Top Class Numbers Lesson Notes Term 3 Pdf Download
Evie Reisdorf
In this lesson students practice counting up to 10. Students sing a fun counting song, count different objects in the classroom, play games, read a story and do a numbers tracing worksheet.
The song in this lesson, "The Numbers Song", is great to use when you are teaching numbers and counting, but it can also be used as a fun warm-up or played at any point in the lesson. Our students just love this song and request to do it every class.
2.Teach numbers vocab 1-10
Depending on the age of your class you can teach the numbers over a series of lessons. For under 3s, two or three numbers each lesson is fine, older students can learn more each lesson.
Sit the students down so they are facing you. Use some familiar objects to teach the numbers (e.g. in our case we use plastic fruit as we teach the fruit lesson before the numbers). First, elicit each of the fruit and put each one on the floor / table in front of you in a line. Then touch each fruit and slowly count (Teacher: "1 ... 2 ... 3"). Do this two or three times. Then have the class all repeat as you count / touch each fruit.
Method: Rule your paper with a 2 _ inch margin on the left leaving a six-inch area on the right in which to make notes. During class, take down information in the six-inch area. When the instructor moves to a new point, skip a few lines. After class, complete phrases and sentences as much as possible. For every significant bit of information, write a cue in the left margin. To review, cover your notes with a card, leaving the cues exposed. Say the cue out loud, then say as much as you can of the material underneath the card. When you have said as much as you can, move the card and see if what you said matches what is written. If you can say it, you know it.
Advantages: This format helps you to visually track your lecture regardless of conditions. Little thinking is needed and relationships can easily be seen. It is also easy to edit your notes by adding numbers, marks, and color coding. Review will call for you to restructure thought processes which will force you to check understanding. Review by covering lines for memory drill and relationships. Main points can be written on flash or note cards and pieced together into a table or larger structure at a later date.
Microsoft Word is often the first jumping off point for many computer applications classes. Rather than spend hours creating your own Microsoft Word lesson plans and activities, wouldn't you like some that you can just integrate into your existing curriculum?
If you need to cite content found in your online classroom, use the author (if there is one listed), the year of publication (if available), the title of the document, and the main URL of Walden classrooms. For example, you are citing study notes titled "Health Effects of Exposure to Forest Fires," but you do not know the author's name, your reference entry will look like this:
The header is a section of the document that appears in the top margin, while the footer is a section of the document that appears in the bottom margin. Headers and footers generally contain additional information such as page numbers, dates, an author's name, and footnotes, which can help keep longer documents organized and make them easier to read. Text entered in the header or footer will appear on each page of the document.
The online Schedule of Classes provides detailed information about each course offering. The information included on the class offerings includes the course numbers, course titles, schedule delivery type (i.e., lecture, lab, distance, etc.) meeting days and times, meeting location, instructor, enrollment counts, prerequisites, registration restrictions, any fees associated with a class, and any other information the department feels beneficial for students to know prior to registering.
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The endpoints of a class interval are the lowest and highest values that a variable can take. So, the intervals in our study are 0 to 4 years, 5 to 9 years, 10 to 14 years, 15 to 19 years, 20 to 24 years, and 25 years and over. The endpoints of the first interval are 0 and 4 if the variable is discrete, and 0 and 4.999 if the variable is continuous. The endpoints of the other class intervals would be determined in the same way.
You can make your PowerPoint slides, outline, and/or notes pages available online 24/7 through Blackboard, OneDrive, other websites. Students can review the material before class, bring printouts to class, and better prepare themselves for listening rather than taking a lot of notes during the class period. They can also come to class prepared with questions about the material so you can address their comprehension of the concepts.
In 1871 the Department of Natural and Experimental Philosophy was retitled theDepartment of Physics and Chemistry. That year the school year was divided into twoterms and chemistry and physics were arranged into courses taught in the Second(junior) and First Class years. Subject matter consisted of magnetism andelectricity; heat and climatology; chemistry; and dynamics and calculus. Thedepartment was led by Lieutenant Commander William T. Sampson, USN from 1869 to1871, and again from 1874 to 1879. A new building, with a very rudimentarylaboratory, was completed in 1869 and used for teaching chemistry and physics. In1875 an adjoining building was enlarged and outfitted as a modern chemistrylaboratory, equipped for use in general chemistry and qualitative analysis. In thesame year, individual laboratory work was introduced in the Department of Physicsand Chemistry. Elementary physics was switched to the first term of the Third Class(sophomore) year, and chemistry was taught in the second term of Third Class year.The Second Class had one semester of electricity, while the First Class studied heatand light. In 1878 Albert Michelson, Class of 1873, returned for a tenure of fouryears, and taught a series of lectures to the First Class on the velocity of lightat Commander Sampson's request. From 1886 to 1913 the head of the department wasProfessor Nathaniel M. Terry, known by the midshipmen as "Cit" Terry. In 1895 aseparate Department of Physics was formed, and in 1899 the Department of Physics andChemistry was reformed to include courses on electricity. Instruction in what is nowcalled Electrical Engineering was introduced into the Naval Academy curriculum inthe early 1900s as courses in the Department of Physics and Chemistry. During the1907-1908 academic year the Department of Electrical Engineering was established. Inthe same academic year, the Department of Physics and Chemistry moved into SampsonHall, named after William T. Sampson, former department head and Superintendent ofthe Academy from 1886 to 1890. During the 1912-1913 academic year, the ElectricalEngineering Department and Physics and Chemistry Department were merged to form theElectrical Engineering and Physics Department. Chemistry was included in thisdepartment. During the 1933-1934 academic year the department title was shortened tothe Department of Electrical Engineering; however chemistry, physics, electricity,and, later, electronics still comprised courses in the department. These differentsubjects were taught by committees designed around the four classes ofmidshipmen.
During the 1959-1960 academic year the academic organization went through a majorrevision. The Division of Engineering and Science, and thereunder the Department ofEngineering, Department of Mathematics, and the Department of Science wereestablished. In this new organization, the Department of Mathematics, with 49civilian faculty and 26 officer instructors taught college algebra, planetrigonometry, and analytic geometry and calculus to the Fourth Class, probabilityand statistics and intermediate college mechanics to the Third Class, and sphericaltrigonometry and applied differential equations to the Second Class. Electives wereoffered in linear algebra, numerical analysis, probability and statistics,differential equations, advanced calculus, complex variables, and engineeringmathematics. The old chemistry, physics, and electrical science committees wereplaced together in the new Science Department, which then had over 110 faculty. As aresult of this change, the Science Department taught chemistry to the Fourth Class,physics to the Third Class, and electrical science to the Second and First classes.Electives were offered in inorganic and organic chemistry, underwater acoustics,optics, laboratory physics, neutron physics, and later atomic and nuclear physics,and electric circuit analysis. The Science Department utilized office, classroom,and laboratory spaces on all levels of Sampson Hall, and the ground floors of Mauryand Mahan Halls. In 1968, construction on a new science studies building wascompleted and in 1969 dedicated as Michelson Hall, in commemoration of Naval Academyalumnus, Nobel-prize winner, and renowned physicist Albert A. Michelson. The ScienceDepartment, and all electrical engineering and chemistry activities were housed inMichelson Hall. In the same year work was completed on the adjacent Chauvenet Hall,and the Department of Mathematics was moved from its temporary buildings and housedthere.
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