... Lesson 2 Pedagogical choices and implementation: The second lesson I had planned was based on adding coin values together and finding a total sum of coins. The class were quite able to complete various addition sums and multiplication sums. The aim of the lesson was to work on using the money signs (£/p) because in my assessment of the jotters from the first lesson, I noticed that the class were either unsure about using them correctly or didn’t use them at all. As with all lessons, I began the lesson with number formation and mental maths. I also outlined the learning intentions and success criteria for the lesson. The success criteria for this lesson were ‘I can add two or more coins together to find the total value’ and ‘I can use the £ and p signs’. Cohen, et al (2010), state that ‘sharing and talking about learning objectives and success criteria’ is an effective way of teaching so that the children ‘know what they are doing and understands what they need to improve on’. The first part of this lesson was building on the learning from the previous lesson by looking at the various coin values and adding these together to make a total. At first, I did not incorporate the £/p signs as I wanted the class to become comfortable adding the coins values first. The pupils, depending on their numeracy groups completed various sums using just values which would be used on coins: 1, 2, 5, 10, 20 and 50. I did not wish to introduce the £1 yet as this could be confuse some pupils. The...
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...Mississippi / second grade / Math Content Strands: Number and Operations, Data Analysis and Probability, and Measurement, Algebra Number and Operations 1. Understand and represent relationships among numbers and operations 9 addition, subtraction, multiplication ). Compute fluency using effective strategies or rote memory. a. Recall addition and subtraction facts. ( DOK 1 ) d. Round up to three digit whole numbers to the nearest hundreds. ( DOK 1 )Determine and compare the value of money up to $5.00 using the appropriate symbols for dollars and cents. ( DOK 1 ) f. Determine and compare the value of money up to $5.00 using the appropriate symbols for dollars and cents. ( DOK 1 ) 2. Analyze patterns, numbers, relationships, and functions. b. Use number patterns to skip count by 2's, 3's, 5's, and 10's. ( DOK ) LA / second grade / Math GLE - Grade Level Expectation Number and Number Relations 3. Make reasonable estimates of the number of objects in a collection with fewer than 100 objects ( N-2-E ) 4. Count and write the value of amounts of money up to $1.00 using cents and dollars ( N-2-E ) (N-6-E) (M-1-E) (M-5-E) 9. Add and subtract 1- and 2- digit numbers ( N-6-E) (N-7-E) 10. Round numbers to the nearest 10 or 100 and identify situations in which rounding is appropriate (N-7-E) ( N-9-E) Day 1 Monday: Write some simple two and three digit whole numbers on the Promethean board. Explain to the children that they will be rounding these numbers to the nearest...
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...Title: You, Your Best Friend and the School Store! Grade Level: Third Subject/Topic Area: Mathematics Designed by: Time needed: 50 minutes Key Vocabulary: Money, Coins, Pennies, Nickels, Dimes, Quarters, Combination, Total, Determine, Pictorially, Scenario, Purchases, Journal Lesson Summary: The purpose of this lesson is for students to use number, operation and quantitative reasoning skills as well as demonstrate the ability to determine the value of a collection of coins. This is primarily an inquiry based lesson where students will be using a performance task which will be used to “place” students in a situation which could occur in “real life” involving money falling from their pocket, and a friend’s pocket, onto the ground. Students will have to use mathematical skills and reasoning to figure out which of the 16 coins they find on the ground belong to them and to their friend and the dollar amount to which each persons coins add up to. In part two of the performance task, students will again use empathy as they “visit” the school store. Students will have figured out how much money they have to spend in the school store in part one of the performance task. Students will be allowed to buy as many items as they can in the school store with one caveat – they must have one coin left over after their shopping spree. Established Goals: MST Learning Standard #3: Math 2. Students use number sense and numeration to develop an understanding...
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...An Assignment On A synopsis on Roman Civilization. Submitted to Md. SafayatHossain Lecturer Department of Accounting & Information Systems Faculty of Business Studies University of Dhaka Group List Name Md. MohimChowdhury Md. Ashraful Islam Mohammad ArifHossain Raihan Ahmed Provat ID No. 16027 16085 16086 16090 Introduction: The modern accounting system which is also called the double entry accounting system was first introduced in Florence in the late thirteenth century. But the predecessors on ancient civilization had also accountancy practices due to the trading. There accounting practices were not based on double entry accounting system. But they had their own numerical systems to count their products. The economic system at that period was not so intricate and complex. Hence, their recording system was also simple, the testimony of which is seen in archaeology. Of the ancient civilizations the Roman civilizations was a prominent one in respect of political, social and economic approach. It was one of the ancient civilizations which were based on commercial trading. The language and the legions were supported by trade while being at the same time part of its backbone. Romans were businessmen and the longevity of their empire was due to their commercial trade.1 Overview of the ancient civilizations: There were many civilizations in the ancient world. The most dominant ones were: a. b. c. a. The Babylonian Civilization. The Egyptian Civilization. The Greek Civilization...
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...“derided by vanity”. His eyes “burned with anguished and anger”. He realized everything was just an illusion. Araby or even his love for Mangan’s sister collapsed in his vision at that night. Araby was a slap to wake him up in pubertal wet dream. Idealization is hurt. This reminds me a story of Tim O’Brien, “The Things They Carried”. A 22-year-old American Lieutenant, Jimmy Cross, came to Vietnam war with his love for Martha. He loved Martha passionately. That love became idealization. At that time, he was just “a kid at war”. Jimmy was young and seemed not very experienced in love. He loved Martha by all his devotion even Martha didn’t mention about love in letters which were sent to him. Jimmy believed the pebble that Marth sent to him a symbol of love. However, when his teammate died, Jimmy woke up in his love. He “realized that she did not love him and never would”. It was a slap to wake him up. Probably, “imagination was a killer”....
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...hovering over our contemporary nation. It could also stand for the excessive appetite for wealth that has catapulted us into today’s political and financial dire straits. Unless of course, it turns out that most of the bills are just an imitation. Is not real money only a facsimile, always a copy of itself, without the original; behind them, creating volume, stocks, trading, networks. Money seems to measure or represent everything today, or, more accurately, mis-measure and misrepresent everything. What does this “money” mean then? And, more important, what is its worth? Money relies on accumulation and repetition to determine its form, on quantity to create its effect. Money has been around for thousands of years, circulating as metallic coins, paper currency, and, more recently, plastic credit cards. We earn it, we spend it, we sometimes save it, and we usually try not to waste it. Some love it, some loathe it, while others just don’t care to think about it. But what, exactly, is money? Economists, sociologists, anthropologists, and philosophers, advocating various theories, have long debated about its origins and nature without providing straightforward answers. Can Art examine the volatile nature of currency, the illusory quality of wealth, and uncover the schematisations of faith, desires, deceit, corruption and fragility it governs? What happens when we stop believing in money altogether? PROPOSAL I propose to curate ‘Let It Be Done’ as an urgent situation - An auction situation...
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...meaning of the problem looking for starting points. In Kindergarten, students begin to build the understanding that doing mathematics involves solving problems and discussing how they solved them. Students explain to themselves the meaning of a problem and look for ways to solve it. Younger students may use concrete objects or pictures to help them conceptualize and solve problems. They may check their thinking by asking themselves, ―Does this make sense?‖ or they may try another strategy. 2. Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships. Younger students begin to recognize that a number represents a specific quantity. Then, they connect the quantity to written symbols. Quantitative reasoning entails...
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...Mathematics Syllabus Primary © Copyright 2006 Curriculum Planning and Development Division. This publication is not for sale. All rights reserved. No part of this publication may be reproduced without the prior permission of the Ministry of Education, Singapore. Year of implementation: from 2007 Ministry of Education SINGAPORE 1 FOREWORD The 2007 Primary Mathematics syllabus reflects the recent developments and trends in mathematics education. The revised syllabus continues to emphasise conceptual understanding, skill proficiencies and thinking skills in the teaching and learning of mathematics. These components are integral to the development of mathematical problem solving ability. Emphasis is also given to reasoning, applications, and use of technology. Advances in technology have changed the way we teach and learn mathematics. The computer and hand-held calculator, for example, offer great potential to enhance the teaching and learning of mathematics. Students will have opportunities to discover, reason and communicate mathematics. They will engage in stimulating discussions and activities where they can explore possibilities and make connections. These qualitative changes require a change in the teaching and learning approaches; incorporating activity-based and learnercentred methodologies. The syllabuses are conceptualised after extensive consultation with teachers. We hope that teachers will find the document useful and continue to provide us with valuable feedback...
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...COINSTAR INC (CSTR) 10-K Annual report pursuant to section 13 and 15(d) Filed on 02/09/2012 Filed Period 12/31/2011 Table of Contents UNITED STATES SECURITIES AND EXCHANGE COMMISSION WASHINGTON, D. C. 20549 FORM 10-K x ANNUAL REPORT PURSUANT TO SECTION 13 OR 15(d) OF THE SECURITIES EXCHANGE ACT OF 1934 For the Fiscal Year Ended: December 31, 2011 OR ¨ TRANSITION REPORT PURSUANT TO SECTION 13 OR 15(d) OF THE SECURITIES EXCHANGE ACT OF 1934 Commission File Number: 000-22555 COINSTAR, INC. (Exact name of registrant as specified in its charter) Delaware 1800 114 Avenue SE, Bellevue, Washington (Address of principal executive offices) (State or other jurisdiction of incorporation or organization) th 94-3156448 (I.R.S. Employer Identification No.) 98004 (Zip Code) Registrant's telephone number, including area code: 425-943-8000 Securities registered pursuant to Section 12(b) of the Act: Common Stock, $0.001 par value Name of each exchange on which registered: The NASDAQ Stock Market LLC Securities registered pursuant to Section 12(g) of the Act: None Indicate by check mark if the Registrant is a well-known seasoned issuer, as defined in Rule 405 of the Securities Act. Yes x No ¨ Indicate by check mark if the Registrant is not required to file reports pursuant to Section 13 or Section 15(d) of the Act.: Yes ¨ No x Indicate by check mark whether the registrant (1) has filed all reports required to be filed by Section 13 or 15(d) of the Securities...
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...Faculty Of Education and Languages September 2012 ( SMP KHAS ) HBMT 2103 Teaching of Elementary Mathematics Part 1 Table of Contents 1.0 Introduction 2 2.1 Objective 4 2.0 Definitions and Explanatory Concept 3.2 Conceptual Knowledge 5 3.3 Procedural Knowledge 5 3.4 Understanding Relational 6 3.0 Teaching and Learning Topics “Time” 4.5 Approaches,strategies and resources used 8 4.6 Proposed teaching and learning activities 10 4.7 Important of understanding Relational in Learning and teaching 12 4.0 Teaching and Learning Topics “Money” 5.8 Approaches,strategies and resources used 13 5.9 Proposed teaching and learning activities ...
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...Statement of the Purpose The proposal entitled, “Implementation of reloadable debit card on New Era University” aims to attain the following: * To have an easy transaction in payment purposes of the consumers * To lessen the hassle of counting paper bills and coins * To have an accurate record of all billings in school facilities * To lessen the incident of losing large amount of money Background of the Purpose Prepaid card are rapidly growing having been introduced as an alternative to cash. One of the new trends in payment transaction today is the use of reloadable debit cards. These are actually prepaid cards that can be reloaded with value after it is issued. Within the university, for example, a student cannot control overspending of purchases (e.g.) and as a consequence, he might be forced to bring a large amount of money. Doing so, he is also carrying the risk of losing the money because of carelessness. Moreover, taking into consideration that he must convert first his cash into chits before he could buy is also another picture and the cueing problem of the long lines awaits every student which as a result, time-consuming. Whereas, it is also a difficulty on the administration to maintain transactions on a manual basis. The recognition of income would be another question. There are recent events of fraud and mischief with school chits for personal advantages. The impression to their subordinates would not be good on handling such situations...
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...A&P and Araby John Updike's A & P and James Joyce's Araby share many of the same literary traits. The primary focus of the two stories revolves around a young man who is compelled to decipher the different between cruel reality and the fantasies of romance that play in his head. That the man does, indeed, discover the difference is what sets him off into emotional collapse. One of the main similarities between the two stories is the fact that the main character, who is also the protagonist, has built up incredible,yet unrealistic, expectations of women, having focused upon one in particular towards which he places all his unrequited affection. The expectation these men hold when finally "face to face with their object of worship" (Wells, 1993, p. 127) is what sends the final and crushing blow of reality: The rejection they suffer is far too great for them to bear. Updike is famous for taking other author's works and twisting them so that they reflect a more contemporary flavor. While the story remains the same, the climate is singular only to Updike. This is the reason why there are similarities as well as deviations from Joyce's original piece. Plot, theme and detail are three of the most resembling aspects of the two stories over all other literary components; characteristic of both writers' works, each rendition offers its own unique perspective upon the young man's romantic infatuation. Not only are descriptive phrases shared by both stories, but parallels occur with...
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...A Classroom Plan DeWanna McIntyre ECE332: Child Development Professor Jessica Lindquist-Karci February 14, 2016 A Classroom Plan “A preschool classroom, based on Piaget’s Stage Theory” Today many preschoolers from 3-5 are learning new things in the world of education; it is up to parents and teachers to assure a quality education. When we think of a quality education we first look at the one that started it off. Jean William Fritz Piaget was a pioneer in child development who studies were influenced by the observations of his own children. This gave him an interest to study the thought processes of young children. Although his study is criticized by many, Piaget’s theories are used in many classrooms throughout the world. It is Piaget’s belief that people move through stages of development which allow them to think in new and more complex ways. He states that every interaction affects the cognition in every child. He developed a theory of cognitive development that corresponds to his hope for the educational process. He states that each child moves biologically through four stages of development. The first stage is Sensory-motor which is discovered at birth to two; According to Piaget, all humans are born with an innate (inborn, existing from birth) tendency to organize their thinking into structures. These mental structures are known as schemas. Piaget (1952) believed that these stages are universal - i.e. that the same sequence of development occurs...
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...STATISTICAL METHODS STATISTICAL METHODS Arnaud Delorme, Swartz Center for Computational Neuroscience, INC, University of San Diego California, CA92093-0961, La Jolla, USA. Email: arno@salk.edu. Keywords: statistical methods, inference, models, clinical, software, bootstrap, resampling, PCA, ICA Abstract: Statistics represents that body of methods by which characteristics of a population are inferred through observations made in a representative sample from that population. Since scientists rarely observe entire populations, sampling and statistical inference are essential. This article first discusses some general principles for the planning of experiments and data visualization. Then, a strong emphasis is put on the choice of appropriate standard statistical models and methods of statistical inference. (1) Standard models (binomial, Poisson, normal) are described. Application of these models to confidence interval estimation and parametric hypothesis testing are also described, including two-sample situations when the purpose is to compare two (or more) populations with respect to their means or variances. (2) Non-parametric inference tests are also described in cases where the data sample distribution is not compatible with standard parametric distributions. (3) Resampling methods using many randomly computer-generated samples are finally introduced for estimating characteristics of a distribution and for statistical inference. The following section deals with methods...
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...i Computational Complexity: A Modern Approach Draft of a book: Dated January 2007 Comments welcome! Sanjeev Arora and Boaz Barak Princeton University complexitybook@gmail.com Not to be reproduced or distributed without the authors’ permission This is an Internet draft. Some chapters are more finished than others. References and attributions are very preliminary and we apologize in advance for any omissions (but hope you will nevertheless point them out to us). Please send us bugs, typos, missing references or general comments to complexitybook@gmail.com — Thank You!! DRAFT ii DRAFT About this book Computational complexity theory has developed rapidly in the past three decades. The list of surprising and fundamental results proved since 1990 alone could fill a book: these include new probabilistic definitions of classical complexity classes (IP = PSPACE and the PCP Theorems) and their implications for the field of approximation algorithms; Shor’s algorithm to factor integers using a quantum computer; an understanding of why current approaches to the famous P versus NP will not be successful; a theory of derandomization and pseudorandomness based upon computational hardness; and beautiful constructions of pseudorandom objects such as extractors and expanders. This book aims to describe such recent achievements of complexity theory in the context of the classical results. It is intended to both serve as a textbook as a reference for self-study. This means...
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