LESSON PLAN IN MATHEMATICS I. Objectives: At the end of the lesson‚ the students are expected to: a. Find the volume of a prism b. Solve problems involving finding the volume of a prism II. Subject Matter: Topic: Volume of a Prism Reference: Math Essential Geometry for 3rd year Materials: Presentation Prerequisite concepts/ Skills: Volume of Prism Process skills to be emphasized: Logical Thinking III. Procedure: Teacher’s Activity | Pupil’s Activity
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Strategic Plan Part III: Balanced Scorecard Bus/475 August 2‚ 2012 Olivia Scott Strategic Plan Part III: Balanced Scorecard Similar to a vehicles control board‚ the balanced scorecard shows indicators of performance that gives an overview of the organization. A balanced scorecard‚ developed by Robert S. Kaplan and David P. Norton‚ is a tool that merges financial and nonfinancial measurements into a view of organizational performance linked to the strategy (Pearce & Robinson‚ 2009)
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Lesson Plan in English 3 Understanding by Design (UbD) | | |Teachers: |Boiser‚ Felyn Mae | | |Canlom‚ Joal Marie | | |Martinez‚ Honey Faye | |
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American artists. The students will guess the name of the artists. * If the students successfully guessed the name of the character‚ a piece of the puzzle will be gone until the final picture with the topic will appear. D. Development of the Lesson * ACTIVITY # 1: “Picture Parade” * Selected students from the class will be showing different Latin American instruments. After showing the pictures‚ each student will tell something about the musical instruments they are holding. IDIOPHONES
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Differentiated Lesson Based on Student Interest Part 1: KUDs (to be completed in Week 2) Grade Level 4th Curricular Area Math Established Goals Students will add and subtract fractions Standard(s) Include as many standards as are applicable for your lesson. Local‚ State‚ National Math.4.NF.B. Students will understand addition and subtraction of fractions as joining and separating parts referring to the same whole. High-Quality Curriculum (KUDs): What I want my students to KNOW How to add and
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effectiveness of teaching as well as learning. Having stated that‚ I realized that for a lesson or a curriculum will be best implemented and taught if all the necessary components‚ which in this case are the class program‚ teacher’s assignment and room assignment‚ are present and well organized. Proper organization can greatly influence and even pad up the interest and enthusiasm of the students. On the part of the teacher‚ it eases up the tasks to be done knowing that most of these portions which
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6th Grade Lesson Plan Grade Level Content Standard: Number Sense 2.1 Solve problems involving addition‚ subtraction‚ multiplication‚ and division of positive fractions and explain why a particular operation was used for a given situation. Standard Based Objective: When given division problems with fractions‚ students will use the rules for dividing fractions to solve problems with 80% accuracy as measure by student work samples by the end of the week. Materials Paper Pencils White Board
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Proposal Plan Part III HRM 595 2013 Proposal Plan Part III The purpose for the organization Walgreens is to stay put in a dynamic‚ self-motivated and energetic business environment. Walgreens is a successful business looking to progress overall presentation and place the company for potential expansion. In order for this to follow through‚ a total rewards program needs to be created. The incentives and compensation plan must connect with the goals of the organization. A solid rewards
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Strategic Plan Part I – Organizational Structure Marla Jennings HCS/589 December22‚ 2014 Deborah Ann Laughon Strategic Plan Part I – Organizational Structure Introduction In this paper‚ this student will focus on the organizational structure of Cambridge Behavioral Hospital (CBH). This document will attempt to identify the hospital’s mission and vision‚ the organization’s key values‚ strategic planning model used‚ as well as the hospital’s mission‚ vision‚ and values in relationship to its strategic
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|WEEK |LEARNING OBJECTIVES |LEARNING OUTCOMES |ACTIVITIES |REMARKS | |1 |FORM 4 ORIENTATION | | |4/1 – 6/1 |
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