A Semi-Detailed Lesson Plan In Mathematics 6 I.Objectives: At the end of 60 minute period‚100% of the pupils with 75% proficiency level should be able to: A. Solve for the area of rectangle. B. Appreciate the ways of solving area of a rectangle. C. Write solution in finding the area of a rectangle. II. Learning Content Skill: Solving for the area of rectangle Reference: BEC PELC III 1.3 Materials: Charts‚Flash cards‚ruler Value: Appreciation III.Learning Experience
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LESSON PLAN IN MATHEMATICS IV I. OBJECTIVES Cognitive : Identify the bar graph. Psychomotor : Read and interpret data presented in a bar graph using the following parts: * Title * Number Scale * Labels Affective : Appreciate the importance of bar graph Show helpfulness towards other member of the group. II. SUBJECT MATTER Skills : Reading and interpreting bar graph Reference : BEC-PELC V.A 1.1 & 1.2 Teacher’s Workbook Textbook in Math IV Materials : Pieces
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To what extent was slave labour used in areas other than sugar production during the 17th and 18th centuries? This study is mainly how slave labour was used in other areas than sugar production during the 17th and 18th centuries. These areas were mainly focused on coffee‚ cocoa‚ logwood‚ and mahogany. Productions in these areas were successful and the level of production to make and exchange these products along with its competitors from other countries was a hard task to complete along with the
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1 Quadratic Equations in One Unknown (I) Review Exercise 1 (p. 1.4) 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. Let’s Discuss Let’s Discuss (p. 1.23) Angel’s method: Using the quadratic formula‚ Ken’s method: Using the quadratic formula‚ Let’s Discuss (p. 1.30) The solution obtained by using the factor method is the exact value of the root. However‚ the solution obtained
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Mathematics Bridge Program ©2002 DeVry University Algebra Chapter 1 The Real Number System 1.1. The Number Sets • Natural Numbers • Whole Numbers • Integers • Rational Numbers • Irrational Numbers • Real Numbers 1.2. Operations With Real Numbers • Absolute Value • Addition • Subtraction • Multiplication • Division
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Why do students like/dislike math? We have different reasons why we hate or like math. As of these days‚ 70% of the students hate math and the remaining 30% is the one who likes math. Students say they hate math for some reasons‚ firstly simply because they don’t understand it and they just don’t like numbers. It’s like when they see numbers their life is starting to tear down. Secondly is they are afraid to take risk on answering the problem. They are thinking that it might not be the correct
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COMPARATIVE ANALYSIS BETWEEN STUDENTS PERFORMANCES IN MATHEMATICS AND SCIENCE IN ND1 FINAL RESULT 2010/2011 ACADEMIC SESSION (A case study of Federal College of Agricultural Produce Technology‚ Kano) Olowo Sunday Ezekiel Department of Computer science/ Statistics Federal College of Agricultural Produce Technology.
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To what extent is truth different in mathematics‚ the arts and ethics? Truth – in its ambiguity – is a concept that many philosophers‚ over thousands of years‚ sought deeply to define. We struggle to find truth solely because it holds no generalization of its concept and is defined according to specific areas of knowledge. Areas such as mathematics‚ the arts and ethics are all differing storehouses of truth. Each‚ in their own system‚ defines truth very differently because these areas
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Bibliography: - Montessori Centre International (2009) Module 6‚ Activities of Everyday Living London: MCI Montessori‚ M. (2007) The Discovery of the Child Amsterdam: Montessori Pierson Publishing Company
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Mathematics 3CD – Further Examination Practice Questions. 1. [3‚ 3 and 3 = 9 marks] Consider the function i) Show that ii) Determine the domain for which the function is increasing. iii) Given that determine the values of x for which the function is concave downwards. 2. [1‚ 3 and 4 = 8 marks] Consider the functions and i)
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