Let's learn to divide any whole number by any other! Common Core Standard: 5.NBT.B.7
The real world is seldom about whole numbers. If you precisely measure anything, you're likely to get a decimal. If you don't know how to multiply these decimals, then you won't be able to do all the powerful things that multiplication can do in the real world (figure out your commission as a robot possum salesperson, determining how much shag carpet you need for your secret lair, etc.). Common Core Standards: 5.NBT.B.5, 5.NBT.B.7
The real world is seldom about whole numbers. If you precisely measure anything, you're likely to get a decimal. If you don't know how to multiply these decimals, then you won't be able to do all the powerful things that multiplication can do in the real world (figure out your commission as a robot possum salesperson, determining how much shag carpet you need for your secret lair, etc.). Common Core Standards: 5.NBT.B.5, 5.NBT.B.7
The real world is seldom about whole numbers. If you precisely measure anything, you're likely to get a decimal. If you don't know how to multiply these decimals, then you won't be able to do all the powerful things that multiplication can do in the real world (figure out your commission as a robot possum salesperson, determining how much shag carpet you need for your secret lair, etc.). Common Core Standards: 5.NBT.B.5, 5.NBT.B.7
The real world is seldom about whole numbers. If you precisely measure anything, you're likely to get a decimal. If you don't know how to multiply these decimals, then you won't be able to do all the powerful things that multiplication can do in the real world (figure out your commission as a robot possum salesperson, determining how much shag carpet you need for your secret lair, etc.). Common Core Standards: 5.NBT.B.5, 5.NBT.B.7
The real world is seldom about whole numbers. If you precisely measure anything, you're likely to get a decimal. If you don't know how to multiply these decimals, then you won't be able to do all the powerful things that multiplication can do in the real world (figure out your commission as a robot possum salesperson, determining how much shag carpet you need for your secret lair, etc.). Common Core Standards: 5.NBT.B.5, 5.NBT.B.7
Anything you can do with whole numbers, you can do with decimals. Subtraction is no exception. In this tutorial, you'll get some good practice subtracting decimals! Common Core Standard: 5.NBT.B.7
Anything you can do with whole numbers, you can do with decimals. Subtraction is no exception. In this tutorial, you'll get some good practice subtracting decimals! Common Core Standard: 5.NBT.B.7
An introduction to the main techniques of Artifical Intelligence: state-space search methods, semantic networks, theorem-proving and production rule systems. Important applications of these techniques are presented. Students are expected to write programs exemplifying some of techniques taught, using the LISP lanuage.
Auschwitz was a network of concentration camps and extermination camps. It was built on Polish land that was controlled by Nazi Germany during World War II. While the camp began as a Polish political prison, it eventually evolved into a means for the Nazi Party to exterminate Jews and other so-called "racially undesirables." This informational text discusses the purposes of the three main camps of Auschwitz, as well as the treatment of prisoners.
The Basic Speller is a spelling program for beginning students and consists of eight volumes of 48 lessons each. It presents lessons and practice for learning the relationships between sounds and their spellings.
The Basic Speller is a spelling program for beginning students and consists of eight volumes of 48 lessons each. It presents lessons and practice for learning the relationships between sounds and their spellings.
This focused resource guide, "Black Lives in Astronomy," includes specific written and video resources about and by 25 black astronomers, as well as general materials to examine the history and issues facing black members of the astronomical community. It includes both older, established scientists and people early in their careers. It is aimed at the Astro 101 and amateur astronomer level, and thus does not include any technical materials. I hope this resource will give instructors and students examples of authentic black voices that can be shown in class or used in assignments.
In Unit 2, students will build their ability to read and understand informational text and begin to build their knowledge of frogs through closely reading excerpts of the informational text Everything You Need to Know about Frogs and Other Slippery Creatures. Students will use the information gained in reading these excerpts to help them write answers to the questions generated in Unit 1 after reading poems and narratives about frogs. For a mid-unit assessment, students will demonstrate their reading skills through reading a new text about reptiles and amphibians, and they will gather information to answer a research question.
In the second half of the unit, students will continue with the same central text and build their knowledge by studying three "freaky frogs" that have specific adaptations according to where they live: the glass frog, the Amazon horned frog, and the water-holding frog. They will read about these frogs to answer this question in an informative paragraph: How does where a frog lives affect how it looks and/or acts? In the End of Unit 2 Assessment, students read another excerpt of text about the poison dart frog, gather information to answer a research question, and write an on-demand informative paragraph to answer the question.
RI.3.1, RI.3.3, RI.3.4, RI.3.5, RI.3.7, RI.3.8, W.3.2, W.3.7, W.3.8, L.3.1d,e, L.3.4
This task was developed by high school and postsecondary mathematics and design/pre-construction educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career Clusters Knowledge & Skills Statements. It was developed with the purpose of demonstrating how the Common Core and CTE Knowledge & Skills Statements can be integrated into classroom learning - and to provide classroom teachers with a truly authentic task for either mathematics or CTE courses.
This task was developed by high school and postsecondary mathematics and design/pre-construction educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career Clusters Knowledge & Skills Statements. It was developed with the purpose of demonstrating how the Common Core and CTE Knowledge & Skills Statements can be integrated into classroom learning - and to provide classroom teachers with a truly authentic task for either mathematics or CTE courses.
This task was developed by high school and postsecondary mathematics and design/pre-construction educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career Clusters Knowledge & Skills Statements. It was developed with the purpose of demonstrating how the Common Core and CTE Knowledge & Skills Statements can be integrated into classroom learning - and to provide classroom teachers with a truly authentic task for either mathematics or CTE courses.
This task was developed by high school and postsecondary mathematics and design/pre-construction educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career Clusters Knowledge & Skills Statements. It was developed with the purpose of demonstrating how the Common Core and CTE Knowledge & Skills Statements can be integrated into classroom learning - and to provide classroom teachers with a truly authentic task for either mathematics or CTE courses.
This task was developed by high school and postsecondary mathematics and design/pre-construction educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career Clusters Knowledge & Skills Statements. It was developed with the purpose of demonstrating how the Common Core and CTE Knowledge & Skills Statements can be integrated into classroom learning - and to provide classroom teachers with a truly authentic task for either mathematics or CTE courses.
This task was developed by high school and postsecondary mathematics and design/pre-construction educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career Clusters Knowledge & Skills Statements. It was developed with the purpose of demonstrating how the Common Core and CTE Knowledge & Skills Statements can be integrated into classroom learning - and to provide classroom teachers with a truly authentic task for either mathematics or CTE courses.