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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Part 2 - Supply Issues Case Ryan Schwab MGT147 31512 Principles of Supply Chain Management Case 3) Don’t shoot the messenger 1. If you were in Jeff’s position‚ what would you have done to preserve relationships? If I were in Jeff’s position‚ I would first have thanked my suppliers and expressed gratitude to them for being willing to work closely with the company in not only designing the new product line‚ but in then reducing supply prices by the asked for 10 percent. I then would have tried to
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PARTS OF THE COMPUTER All computer systems need two types of parts that work together to make them run. These parts are: 1. Hardware - The hardware is the part of the computer you can touch and see. Eg: Keyboard‚ Mouse‚ Hard disk etc. 2. Software - The software is a part of the computer you cannot touch but is very important. The software is all the programming that makes the computer run; controlling everything that the computer does.
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Parts Emporium Aaron Lee 1. EG151 Exhaust Gasket D(21 weeks) = 2142 D(annual) = 5304 H= (12.99)(1-0.32)(0.21)= 1.85 EOQ= 338 gaskets placed 15.68 times per year Cost of ordering = (15.68)($20) =$313.60 Average cycle inventory = 338/2= 169 gaskets Standard deviation = 2.86 gaskets Associated z value for 95% confidence = 1.65 Safety stock = 4 gaskets Reorder point = 208 gaskets Total holding costs = $312.65 In conclusion‚ Parts Emporium should order 338 gaskets whenever current inventories reach
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Test 2 Test 2014-2015 Graded Assignment Answer the questions below. When you are finished‚ submit this assignment in the course dropbox. YOU MUST SHOW ALL WORK TO RECEIVE FULL CREDIT. THIS IS NON-NEGOTIABLE (9 points) 1. For the points (1‚ 4) and (0‚ 1) do the following: A. Write an equation of the line in point-slope form. (1‚4): y-4=3(x-1) (0‚1): y-1=3(x-0) B. Write the equation in standard form. (1‚4): y-3x=1 (0‚1): y-3x=1 C. Write the equation in slope-intercept form. (1‚4): 4=3(1)+1
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like John‚ Marie‚ London‚ France or Sony. A name is a noun‚ but a very special noun - a proper noun. Proper nouns have special rules. common noun | proper noun | man‚ boy | John | woman‚ girl | Mary | country‚ town | England‚ London | Company | Ford‚ Sony | shop‚ restaurant | Maceys‚ McDonalds | month‚ day of the week | January‚ Sunday | book‚ film | War & Peace‚ Titanic | | | Verb Is a action word Ex. Walk Adjectives An adjective is a word that tells us more about
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Parts of Motherboard 1. Back Panel Connectors & Ports Connectors and ports for connecting the computer to external devices such as display ports‚ audio ports‚ USB ports‚ Ethernet ports‚ PS/2 ports etc. 2. PCI Slots PCI: Peripheral Component Interconnect Slot for older expansion cards such as sound cards‚ network cards‚ connector cards. See image below for a close-up view. Have been largely taken over by PCI-Express x1 slots 3. PCI Express x1 Slots Slot for modern expansion cards
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The People The French adhere to a strong and homogeneous set of values. They cherish their culture‚ history‚ language and cuisine‚ which is considered an art. The French have been and are today world leaders in fashion‚ food‚ wine‚ art and architecture. They embrace novelty‚ new ideas and manners with enthusiasm as long as they are elegant. Meeting and Greeting * At a business or social meeting‚ shake hands with everyone present when arriving and leaving. A handshake may be quick with a light
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Slope Gaby Ruiz Table of Contents I. Introduction – Big Idea II. Clinical interview 2 analysis III. Rationale for your instructional design: IV. Part 1 – Pre-Assessment Sub-Part 1 – Quantitative Analysis of Pre-Assessments Sub-Part 2 – Qualitative Analysis of Pre-Assessments V. Forming Our Lesson VI. The Lesson VII. Post-assessment analysis Sub-Part 1 – Quantitative Analysis of Post Assessments Sub-Part 2 – Qualitative Analysis of Post Assessments VIII. Conclusion IX. References X. Appendix
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the major findings of the study: 1. 2. 3. 4. Thesis Abstract Conclusions In light of the findings of the study‚ the following are the conclusions: 1. 2. 3. 4. Recommendations In relation with the findings and conclusions of this research‚ the following are recommended: 1. 2. 3. 4. ACKNOWLEDGEMENT Make an introductory sentence or preliminary sentence about this page as part of the thesis. Acknowledge those who
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