Math Homework Help


Questions

# Description Question
19674 add and subtract desimals add and subtract desimals
19673 add and subtract desimals add and subtract desimals
19526

That question is from  Data structure and algorithm. Please, don't forget that the program has to be in C#.here is the link my professor provide me as an example using the stack in the linked list but it is in java https://www.youtube.com/watch?v=wjI1WNcIntg&feature=youtu.be

I would like you to perform Polish Notation Math. I have produced a list of math problems, simple ones, but, they will require you to use two stacks to make them work. You are to break them down into two stacks, one is the numbers and the other being the operation. Pop from the operations stack and perform the math.

KEEP IN MIND THE ORDER OF OPERATIONS IS VERY IMPORTANT, AND YOU MIGHT WANT TO BUILD A METHOD TO INDICATE SUCH. THIS WILL SAVE YOU A LOT OF MISERY.

Another point you should keep in mind, it is not about the answer it is about the process. And if you can do stacks, which I have always found exceedingly utilitarian, you can do queues.

DON'T USE DICTIONARIES LIST OR ARRAYS ONLY. AND WRITE A PROCESS FOR POPPING AND PUSHING FROM THE STACK, IN PYTHON IT HAS A PREDEFINED METHOD FOR THIS, DON'T USE IT, WRITE YOUR OWN81*307*14+70
5*351*16+73
30+329*12+71
66+469*11*70
95*398+13*72
46+409*17*70
33*444+16+75
29*410+13*75
31*346+23*73
94+494+23*71
25*242+15*74
93*403*21*71
53*210+13*72
54+413*24+70
63*473*22+75
78+407*14+71
94+232+19*75
41*461*16+73
82+284+24+73
30+366+17*70
72+357*20+72
86+428+15*73
17*432+18+72
3*324+24+70
84+477*20+71
34+200+23*74
89*270+12+75
77*441*13*72
84+343*21*74
15*396+23*75
25*410+18+73
85*379*17*74
27*211*21*73
71*407*21*71
62+310+17*73
47*315*23*72
72+216+16+70
10+432+23*74
38+407*11*74
87*223*17*72
5*321*20+72
87*285*17*71
27*240+12+71
15*396+12+73

This Weeks Wiki.

KEEP IN MIND THE ORDER OF OPERATIONS IS VERY IMPORTANT, AND YOU MIGHT WANT TO BUILD A METHOD TO INDICATE SUCH. THIS WILL SAVE YOU A LOT OF MISERY.

This Weeks Lab.

This week I would like you perform Polish Notation Math. I have produced a list of math problems, simple ones, but, they will require you to use two stacks to make them work. You are to break them down into two stacks, one being the numbers and the other being the operation. Pop from the operations stack and perform the math.

Another point you should keep in mind, it is not about the answer it is about the process. And if you can do stacks, which I have always found exceedingly utilitarian, you can do queues.

DONOT USE DICTIONARIES LIST OR ARRAYS ONLY. AND WRITE A PROCESS FOR POPPING AND PUSHING FROM THE STACK, IN PYTHON IT HAS A PREDEFINED METHOD FOR THIS, DONT USE IT, WRITE YOUR OWN.

This will 120int to the file y.0U will have to download

Computer Science
19505

Due Date doesn't really matter as long as its next week it can be done by Monday or Friday but I want it done by next week.

As long as the work is shown in every problem and done properly and correctly it should be fine.

NO PLAGIARISM in any way.

I've answered about 5 question out of 20 already just continue the format I'm using it's fairly simple you'll see once you get into it, all I do is "BOLD" "Indent" and the change the color to green.

This is Highschool level stuff as I am currently in high school which means I don't have much money to offer if anyone is willing to help with my price please do, I will forever be grateful!!

If able to do please let me know asap!

Geometry Assignment Help
19504

Due Date doesn't really matter as long as its next week it can be done by Monday or Friday but I want it done by next week.

As long as the work is shown in every problem and done properly and correctly it should be fine.

NO PLAGIARISM in any way.

I've answered about 5 question out of 20 already just continue the format I'm using it's fairly simple you'll see once you get into it, all I do is "BOLD" "Indent" and the change the color to green.

This is Highschool level stuff as I am currently in high school which means I don't have much money to offer if anyone is willing to help with my price please do, I will forever be grateful!!

Geometry Assignment Help
19254

Create a 7-10 slide digital presentation demonstrating two types of technology that can be used to promote innovative thinking and enhance math instruction Technology incorporated could include apps, computer programs, videos, websites, etc.  Be sure to include a title slide, reference slide, and presenter’s notes.

Your presentation should include the following:

  • A detailed description of each technology and how it works.
  • Evaluation of how well the technology engages students, is developmentally appropriate, and prepares the students to confidently use technology in the future.
  • An explanation of how technology pieces align to math content standards.
  • At least 2-3 assistive technologies that could be used to support individuals with exceptionalities in using the two types of technology already described. 

While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin.    

Math Technology Presentation
19203

Create a 5- to 6-slide presentation that must include:

  • One slide on the Introduction 
    • Introduce your topic and question that you chose in Week 2.
    • Why did it interest you? How does it relate to life?
    • What should the audience learn from your presentation?
  • Three to four slides of your visuals
    • Show your tables, scatter plot, other 2 visuals, calculations, and any other evidence to support your conclusion(s) that you created in Week 3.
    • Explain what information in the data tables is not needed for your analysis.
    • Discuss what you can conclude from the visuals. How do these visuals support your conclusion?
  • One slide for a conclusion 
    • Restate your topic and question and give your answer to the scenario.
    • How confident are you that your conclusion is sound?
    • What work would need to be done to increase your confidence?
    • Discuss what you learned from this project.

Include detailed speaker notes for each slide.

Quantative Reasoning 11 project- Final Presentation
18709
  1. Identify and prioritize areas of the general curriculum and accommodations for individuals with exceptionalities. (InTASC 4)
  2. Develop and select mathematics instructional content, resources, and strategies that respond to cultural, linguistic and gender differences, and individuals with and without exceptionalities. (InTASC 4)

The field experiences must include a 1-8 grade level classroom setting. It is recommended that you identify an inclusion setting with a range of exceptionalities, but not required.

In 250-500 words, reflect on your field experience and describe the effect the field experience will have on your future professional planning and practice.

APA format is not required, but solid academic writing is expected.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are not required to submit this assignment to Turnitin.

Document the location and hours you spend in the field on your Clinical Field Experience Verification Form found in the Clinical Field Experience Handbook –Initial Licensure Programs.

Submit the Clinical Field Experience Verification Form with the last assignment by the
assignment due date. Directions for submitting can be found on the College of Education site in the Student Success Center.

Field Experience A: Content Knowledge
18688

Research George Polya’s problem-solving principles and techniques from the AIU Library or on the Internet.
 

Although the scenarios below are not specific mathematical situations, they will require application of Polya’s principles to obtain a reasonable solution.
 

Choose 1 of the following scenarios:

  • You are on your      way to a very important doctor’s appointment and just barely have enough      time to get to the appointment. You know that if you do not get to the      appointment on time, it will cost you $200 and you will not be able to get      another appointment for weeks. In your haste, going through your front      door, you accidentally tear a big hole in your dress or pants. What do you      do now? 
  • A recipe for a      sheet cake that serves 54 people is:
         • ½ cup butter
         • ¼ cup oil
         • 3 cups of baking flour
         • 1 tablespoon baking powder
         • 6 eggs
         • 1 cup milk
         • 2 cups sugar
         • ½ teaspoon vanilla extract

After everything is mixed into a cake batter, you are supposed to pour it into a floured 12 in. by 18 in. by 1 in. sheet cake pan. However, all you have is a 9 in. by 14 in. by 1 in. pan, an 8 in. square pan 1 in. deep, and two 8 in. diameter round pans 1 in. deep. Your 46 guests will be arriving shortly, so you do not have time to go to the store to get the correct-sized pan. How will you have enough cake for each guest to have a piece without wasting too much batter?

  • It is after      midnight, and your kitchen sink cold-water supply has sprung a leak. You      know you will not be able to get a plumber to fix the sink for several      hours. You do not know where the water turn-off is, and you do not have      any plumbing experience. What will you do to minimize the damage?

 Follow Polya’s principles to solve your problem.
o Explain your interpretation of what the problem really is about and what the consequences are if the problem is not solved (i.e., do you understand the problem?).
o Develop and write down a strategy for solving this problem. What do you need to know or do to solve this problem?
o Use your strategy to attempt to solve your chosen problem; show the steps in the correct order for your attempted solution.
o Did your strategy actually solve the problem? How do you know?
o Suppose that your solution did not solve the problem. What would be your next action?

Research George Polya’s problem-solving principles and techniques from the AIU Library or on the Internet. Although the scenarios below are not specific mathematical situations, they will require application of Polya’s principles to obtain a reasonable solution. Choose 1 of the following scenarios:

· You are on your way to a very important doctor’s appointment and just barely have enough time to get to the appointment. You know that if you do not get to the appointment on time, it will cost you $200 and you will not be able to get another appointment for weeks. In your haste, going through your front door, you accidentally tear a big hole in your dress or pants. What do you do now?

· A recipe for a sheet cake that serves 54 people is: • ½ cup butter • ¼ cup oil • 3 cups of baking flour • 1 tablespoon baking powder • 6 eggs • 1 cup milk • 2 cups sugar • ½ teaspoon vanilla extract

After everything is mixed into a cake batter, you are supposed to pour it into a floured 12 in. by 18 in. by 1 in. sheet cake pan. However, all you have is a 9 in. by 14 in. by 1 in. pan, an 8 in. square pan 1 in. deep, and two 8 in. diameter round pans 1 in. deep. Your 46 guests will be arriving shortly, so you do not have time to go to the store to get the correct-sized pan. How will you have enough cake for each guest to have a piece without wasting too much batter?

· It is after midnight, and your kitchen sink cold-water supply has sprung a leak. You know you will not be able to get a plumber to fix the sink for several hours. You do not know where the water turn-off is, and you do not have any plumbing experience. What will you do to minimize the damage?

Follow Polya’s principles to solve your problem. o Explain your interpretation of what the problem really is about and what the consequences are if the problem is not solved (i.e., do you understand the problem?). o Develop and write down a strategy for solving this problem. What do you need to know or do to solve this problem? o Use your strategy to attempt to solve your chosen problem; show the steps in the correct order for your attempted solution. o Did your strategy actually solve the problem? How do you know? o Suppose that your solution did not solve the problem. What would be your next action?

Polya's Problem Solving
18592

Select a grade level 3-5 and a corresponding standard from the “Common Core State Standards for Mathematical Content on Numbers and Operations: Fractions” to develop a complete lesson plan.

 

Using the “COE Lesson Plan Template,” align one or more NCTM Process standards with your learning target. Use the “Class Profile” to design an activity supported by the recommendations in the IES report to teach that target.

 

Develop differentiated activities for the students in the “Class Profile” identified as below grade level, at grade-level, and above grade-level that

 

Choose one of the following:

 

  1. Use models in fraction tasks, including area, length, and set/quantity models.
  2. Emphasize academic language, including partitioning, sharing tasks, and iterating
  3. Explore equivalent fractions.

 

Find technology that would engage and support students who are below grade level, at grade level, and above grade level. Elaborate on this technology in the Instructional Materials, Equipment, and Technology portion of the “COE Lesson Plan Template.”

 

In the “Teacher Notes” section, use the online resource, "Promoting Mathematical Thinking and Discussion with Effective Questioning Strategies," and the IES report to help identify and describe five potential issues or roadblocks that might happen while delivering the lesson and provide possible solutions to the potential issues.

 

In addition to your lesson, draft 10 questions that you would ask during your lesson that incorporate the following:

 

  • Promote conceptual understandings related to fractions for students whose performance are below grade level, at grade level, and above grade level.
  • Identify potential student misconceptions that could interfere with learning.
  • Create experiences to build accurate conceptual understanding.
  • Activate prior knowledge.
  • Connect concepts, procedures, and applications.
  • Encourage exploration and problem solving.

 

Submit the completed lesson plan and your questions as one deliverable.

 

While APA style format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

 

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

 

You are required tReview “Promoting Mathematical Thinking and Discussion with Effective Questioning Strategies,” located on the Westminster College website.

http://people.westminstercollege.edu/faculty/lpreston/Portfolio/web%20pages/Sample%20Handouts/E368%20M633%20Questioning%20in%20the%20Math%20Classroom.pdf

 

 

 

“Common Core State Standards for Mathematical Content on Numbers and Operations: Fractions” http://www.corestandards.org/Math/Content/3/NF/o submit this assignment to Turnitin. 

Section 1: Lesson Preparation

Teacher Candidate Name:

 

 

 

Grade Level:

 

 

 

Date:

 

 

Unit/Subject:

 

 

Instructional Plan Title:

 

 

Lesson Summary and Focus:

In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.

 

Classroom and Student Factors/Grouping:

Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.

 

 

 

 

National/State Learning Standards:

Review national and state standards to become familiar with the standards you will be working with in the classroom environment.

Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.

Include the standards with the performance indicators and the standard language in its entirety.

 

 

 

 

 

 

Specific Learning Target(s)/Objectives:

Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:

  • Who is the audience
  • What action verb will be measured during instruction/assessment
  • What tools or conditions are being used to meet the learning

 

What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.

For example:

Given an unlabeled map outlining the 50 states, students will accurately label all state names.

 

 

Academic Language

In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.

 

 

 

 

 

 

 

 

Resources, Materials, Equipment, and Technology:

List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.

 

 

 

 

 

 

 

 

 

 

Section 2: Instructional Planning

Anticipatory Set

Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to engage interest and motivate learners for the lesson.

In a bulleted list, describe the materials and activities you will use to open the lesson. Bold any materials you will need to prepare for the lesson.

 

For example:

·         I will use a visual of the planet Earth and ask students to describe what Earth looks like.

·         I will record their ideas on the white board and ask more questions about the amount of water they think is on planet Earth and where the water is located.

 

Time Needed

Multiple Means of Representation

Learners perceive and comprehend information differently. Your goal in this section is to explain how you would present content in various ways to meet the needs of different learners. For example, you may present the material using guided notes, graphic organizers, video or other visual media, annotation tools, anchor charts, hands-on manipulatives, adaptive technologies, etc.

In a bulleted list, describe the materials you will use to differentiate instruction and how you will use these materials throughout the lesson to support learning. Bold any materials you will need to prepare for the lesson.

 

For example:

·         I will use a Venn diagram graphic organizer to teach students how to compare and contrast the two main characters in the read-aloud story.

·         I will model one example on the white board before allowing students to work on the Venn diagram graphic organizer with their elbow partner.

 

 

 

 

 

 

 

 

 

 

 

Explain how you will differentiate materials for each of the following groups:

 

·         English language learners (ELL):

 

 

 

·         Students with special needs:

 

 

 

·         Students with gifted abilities:

 

 

 

·         Early finishers (those students who finish early and may need additional resources/support):

 

 

 

 

Time Needed

Multiple Means of Engagement

Your goal for this section is to outline how you will engage students in interacting with the content and academic language. How will students explore, practice, and apply the content? For example, you may engage students through collaborative group work, Kagan cooperative learning structures, hands-on activities, structured discussions, reading and writing activities, experiments, problem solving, etc.

In a bulleted list, describe the activities you will engage students in to allow them to explore, practice, and apply the content and academic language. Bold any activities you will use in the lesson. Also, include formative questioning strategies and higher order thinking questions you might pose.

 

For example:

·         I will use a matching card activity where students will need to find a partner with a card that has an answer that matches their number sentence. 

·         I will model one example of solving a number sentence on the white board before having students search for the matching card.

·         I will then have the partner who has the number sentence explain to their partner how they got the answer.

 

 

 

 

 

 

 

 

Explain how you will differentiate activities for each of the following groups:

·         English language learners (ELL):

 

 

 

·         Students with special needs:

 

 

 

·         Students with gifted abilities:

 

 

 

·         Early finishers (those students who finish early and may need additional resources/support):

 

 

 

 

Time Needed

Multiple Means of Expression

Learners differ in the ways they navigate a learning environment and express what they know. Your goal in this section is to explain the various ways in which your students will demonstrate what they have learned. Explain how you will provide alternative means for response, selection, and composition to accommodate all learners. Will you tier any of these products? Will you offer students choices to demonstrate mastery? This section is essentially differentiated assessment.

In a bulleted list, explain the options you will provide for your students to express their knowledge about the topic. For example, students may demonstrate their knowledge in more summative ways through a short answer or multiple-choice test, multimedia presentation, video, speech to text, website, written sentence, paragraph, essay, poster, portfolio, hands-on project, experiment, reflection, blog post, or skit. Bold the names of any summative assessments.

Students may also demonstrate their knowledge in ways that are more formative. For example, students may take part in thumbs up-thumbs middle-thumbs down, a short essay or drawing, an entrance slip or exit ticket, mini-whiteboard answers, fist to five, electronic quiz games, running records, four corners, or hand raising. Underline the names of any formative assessments.

For example:

Students will complete a one-paragraph reflection on the in-class simulation they experienced. They will be expected to write the reflection using complete sentences, proper capitalization and punctuation, and utilize an example from the simulation to demonstrate their understanding. Students will also take part in formative assessments throughout the lesson, such as thumbs up-thumbs middle-thumbs down and pair-share discussions, where you will determine if you need to re-teach or re-direct learning.

 

 

 

 

 

 

 

 

Explain if you will differentiate assessments for each of the following groups:

·         English language learners (ELL):

 

 

 

 

·         Students with special needs:

 

 

 

·         Students with gifted abilities:

 

 

 

·         Early finishers (those students who finish early and may need additional resources/support):

 

 

 

 

Time Needed

 

Extension Activity and/or Homework

Identify and describe any extension activities or homework tasks as appropriate. Explain how the extension activity or homework assignment supports the learning targets/objectives. As required by your instructor, attach any copies of homework at the end of this template.

 

 

 

 

 

 

Time Needed

Rationale/Reflection

After writing your complete lesson plan, explain three instructional strategies you included in your lesson and why. How do these strategies promote collaboration, communication, critical thinking, and creativity? Bold the name of the strategy.

 

For example:

.

·         Think-Pair-Share promotes engagement, communication, and collaboration because all students get a chance to share their ideas or answers. This is beneficial to students because they get to put their ideas into words, and hear and discuss the perspectives of others.

 

 

 

 

 

 

 

 

 

 

 

 

Class Profile

 

Student Name

English Language Learner

Socio-economic

 Status

Ethnicity

Gender

IEP/504

Other

Age

Reading

Performance Level

Math Performance

Level

Parental

Involvement

Internet  Available

 at Home

Arturo

Yes

Low SES

Hispanic

Male

No

Tier 2 RTI for Reading

Grade level

One year below grade level

At grade level

Med

No

Bertie

No

Low SES

Asian

Female

No

None

Grade level

One year above grade level

At grade level

Low

Yes

Beryl

No

Mid SES

White

Female

No

NOTE: School does not have gifted program

Grade level

Two years above grade level

At grade level

Med

Yes

Brandie

No

Low SES

White

Female

No

Tier 2 RTI for Math

Grade level

At grade level

One year below grade level

Low

No

Dessie

No

Mid SES

White

Female

No

Tier 2 RTI for Math

Grade level

Grade level

One year below grade level

Med

Yes

Diana

Yes

Low SES

White

Female

No

Tier 2 RTI for Reading

Grade level

One year below grade level

At grade level

Low

No

Donnie

No

Mid SES

African American

Female

No

Hearing Aids

Grade level

At grade level

At grade level

Med

Yes

Eduardo

Yes

Low SES

Hispanic

Male

No

Tier 2 RTI for Reading

Grade level

One year below grade level

At grade level

Low

No

Emma

No

Mid SES

White

Female

No

None

Grade level

At grade level

At grade level

Low

Yes

Enrique

No

Low SES

Hispanic

Male

No

Tier 2 RTI for Reading

One year above grade level

One year below grade level

At grade level

Low

No

Fatma

Yes

Low SES

White

Female

No

Tier 2 RTI for Reading

Grade level

One year below grade level

One year above grade level

Low

Yes

Frances

No

Mid SES

White

Female

No

Diabetic

Grade level

At grade level

At grade level

Med

Yes

Francesca

No

Low SES

White

Female

No

None

Grade level

At grade level

At grade level

High

No

Fredrick

No

Low SES

White

Male

Learning Disabled

Tier 3 RTI for Reading and Math

One year above grade level

Two years below grade level

Two years below grade level

Very High

No

Ines

No

Low SES

Hispanic

Female

Learning Disabled

Tier 2 RTI for Math

Grade level

One year below grade level

One year below grade level

Low

No

Jade

No

Mid SES

African American

Female

No

None

Grade level

At grade level

One year above grade level

High

Yes

Kent

No

High SES

White

Male

Emotion-ally Disabled

None

Grade level

At grade level

One year above grade level

Med

Yes

Lolita

No

Mid SES

Native American/

Pacific Islander

Female

No

None

Grade level

At grade level

At grade level

Med

Yes

Maria

No

Mid SES

Hispanic

Female

No

NOTE: School does not have gifted program

Grade level

At grade level

Two years above grade level

Low

Yes

Mason

No

Low SES

White

Male

No

None

Grade level

At grade level

At grade level

Med

Yes

Nick

No

Low SES

White

Male

No

None

Grade level

One year above grade level

At grade level

Med

No

Noah

No

Low SES

White

Male

No

None

Grade level

At grade level

At grade level

Med

Yes

Sharlene

No

Mid SES

White

Female

No

None

Grade level

One year above grade level

At grade level

Med

Med

Sophia

No

Mid SES

White

Female

No

None

Grade level

At grade level

At grade level

Med

Yes

Stuart

No

Mid SES

White

Male

No

Allergic to peanuts

Grade level

One year above grade level

At grade level

Med

Yes

Terrence

No

Mid SES

White

Male

No

None

Grade level

At grade level

At grade level

Med

Yes

Wade

No

Mid SES

White

Male

No

None

Grade level

At grade level

One year above grade level

Med

Yes

Wayne

No

High SES

White

Male

Learning Disabled

Tier 3 RTI for Math

Grade level

One year below grade level

Two years below grade level

High

Yes

Wendell

No

Mid SES

African American

Male

Learning Disabled

Tier 3 RTI for Math

Grade level

One year below grade level

Two years below grade level

Med

Yes

Yung

No

Mid SES

Asian

Male

No

NOTE: School does not have gifted program

One year below grade level

Two years above grade level

Two years above grade level

Low

Yes

 

 

 

Fraction Lesson Plan With Differentiated Activities
18591

BA 275 Comprehensive Project

Summer 2018

Project Idea: Using one data set (all major airline domestic flights departing from Oregon airports in 2016), you will use all the tools we learn in this class. The point of any statistics class (including this one!) is to better understand the world through data. Although we have many tools, all of them come back to one question: “How can we better understand our data?” In order to really understand these tools, we will repeatedly ask the question, “what patterns can we find in this Oregon flight data?”

Project Procedure: Each week, you will be asked to use a different tool or approach on this same data. Each week you will add a new section to an ongoing project report. By the end of the course, you will have used every tool we have to better understand this data.

Project Data: the data is available on Canvas. If you want to check it for yourself, it’s available for free download here: https://www.transtats.bts.gov/DataIndex.asp

You may find the “glossary” to be of help in decoding the meanings of some of what you read: https://www.transtats.bts.gov/glossary.asp

Week 2: In class this week we’ve learned about “margins of error” and “confidence intervals”, which allow us to estimate not just quantities we care about but also our level of uncertainty about those quantities.

Additionally, we’ve learned about “hypothesis testing”, which allow us to answer yes/no questions with a certain confidence.

1) Open your data in Excel and answer the following in complete sentences.

a) Explain why this data is a population, rather than a sample. Remember that we can generally describe a population using a phrase like, “this is a list of all of ___________.”

b) Like last time, we’ll calculate confidence intervals using random samples of this data. Choose 3 sets of 30 rows at random (it’s fine to use the same random 30 rows you picked last week). After finding their average, calculate a 90% confidence interval for each sample of 30 for the average flight departure delay, being sure to show your work clearly. How many of the three confidence intervals captured the true mean?

            Hint 1: Excel’s =randbetween(2,4863) will make picking a random row easy, if you didn’t do that last week.

            Hint 2: If you’re using Word, Insert>Equation will make your life easier as you show your work! (Alt+= is the shortcut for inserting equations)

2) Let’s use this data to conduct a hypothesis test Write your claim: you might want to start, “I’m testing the claim that the average delay of a flight departing {airport in Oregon} is less than _____________.” Don’t forget units of time! This means that your:

Null hypothesis:

and the Alternative hypothesis:

a) Set your significance level: alpha = ____%.

b) Like last time, we’ll calculate hypothesis tests using random samples of this data. Choose 30 rows at random (it’s fine to use one of the 30 samples from earlier in this project.). Now rather than finding a confidence interval, calculate a hypothesis test using the equation

You must use both critical value method and p-value method. Do both methods lead to the same conclusion?  

 

 

Comprehensive Project
18590

 

EE311

Summer 2018

Name ______________________________ _

Final

Time started _____ _

Time Finished _______ _

Please note:

·        You can use Calculators all kinds

·         Please do all of the problems (There are 4 problems)

·       You have 90 minutes to do these problems

·         You can use extra paper, and before handing the test in, put it in an organized form the way you want the grader to see it.

·        You can use your books and notes and calculators, in most cases you are better off not giving calculated numbers. ( .J3 is a better answer than 1.7 .... )

·         Please write clearly and show your work as clearly as you can

·        If you use other paper, please put the test together in order and identify each paper that you are adding

Problem 1

Problem 2

Problem 3

Problem 4

Problem 5

Total

Comments: (To be used while grading)


 

EE311 Summer 2018 Final

Name ______________________________ _

Problem 1(25 points)

a)       (10 points) Find the electric flux density for all points in space for the given charge distribution

b)       (5 points) Discuss the boundary conditions of your result for r=a and r=c

 

Q

c

r=O

 

3po

C

a<r<b

 

T

m3

 

Charge distribution=

0

 

b<r<c

 

c

 

 

K

m2

c<r<d

 

0

 

d<r


 

EE311 Summer 2018 Final

Name ______________________________ _

Problem 1 continue but this is an independent problem

c)        (10 points) A given charge distribution created the following Electric Field intensity for re-b, Can you find the charge distribution that would result in this field? If you cannot please explain why and if you can show the detailed work

                                                                                Mar3 A 55b2 ~                      V

--r---r

                                                                                  SEa       Ear2         m


 

EE311 Summer 2018 Final

Name ______________________________ _

Problem 2 (25 points)

a) (10 Points) Vector A is the vector that connects P1: (1, 2, 5) to P2: (3,2,5) (the vector starts at P1 and ends on P2.) P1 and P2 are given in Cartesian coordinates. Find Vector A in spherical coordinate, and then evaluated at point [x=O, y=1, z=O]

b) (5 Points) Transform f into Cartesian coordinate on the xy plane, where 8=90.

c)       (10 Points) f;~: (2f - 3$ + z) dcp (assume 8=90 degrees). Clearly utilize what you know about these vectors and coordinate systems and evaluate the above integral. Show your work clearly.


 

EE311

Summer 2018

Name ______________________________ _

Final

Problem 3 (25 points)

In the following problem you know that the length of the line is 36A/4, the negative traveling part of the voltage at the load is -50 volts. The positive traveling current at the input of the line is 2/3 amperes. The characteristic impedance is 150 ohms.

Can you find the following? If you cannot explain why and if you can show your detailed work

a)       (5 points) The load impedance

b)      (5 points) The input impedance of the line

c)       (5points) Vg

d)(5points) The total voltage at the middle of the line (5points) Average power delivered at the input of the line

zo

Vg 1

-------c~------------------------------u


 

EE311 Summer 2018 Final

Name ______________________________ _

Problem 4 (25 points)

A coaxial line can be modeled as two thin conducting shells with conducting cylindrical shells at p=c and p=d (c-cd), The currents are surface currents. Assuming that the surface current on the inner one at p=c is S A/m in 2 direction and the one at p=d is X in -2 direction.

a)       (10 points) Find H field for all points in space

b)       (5 points) Show that the magnetic boundary conditions match at all boundaries

Problem 4 continued, but the next 2 parts are not connected to the first 2

c)       (5 point) There is a current sheet of -3)1 rnAon the plane -3x+2z=5. Find the field on each side of

rn

the plane indicate HI on the -3x+2y>5 and H2 on -3+2z<5

d)       (5 points) Use the H field in part c and verify if the Magnetic boundary condition for tangential H field is valid. Show your detailed work


 

EE311 Summer 2018 Final

Name ______________________________ _

Problem 5 (25 points)

An electromagnetic wave is propagating though a media The electric field is given in time domain evaluated at z= -2 m as

if = 10 sin(108t - 4) X          mV

m

Find a) b) c) d) e)

(5 points) Find beta and the speed of light in the media

(5 points) Is this a positive or negative traveling wave? Explain your answer clearly. (5 point) Find E in phasor form as a function of z

(5points) Find associated H by using Maxwell's equations in the time-domain (assume T/) (5 points) Find the average Poynting vector for this wave.


 

EE311 Summer 2018 Final

Name ____________________________________ _

• You have 90 minutes to do these problems
18589

Part 4 -- Submit during Module 05: 

 

1.            Using all of your Course Project Assignments (from Parts 1, 2, and 3), create a Microsoft PowerPoint Presentation that summarizes your analysis. Your PowerPoint should include the following:

             Slide 1: Title Page

             Slide 2: Description of your chosen scenario and data set and introduce the variable(s) used for your analysis

             Slide 3: Frequency Distribution and Histogram for the discrete variable that you analyzed.

o             Interpret your distribution and histogram in context of your chosen scenario.

             Slide 4: Measures of Central Tendency

o             Interpret your results in context of your chosen scenario.

             Slide 5: Measures of Variation

o             Interpret your results in context of your chosen scenario.

             Slide 6: Probability distribution for your variable(s)

o             Interpret your results in context of your chosen scenario.

             Slide 7: Include the Mean, Variance and Standard deviation of your probability distribution

o             Interpret your results in context of your chosen scenario.

o             Discuss any unusual values identified from your analysis.

             Slide 8: Conclusion

o             Recap your ideas by summarizing the information presented.

             Slide 9: References in APA format

o             Give credit to any sources used for your analysis

Construct Histograms, And Build Frequency Distributions Part 4
18588

Some problems in mathematics can be stated very simply but may involve complex solutions. One of the most famous of these is the Traveling Salesman Problem or, as it is known to mathematicians, the TSP.

 

The TSP is the problem of deciding the most efficient route to take between multiple cities to save time and money. This problem occupies the minds of managers from shipping companies to postal services to airlines. The routes you choose affect both your income and your expenses. Therefore, the TSP is an extremely important problem in the modern world. If you haven’t already done so, please read the section of your textbook which provides a detailed overview of the TSP and the numerous methods used to find solutions.

 

Now, put yourself in the role of a business manager who must make deliveries to five different cities in five different states. You may pick the five cities that you would like to use in this scenario. Prepare a multiple paragraph response of between 200-300 words addressing the following:

 

  • State the problem you are solving making sure to mention the five delivery destinations.
  • Clearly demonstrate each step you followed to reach the most efficient route between these five cities.
  • Consider all of the expenses that may be incurred while making these deliveries and how choosing an efficient route helps to curtail these costs.
  •  must include a math solvation example to tie the states and cities together.
Math 109
18587

 

II. SYSTEM MODEL

We consider two multi-carrier signals transmitted in con­tiguou spectral resources in the downlink (see Fig. 1). These two signals are transmitted from two different base stations (B S) (B S i , i E {I, 2}) towards several DEs. The broad-band signal from BSl has Kl data subcarriers, which contain the multiplexed information to several eMBB UEs

(Ul E {O, 1, ... Ul - I}). The narrow-band signal from BS2 has K 2 data snbcarriers, addressed to several mMTC UEs (U2 E {O, 1, ... U2 - 1 }). With this scenario we are addressing the case of a narrow-band mMTC signal being deployed in the guard-band of the eMBB signal. We will use PA-OFDM for the eMBB in order to facilitate this contiguous transmission and a better utilization of the spectrum.

Figure 1. Parameters of two contiguous multi-carrier signals.


 

Let s, denote a vector containing the set of 1 x K; complex information symbol to be transmitted, which belong to a

 

QAM constellation with unit power E [lsiI2] = 1. Note that, in order to ease the analysis we up-sample the two signals. Then, s, is mapped to SO,i of length K >K 1 + K2 according to

. [k] _ { Si [ k ]I

SO,t· -                         0

(1)

 

where ~ contains the mapping indices. Fig. 2 shows the new signals SO,1 [k] and 30,2 [kL with '0" corresponding to the unmodulated sub carriers to allow different signals to be overlayed. Note that Al and A2 are disjoint ets.

                       

SOl LOOI o--"-olL___-----'-"@--"-o-"--o"'-'oo"--.J1

o

Fig. 2. Complex symbol mapping.

The modulated signal i obtained in blocks of K samples according to the following expre sion

K-l

                                                                                      1 ~                             ··2rrkm.

vi[m]l = Kc: bi[k]sO,i[k]eJ---x-,

k=O

(2)

 

where m indicates the time instant and hi i K; xl) is a vector where b;[k] is the power of the symbol SO,i' Note that, even though hi is defined for both signals (i E {I 2}), the PA technique is only applied in B S 1. Before sending each block of K samples, a cyclic prefix (CP) is added, so that the expression of the signal to be transmitted is

Vi [m]

VCp,i [m] =. Vi [m + K]

 

m=O ... K-1 } m = -Lop ... -1 I

(3)

 

where Lop is the length of the CP. Note that, hi will be dynamically computed by the scheduler in order to reduce the OBE and satisfying the rates of all the UEs.

{


 

When the two contiguous multi -carrier signals are simulta­neously transmitted (see Fig. 1), the received signal at a U2-th mMTC UE of interest is given by

z[m] = hl,u2 [m]*vCp,l [m]e-j 2?r/F' +h2,U2 [m] *VCP,2 [m]+n[m],

(4)

where v Cp,2 and v Cp,1 are precisely the reference and in­terference signal vectors respectively, where the mismatch between their carrier frequencies is characterized by f_ = mod (D /:)./) / /:)./ where D is the spectral distance of the two multi-carrier signals measured in Hz (see Fig. 1) and /:)./ is the subcarrier spacing. Moreover, hi,U2 is the multi-path chan-

nel response representing small-scale fading E [lhi,U212] = 1, between the BSi and U2-th VE, and n[m] is the Additive White Gaussian Noise (AWGN) with distribution n[m] rv CN(O, cr~).

Given (4), assuming the CP is long enough to mingate the lSI. we should remove it and expanding the DFT, it is straightforward to see that the received signal at subcarrier ko E A2 of U2-th mMTC UE is given by the addition of the reference signal and the interfering one

(5)

where w [k] is the noise term in the frequency domain with distribution w[k] ,,-,N(O,O"~), where a-! = I{cy;,

                            Y2[ko] = H2,U2 [koJi 2[ko],                                            (6)

                u, [ko] = L H1,U2 [l]b1 [l]SI [l]f[l - ko]                              (7)

lEAl

HI,u2 and H2,U2 are vectors of size (K x 1) which represent the channel response in the frequency domain for each of the two signals respectively to the U2-th mMTC VE, defined as

K-l

                                                                  ~                      [] -j~

 

                     Hi u2 k = .L....J hi,u2 m e             K 1

(8)

m=O

[

]


 

I[l - ko]' = f[d + E] is the sine interference defined as f[d+ EJ = Sill(7Tt + Ell) exp (j7f(d + E) (K - ),(9)

                        Ksin ~(~E)                K

where d = l Dj ~f J is the integer number of subcarrier spacings that separate the two multi-carrier signals (see Fig. 1). Note that, (7) reflects the inter-carrier interference (K'I) produced by Vcp,l, (3).

III. SINR ANALYSIS AND INTERFERENCE REDUCTION Following [4], the power of the interference signal received at subcarrier ko of u2-th mMTC UE of the reference signal Y2 [ko] can be expressed by

aJ'U2 [kol = E [ L tr..; [l]bt [1]Sl [l]flil _ kol] '] =

lEAl

= L E [IH1,u2[llI2] E [lbdllI2] 11[ll- kolll2.

lEAl

(10)

Note that, as we mentioned before, b , varies with time. Therefore, the SINR of the reference signal (6) for the U2- th mMTC DE is

                                     1             E [IH2,u2[kolI2]

                             SINRu2=K L (12                     [kl       (12'                  (11)

                                                                2 koEA2           I,u2 0 + w

Given (10) and (11), the scheduler of BSI should minimize (1J,u2 [ko], Vko E A2, which corresponds to maximizing the SIN RU2' by choosing hI, according to the demanded rates and the channel quality of the U1 eMBB UEs at a given time instant. However, according to (10), the BS1 additionally needs not only the channel state information of all mMTC UEs, but also their RA information (only available in BS2), which might correspond to a non-realistic situation. Hence, assuming that the B S 1 does not have any information about mMTC UEs, we will minimize the interference without taking into account the factor H1,u2' which corresponds to the worst scenano.

As we mentioned before, the K I available data subcarriers of Vep,I are shared by the UI eMBB DEs, hence the mini­mization problem can be described as


 

~~ I: If[lk - kol112 LX[k, ut] IbI[kll2 ,ko E A2 (12)

                                         k                                        til

(13)

where

HI tK, X UI) = [H1,Ul=O H1,Ul=1 ... H1,Ul=U1-I]

(14)

Pmax i the maximum available power at the BBb f'req(Ul X 1) and rgra(Ul x 1) are the requested and granted rates re­spectively defined here as Shannon rates [6], and X(Kl x Ut) is the assignment variable defined as

   X[k Ul] = {I resource k assigne~ to user ttl                                   }

          ,               0 resource k not assigned to user Ul                   '

(15)

and o} u [k] is the leI caused by the mMTC UEs. However,

, 1

according to [4], this term i negligible due to the fact that

not only the mMTC signal is a narrow-band signal that rises a low ICI, but also the performance of eMBB signal in terms of error probability is not deteriorated when some of the edge sub carriers are polluted by some interference. Thus, we can omit this value in order to ease the optimization problem.

Linear Programming Optimization Using AMPL Software. Do Not Bid If You Can't Solve It.
18586
  1. Develop and teach a lesson plan to student[s] with and without exceptionalities one-on-one, or in a small group or in a whole class that engages students in applying mathematics to real-world problems. (InTASC 5)
  2. Develop and teach a lesson plan to student[s] with and without exceptionalities one-on-one, or in a small group or in a whole class that promotes students’ use of a variety of forms of communications to different audiences regarding mathematics. (InTASC 5)

The field experiences must include a 1-8 grade level classroom setting. It is recommended that you identify an inclusion setting with a range of exceptionalities, but not required.  In 250-500 words, write a reflection on your field experience.

APA format is not required, but solid academic writing is expected.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are not required to submit this assignment to Turnitin.

Application Of Content
18584

ALL ASSIGNMENTS NEED TO BE COMPLETED ON EXCEL

·         P8-33 Preparing a bank reconciliation and journal entries.

 

This problem continues the Daniels Consulting situation from Problem P6-38 of Chapter 6. Daniels’s March Cash T-account from its general ledger is as follows:

Daniels’s bank statement dated March 31, 2017, follows:

Requirements

1.      Prepare the March bank reconciliation.

2.      Journalize any transactions required from the bank reconciliation. Compute the adjusted account balance for the Cash T-account and denote the balance as End. Bal.

 

 

·         P9-41 Accounting for uncollectible accounts using the allowance method

 

This problem continues the Daniels Consulting situation from Problem P8-33 of Chapter 8. Daniels Consulting reviewed the receivables list from the January transactions. Daniels uses the allowance method for receivables, estimating uncollectible to be 6% of January sales revenue of $8,180. Daniels identified on February 15 that a customer was not going to pay his receivable of $176.

 

Requirements

1.      Journalize the January 31 entry to record and establish the allowance using the percent-of-sales method for January sales revenue.

2.      Journalize the entry to record the write-off of the customer’s bad debt.

 

 

·         P10-42 Calculating and journalizing partial-year depreciation

 

This problem continues the Daniels Consulting situation from problem P9-41 of Chapter 9. Assume Daniels Consulting had purchased a computer, $3,600, and furniture, $3,000, on December 3 and 4, 2016, respectively, and that they were expected to last five years. Assume that both assets have a residual value of $0.

 

Requirements

1.      Calculate the amount of depreciation expense for each asset for the year ended December 31, 2016, assuming the computer is depreciated using the straight-line method and the office furniture is depreciated using the double-declining-balance method.

2.      Record the entry for the one month’s depreciation.

 

 

 

ALL ASSIGNMENTS NEED TO BE COMPLETED ON EXCEL
18583

Select a grade level 1-5 and a corresponding standard from the Common Core State Standards for Mathematical Content on Measurement and Data to develop a learning target. Align one or more NCTM Process standards with your learning target.

 

Using at least one resource provided in this class or one or more credible sources you locate on your own, design an activity to teach the learning target that includes:

 

  • Using models of measuring units.
  • Using measuring instruments.
  • Representing and interpreting measurement data.

 

Develop differentiated activities for the students in the “Class Profile” identified as below grade level, at grade-level, and above grade-level students.

 

Complete section “I. Planning” of the “COE Lesson Plan Template” and submit along with a description of the differentiated activities as one submission.

 

While APA style format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

 

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

 

You are required to submit this assignment to Turnitin.

Section 1: Lesson Preparation

Teacher Candidate Name:

 

 

 

Grade Level:

 

 

 

Date:

 

 

Unit/Subject:

 

 

Instructional Plan Title:

 

 

Lesson Summary and Focus:

In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.

 

Classroom and Student Factors/Grouping:

Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.

 

 

 

 

National/State Learning Standards:

Review national and state standards to become familiar with the standards you will be working with in the classroom environment.

Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.

Include the standards with the performance indicators and the standard language in its entirety.

 

 

 

 

 

 

Specific Learning Target(s)/Objectives:

Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:

  • Who is the audience
  • What action verb will be measured during instruction/assessment
  • What tools or conditions are being used to meet the learning

 

What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.

For example:

Given an unlabeled map outlining the 50 states, students will accurately label all state names.

 

 

Academic Language

In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.

 

 

 

 

 

 

 

 

Resources, Materials, Equipment, and Technology:

List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.

 

 

 

 

 

 

 

 

 

 

Section 2: Instructional Planning

Anticipatory Set

Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to engage interest and motivate learners for the lesson.

In a bulleted list, describe the materials and activities you will use to open the lesson. Bold any materials you will need to prepare for the lesson.

 

For example:

·         I will use a visual of the planet Earth and ask students to describe what Earth looks like.

·         I will record their ideas on the white board and ask more questions about the amount of water they think is on planet Earth and where the water is located.

 

Time Needed

Multiple Means of Representation

Learners perceive and comprehend information differently. Your goal in this section is to explain how you would present content in various ways to meet the needs of different learners. For example, you may present the material using guided notes, graphic organizers, video or other visual media, annotation tools, anchor charts, hands-on manipulatives, adaptive technologies, etc.

In a bulleted list, describe the materials you will use to differentiate instruction and how you will use these materials throughout the lesson to support learning. Bold any materials you will need to prepare for the lesson.

 

For example:

·         I will use a Venn diagram graphic organizer to teach students how to compare and contrast the two main characters in the read-aloud story.

·         I will model one example on the white board before allowing students to work on the Venn diagram graphic organizer with their elbow partner.

 

 

 

 

 

 

 

 

 

 

 

Explain how you will differentiate materials for each of the following groups:

 

·         English language learners (ELL):

 

 

 

·         Students with special needs:

 

 

 

·         Students with gifted abilities:

 

 

 

·         Early finishers (those students who finish early and may need additional resources/support):

 

 

 

 

Time Needed

Multiple Means of Engagement

Your goal for this section is to outline how you will engage students in interacting with the content and academic language. How will students explore, practice, and apply the content? For example, you may engage students through collaborative group work, Kagan cooperative learning structures, hands-on activities, structured discussions, reading and writing activities, experiments, problem solving, etc.

In a bulleted list, describe the activities you will engage students in to allow them to explore, practice, and apply the content and academic language. Bold any activities you will use in the lesson. Also, include formative questioning strategies and higher order thinking questions you might pose.

 

For example:

·         I will use a matching card activity where students will need to find a partner with a card that has an answer that matches their number sentence. 

·         I will model one example of solving a number sentence on the white board before having students search for the matching card.

·         I will then have the partner who has the number sentence explain to their partner how they got the answer.

 

 

 

 

 

 

 

 

Explain how you will differentiate activities for each of the following groups:

·         English language learners (ELL):

 

 

 

·         Students with special needs:

 

 

 

·         Students with gifted abilities:

 

 

 

·         Early finishers (those students who finish early and may need additional resources/support):

 

 

 

 

Time Needed

Multiple Means of Expression

Learners differ in the ways they navigate a learning environment and express what they know. Your goal in this section is to explain the various ways in which your students will demonstrate what they have learned. Explain how you will provide alternative means for response, selection, and composition to accommodate all learners. Will you tier any of these products? Will you offer students choices to demonstrate mastery? This section is essentially differentiated assessment.

In a bulleted list, explain the options you will provide for your students to express their knowledge about the topic. For example, students may demonstrate their knowledge in more summative ways through a short answer or multiple-choice test, multimedia presentation, video, speech to text, website, written sentence, paragraph, essay, poster, portfolio, hands-on project, experiment, reflection, blog post, or skit. Bold the names of any summative assessments.

Students may also demonstrate their knowledge in ways that are more formative. For example, students may take part in thumbs up-thumbs middle-thumbs down, a short essay or drawing, an entrance slip or exit ticket, mini-whiteboard answers, fist to five, electronic quiz games, running records, four corners, or hand raising. Underline the names of any formative assessments.

For example:

Students will complete a one-paragraph reflection on the in-class simulation they experienced. They will be expected to write the reflection using complete sentences, proper capitalization and punctuation, and utilize an example from the simulation to demonstrate their understanding. Students will also take part in formative assessments throughout the lesson, such as thumbs up-thumbs middle-thumbs down and pair-share discussions, where you will determine if you need to re-teach or re-direct learning.

 

 

 

 

 

 

 

 

Explain if you will differentiate assessments for each of the following groups:

·         English language learners (ELL):

 

 

 

 

·         Students with special needs:

 

 

 

·         Students with gifted abilities:

 

 

 

·         Early finishers (those students who finish early and may need additional resources/support):

 

 

 

 

Time Needed

 

Extension Activity and/or Homework

Identify and describe any extension activities or homework tasks as appropriate. Explain how the extension activity or homework assignment supports the learning targets/objectives. As required by your instructor, attach any copies of homework at the end of this template.

 

 

 

 

 

 

Time Needed

Rationale/Reflection

After writing your complete lesson plan, explain three instructional strategies you included in your lesson and why. How do these strategies promote collaboration, communication, critical thinking, and creativity? Bold the name of the strategy.

 

For example:

.

·         Think-Pair-Share promotes engagement, communication, and collaboration because all students get a chance to share their ideas or answers. This is beneficial to students because they get to put their ideas into words, and hear and discuss the perspectives of others.

 

 

 

 

 

 

 

 

 

 

 

 

Class Profile

 

Student Name

English Language Learner

Socio-economic

 Status

Ethnicity

Gender

IEP/504

Other

Age

Reading

Performance Level

Math Performance

Level

Parental

Involvement

Internet  Available

 at Home

Arturo

Yes

Low SES

Hispanic

Male

No

Tier 2 RTI for Reading

Grade level

One year below grade level

At grade level

Med

No

Bertie

No

Low SES

Asian

Female

No

None

Grade level

One year above grade level

At grade level

Low

Yes

Beryl

No

Mid SES

White

Female

No

NOTE: School does not have gifted program

Grade level

Two years above grade level

At grade level

Med

Yes

Brandie

No

Low SES

White

Female

No

Tier 2 RTI for Math

Grade level

At grade level

One year below grade level

Low

No

Dessie

No

Mid SES

White

Female

No

Tier 2 RTI for Math

Grade level

Grade level

One year below grade level

Med

Yes

Diana

Yes

Low SES

White

Female

No

Tier 2 RTI for Reading

Grade level

One year below grade level

At grade level

Low

No

Donnie

No

Mid SES

African American

Female

No

Hearing Aids

Grade level

At grade level

At grade level

Med

Yes

Eduardo

Yes

Low SES

Hispanic

Male

No

Tier 2 RTI for Reading

Grade level

One year below grade level

At grade level

Low

No

Emma

No

Mid SES

White

Female

No

None

Grade level

At grade level

At grade level

Low

Yes

Enrique

No

Low SES

Hispanic

Male

No

Tier 2 RTI for Reading

One year above grade level

One year below grade level

At grade level

Low

No

Fatma

Yes

Low SES

White

Female

No

Tier 2 RTI for Reading

Grade level

One year below grade level

One year above grade level

Low

Yes

Frances

No

Mid SES

White

Female

No

Diabetic

Grade level

At grade level

At grade level

Med

Yes

Francesca

No

Low SES

White

Female

No

None

Grade level

At grade level

At grade level

High

No

Fredrick

No

Low SES

White

Male

Learning Disabled

Tier 3 RTI for Reading and Math

One year above grade level

Two years below grade level

Two years below grade level

Very High

No

Ines

No

Low SES

Hispanic

Female

Learning Disabled

Tier 2 RTI for Math

Grade level

One year below grade level

One year below grade level

Low

No

Jade

No

Mid SES

African American

Female

No

None

Grade level

At grade level

One year above grade level

High

Yes

Kent

No

High SES

White

Male

Emotion-ally Disabled

None

Grade level

At grade level

One year above grade level

Med

Yes

Lolita

No

Mid SES

Native American/

Pacific Islander

Female

No

None

Grade level

At grade level

At grade level

Med

Yes

Maria

No

Mid SES

Hispanic

Female

No

NOTE: School does not have gifted program

Grade level

At grade level

Two years above grade level

Low

Yes

Mason

No

Low SES

White

Male

No

None

Grade level

At grade level

At grade level

Med

Yes

Nick

No

Low SES

White

Male

No

None

Grade level

One year above grade level

At grade level

Med

No

Noah

No

Low SES

White

Male

No

None

Grade level

At grade level

At grade level

Med

Yes

Sharlene

No

Mid SES

White

Female

No

None

Grade level

One year above grade level

At grade level

Med

Med

Sophia

No

Mid SES

White

Female

No

None

Grade level

At grade level

At grade level

Med

Yes

Stuart

No

Mid SES

White

Male

No

Allergic to peanuts

Grade level

One year above grade level

At grade level

Med

Yes

Terrence

No

Mid SES

White

Male

No

None

Grade level

At grade level

At grade level

Med

Yes

Wade

No

Mid SES

White

Male

No

None

Grade level

At grade level

One year above grade level

Med

Yes

Wayne

No

High SES

White

Male

Learning Disabled

Tier 3 RTI for Math

Grade level

One year below grade level

Two years below grade level

High

Yes

Wendell

No

Mid SES

African American

Male

Learning Disabled

Tier 3 RTI for Math

Grade level

One year below grade level

Two years below grade level

Med

Yes

Yung

No

Mid SES

Asian

Male

No

NOTE: School does not have gifted program

One year below grade level

Two years above grade level

Two years above grade level

Low

Yes

 

 

 

Measurement And Data Lesson Plan
18582

Interest rates are a fact of life that you will encounter both professionally and personally. One area of interest rates that you may be most concerned about are those applied to credit card debt. Let’s say that you had $2400 on a particular credit card that charges an annual percentage rate (APR) of 21% and requires that you pay a minimum of 2% per month. Could you determine the minimum monthly payment? The minimum monthly payment would simply be 2% times the balance as shown:

 

2% x $2400.00 = 0.02 x $2400.00 = $48.00

 

So, your monthly minimum payment would be $48.00. Do you know how much of this is being applied to the principal and how much is going to interest? To determine this, you would need to know the simple interest formula.

 

I = Prt

 

In this formula, I = interest, P = is the principal (balance), r = is the annual percentage rate, and t is the time frame. To determine the interest per month on a balance of $2400 with an APR of 21%, you would let P = $2400, r = .21, and t = 1/12 (1 month is 1/12 of a year). The interest paid each month would then be:

 

I = Prt = ($2400)(.21)(1/12) = $42.00

 

So, you are paying $42.00 per month towards interest. With a minimum payment of $48.00, that means you are paying $6.00 per month towards the balance ($48.00 - $42.00 = $6.00). No wonder it takes so long to pay off a credit card!

 

Research interest rates and consumer debt using the Argosy University online library resources and the Internet.

 

Based on the articles and your independent research, respond to the following:

 

  • How is consumer debt different today than in the past?
  • What role do interest rates play in mounting consumer debt?
  • What are the typical interest rates applied to credit cards, mortgages, and other debt?
  • Many of today’s interest rates are variable rather than fixed. What difference does this make to pension plans, housing loans, and other personal finances?

 

Write your response in 1–2 paragraphs (a total of 200-300 words).

Interest Rates
18581

Assignment

1.      Listen to the Guidance Report Video.

2.      Listen to the video below for the exercise/problem. The video completes the problems using the book numbers.

3.      Open the Guidance Report and rework the problem with the changed numbers and place your answers on the guidance report. Do not alter the guidance report.

4.      Submit the guidance report using the Assignment Submission tab below.

Complete the following problems and exercises:

Chapter One, Exercises 2, 5, and 8
Chapter One, Problems 3 and 5
Chapter Two, Exercises 3 and 4

Week One Guidance ReportDescription: Preview the document



Video TranscriptDescription: Preview the document

1) Video can also be accessed using this link:
http://ashford.mediaspace.kaltura.com/media/ACC205A+Guidance+Report/0_jcw2utog (Links to an external site.)Links to an external site.

Video TranscriptDescription: Preview the document

2) Video can also be accessed using this link:
http://ashford.mediaspace.kaltura.com/media/ACC205A+Chapter+1+Exercise+2/0_fb5jmd3p (Links to an external site.)Links to an external site.

Video TranscriptDescription: Preview the document

3)Video can also be accessed using this link:
http://ashford.mediaspace.kaltura.com/media/ACC205A+Chapter+1+Exercise+5/0_hag5gzo0 (Links to an external site.)Links to an external site.

Video TranscriptDescription: Preview the document

4)Video can also be accessed using this link:
http://ashford.mediaspace.kaltura.com/media/ACC205A+Chapter+1+Exercise+8/0_3ykykaf6 (Links to an external site.)Links to an external site.

Video TranscriptDescription: Preview the document

5)Video can also be accessed using this link:
http://ashford.mediaspace.kaltura.com/media/ACC205A+Chapter+1+Problem+3/0_k4uguzuh (Links to an external site.)Links to an external site.

Video TranscriptDescription: Preview the document

6) Video can also be accessed using this link:
http://ashford.mediaspace.kaltura.com/media/ACC205A+Chapter+1+Problem+5/0_pgxb3wmm (Links to an external site.)Links to an external site.

Video TranscriptDescription: Preview the document

7) Video can also be accessed using this link:
http://ashford.mediaspace.kaltura.com/media/ACC205A+Chapter+2+Exercise+3/0_8obt920q (Links to an external site.)Links to an external site.

Video TranscriptDescription: Preview the document

8) Video can also be accessed using this link:
http://ashford.mediaspace.kaltura.com/media/ACC205A+Chapter+2+Exercise+4/0_sdrw20qa (Links to an external site.)Links to an external site. (Links to an external site.)Links to an external site.

Carefully review the Grading Rubric (Links to an external site.)Links to an external site. for the criteria that will be used to evaluate your assignment.

 

1. Listen to the Guidance Report Video
18580

Attached are the homework questions that are required to be answered.  You need to give examples or one problem solved for each question. This needs to be done on word,  use the Math Editor of word when u write mathematical calculations

Questions:

Vectors, Matrices and Vector Calculus:

1.     How are vectors and matrices related?

2.     Can matrices move vectors around? If yes, how?

3.     What dimensions do cross products exist on?

4.     What is an Eigen vector? Why is it special?

5.     Give an example of a vector space of 3 dimensions.

6.     What dimensions does a M2x2 () have? Give an example.

7.     Why do we need to diagonalize a matrix?

8.     What is the Gram-Schmitt Process?

9.     What is a vector field?

10.                        What is a conservative vector field?


 

Complex Analysis:

1.     What is a partial derivative?

2.     What is a directional derivative?

3.     What is a line integral?

4.     What are double integrals?

5.     What is a counter integral?

6.     What is a complex number?

7.     Explain Greens Theorem, Stokes Theorem.

8.     What is 3, where  ?

9.     What is  of  ?

10.                        What is   ?

11.                        What are Cauchy-Riemann equations?

12.                        What is  ?

 

Advanced Engineering Mathematics
18579

i need summary to first 2 chapters , each summary be atleast 20 pages 

2 Chapter Summary Advanced Higher Maths
18578

Select a grade level 1-8 and a corresponding geometry standard from Common Core State Standards or other state standard.

 

Using the “Class Profile,” create a 250-500 word CBM implementation plan for your students aligned to geometric thinking and concepts.

 

Make sure you include:

 

  • The mathematical subject(s).
  • Frequency of administration.
  • How you will score and graph the data.
  • How you will use the information for your instructional planning. 
  • A sample worksheet that you create of a concepts and application probe. The probe should include a mix of 10 assessment items that assess every skill taught across the geometric thinking and concepts standards for the grade level selected. 
  • How you would differentiate the CBM probe for the students with IEPs listed in the “Class Profile.”

 

APA format is not required, but solid academic writing is expected.

Class Profile

 

Student Name

English Language Learner

Socio-economic

 Status

Ethnicity

Gender

IEP/504

Other

Age

Reading

Performance Level

Math Performance

Level

Parental

Involvement

Internet  Available

 at Home

Arturo

Yes

Low SES

Hispanic

Male

No

Tier 2 RTI for Reading

Grade level

One year below grade level

At grade level

Med

No

Bertie

No

Low SES

Asian

Female

No

None

Grade level

One year above grade level

At grade level

Low

Yes

Beryl

No

Mid SES

White

Female

No

NOTE: School does not have gifted program

Grade level

Two years above grade level

At grade level

Med

Yes

Brandie

No

Low SES

White

Female

No

Tier 2 RTI for Math

Grade level

At grade level

One year below grade level

Low

No

Dessie

No

Mid SES

White

Female

No

Tier 2 RTI for Math

Grade level

Grade level

One year below grade level

Med

Yes

Diana

Yes

Low SES

White

Female

No

Tier 2 RTI for Reading

Grade level

One year below grade level

At grade level

Low

No

Donnie

No

Mid SES

African American

Female

No

Hearing Aids

Grade level

At grade level

At grade level

Med

Yes

Eduardo

Yes

Low SES

Hispanic

Male

No

Tier 2 RTI for Reading

Grade level

One year below grade level

At grade level

Low

No

Emma

No

Mid SES

White

Female

No

None

Grade level

At grade level

At grade level

Low

Yes

Enrique

No

Low SES

Hispanic

Male

No

Tier 2 RTI for Reading

One year above grade level

One year below grade level

At grade level

Low

No

Fatma

Yes

Low SES

White

Female

No

Tier 2 RTI for Reading

Grade level

One year below grade level

One year above grade level

Low

Yes

Frances

No

Mid SES

White

Female

No

Diabetic

Grade level

At grade level

At grade level

Med

Yes

Francesca

No

Low SES

White

Female

No

None

Grade level

At grade level

At grade level

High

No

Fredrick

No

Low SES

White

Male

Learning Disabled

Tier 3 RTI for Reading and Math

One year above grade level

Two years below grade level

Two years below grade level

Very High

No

Ines

No

Low SES

Hispanic

Female

Learning Disabled

Tier 2 RTI for Math

Grade level

One year below grade level

One year below grade level

Low

No

Jade

No

Mid SES

African American