked Questions regarding Food Irradiation 2 Terminology n Radiation ¨ ¨ n Food irradiation ¨ n Rays of energy Emission and propagation of
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Home Tutor Scheme Lesson Plan Topic: Describing People LESSON OUTCOMES - Describing People Describing Introduction 1. Warm up questions Appearance 2. Vocabulary Functions & 1. Structures for describing appearance Structures 2. Description Order 3. Modifiers: very‚ quite‚ really … Describing Introduction 1. Vocabulary Character Grammar 1. Adjective order Extension Grammar 1. Compound adjectives To give a description of a person‚ your student needs to understand the vocabulary to use‚ what details are
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Victor Lemonte Wooten is a renowned bass guitarist‚ composer‚ author and one of my favourite musicians. ‘The Music Lesson: A Spiritual Search for Growth through Music’ is simply a music lesson‚ that also completely changed the way I look at music. In The Music Lesson‚ Wooten connects music to a lot of other things in life. After reading the book I saw that the essence of music‚ the attributes that make it what it is‚ in many ways are the same as the attributes to life itself. In the book‚ we follow
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CROFT PRE-SCHOOL Area of Learning: Mathematical Development 1 WATER PLAY |Teaching/Learning Objective |Activity |Resources | | |Differentiation/Adult Support |Key Vocabulary/Key
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“Kids‚ back in my days‚ we didn’t have those fancy teleportation devices; getting to places was a transportation problem. I remember very well those times. Cars now had a modern system of using infrared radiation as energy fuel‚ therefore many began to buy automobiles since the pollution problem was disappearing. Still‚ the traffic jams were constant and a solution was being researched. This way‚ public transportation became the axis of travel of the modern man. Nevertheless‚ as living and health
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Maryland University College Turnitin Originality Similarity Index: MGMT 670 April 22‚ 2013 Introduction Long or short term projects or activities in most cases adjourn with a lessons learned or “hot wash” activity so as to provide information on what went right‚ what went wrong‚ and to provide a performance rating of the team members. Lessons learned provide value to project/team members‚ as it allows for the way ahead for identifying potential risks‚ challenges‚ or even opportunities
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Conditional Statement: If students are allowed to use technology such as computers‚ calculators‚ and tablets‚ they will be able to develop a deeper understanding of the math concepts presented within their course. Inverse Statement: If students are not allowed to use technology such as computers‚ calculators‚ and tablets‚ then they would not be able to develop a deeper understanding of the math concepts presented within their course. Converse Statement: Students will be able to develop a deeper
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