Advocacy for the Deaf and Mute Patients

Advocacy for the Deaf and Mute Patients
By Olivia Bacayao

As you nurses go on with your daily tasks of carrying out doctor's orders and caring for your patients, have you ever wondered what happened to the old fashion way of nurse-patient interaction? How many of your patients today have you actually took time to talk to and learn first hand information on what specific set of behaviour brought them to the hospital today? One? None?

With the nurse-patient ratio existent in many public hospitals today, it is quite impossible to attain this one basic principle you learned from Fundamentals of Nursing. It is not surprising that many people are still unaware how much activity a nurse must finish within her 8-hour shift. Most of the time, spending a quality nurse-patient interaction would be the least of the nurse's priority because of staffing shortage as well as the tasks that she needs to accomplish within the day. As such, how will a nurse get sufficient clinical subjective information from the communication-challenged individuals, like the mute and deaf? Surely, a private hospital will have an in-house specialist for this type of clients. But how about the government or public hospitals? Would you say public hospital nurses are not up to this type of challenge? Before you make up your mind, here are two factors which, both the private and public hospital will have difficulty in resolving:

Patient's Communication Skills

Bear in mind that effective communication involves feedback. Regardless of the presence of an in-house communication specialist within the private hospital, if the patient cannot communicate using the tools that the specialist have, there won't be any progress at all. What will a nurse do if she has a deaf and mute as well as illiterate patient?

A nurse can use illustrations and photos to teach this type of patient, but to get the subjective data necessary to confirm a clinical status would require quality nurse-patient interaction and collaboration with the closest family member of the patient.

Reason for Hospital Admission

It is not surprising for a nurse to receive a patient with symptoms of abuse. She can take note of this from the bouts of crying or tension of the patient whenever the source of abuse is present. However, this may be difficult when the patient is both deaf and mute. It would be a real challenge to prove abuse, especially if clinical symptoms that are verifiable with physical examination in conjunction with laboratory tests provide no clues. The nurse will have to use her senses most of the time with these types of patients.

Being present inside the room every time someone visits the patient would be ideal. She can take note of her patient's reaction towards the visitor to assess behavior. She can then recommend these observations to a psychologist.

These patients are those kind of patients that nurses need to spend more time to establish rapport. You can expect that individuals with this disability are more apprehensive of strangers.

Of course, nurses would like to get the ideal - a patient who can communicate his needs clearly and effectively. But alas, the situations most nurses are in, were most of the time, far from the ideal.

It's circumstances like these that makes a nurse want to learn more - to get her communication skills amplified. She can voluntarily take courses on hand communication for the deaf and the mute. After getting these skills, she can gather out of school youth in her locale and teach the basics to these children and teenagers. At the hospital, she can propose a program for the admitted deaf and mute patients to learn the basics of this communication.

The nurse may not be satisfied with these simple altruistic methods, such that she can start to join NGO's and advocate this in public schools, colleges and universities. In fact, a nurse can do a study on this and have it communicated to the allied health professions as a wake up call. Well, these are just ideas, but hey, human inventions resulted from ideas, right?

Communication is one of the best gifts to the human race. This skill needs to get reviewed from time to time in order to see if the techniques we use are still effective. As such Olivia hopes to inspire the reader to take action on their small way, making their small part of the world a better place to stay.

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5 Significant Strategies to Improve Your Children's Math Score

5 Significant Strategies to Improve Your Children's Math Score
By B. Jacob

Math is one of the highest scoring subjects and by gaining a good score in math; students can have an overall commendable grade in exams. The only one thing needed to achieve good grades, is constant practice. Research suggests that math is different from other subjects and it improves student's reasoning skills. Parents are always conscious about their children and they do their level best in improving their scores in exams. Parents are also known as the first tutors so in that respect, they play a vital role in their children's lives. They can boost their children's confidence and support them to achieve their learning goals.

Parents are the ideal mentors for their children. They can bring about some positive changes in their children's lives. Five easy and useful steps are discussed below that can make your children good scorers in math.

Help children in managing time: Time management skill is highly required for students to score well in exams. If students can properly divide their time for each question, then they can easily solve the entire test paper on time. Parents should teach them the importance of time management. This skill helps children in organizing their career, as well.

Hire a good math tutor: Parents should choose an experienced tutor for their children. An experienced subject expert can only assist his/her student in a better way. Neither parents can be available all the time nor do they help their children in all subjects. Therefore, taking learning help from proficient professionals is the best way to get knowledge on each topic. They can choose online tutors, as well. While choosing a tutor, parents should check some information such as the qualification and experience and the flexibility in terms of time.

Provide useful math worksheets: Several free math worksheets are available online. Parents can download and provide these to their children as working on these worksheets surely improves their skills. Parents can also encourage them to practice these worksheets repeatedly. It is one of the convenient ways to brush up your knowledge on a particular topic.

Motivate children to improve their weak areas: Some times, children cannot find out their weak areas and repeat their mistakes again and again. In that respect, parents should play a significant role to make their children understand faults. They can also show ways to improve their errors.

Provide moral support: Children generally depend on their parents most. They rely on their parents in many aspects. They need their parents the most especially when they face some unmanageable difficulties or problems. In that case, parent's moral support works as healing mantras to them. Many failed students can again do better results by having moral support from their parents.

To improve your maths you have to work hard on the subject there are different ways to overcome from the problems like you can get help through free online math tutor and math problem solver and more practice with the problems.

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Different Question - Same Answer

Different Question - Same Answer
By Richard D Boyce

One of the skills of excellent teaching is good questioning technique. I was fortunate to be trained initially as a primary school teacher where you needed to be able to ask relevant questions in a range of subject areas. A year after graduation, I was transferred into the secondary school arena where for almost ten years I taught a variety of subjects including English, Science, Mathematics, History and Geography with even a little Physical Education thrown in. This enhanced my understanding of the need to question in different ways. The remainder of my career was spent teaching Mathematics. Therefore, for that reason and because we all did Maths at school, let me use Mathematics to illustrate these points.

• Questioning in different ways can extend students' understanding of the subject.
• It can enhance their critical thinking/problem solving skills.
• It can teach the vocabulary of the subject studied.
• It can develop an understanding of and the use of the language and terminology of the subject.
• It will help develop communication skills as well.

Here are questions from the field of Mathematics.

1. 5 plus 7
2. What is the sum of 5 and 7?
3. Increase 5 by 7
4. What do I get when I add 5 to 7?
5. What is 5 more than 7?
6. Simplify 5 + 7
7. Find the missing number 7+ 5=...
8. Solve 7 + 5 =..?..
9. Two items I want to buy are $5 and $7 each. How much money do I give the sales person?
10. Increase 5 by 7
11. If the answer to a sum of two numbers is 12; and one of the numbers is 7, what is the other number?
12. 7 take 5
13. 7 minus 5
14. Take 5 from 7
15. 7 subtract 5
16. Subtract 5 from 7
17. What is the different between 7 and 5?
18. Decrease 7 by 5
19. What must I increase 5 by to get 7?
20. What do I take/subtract from 7 to get 5?
21. I have $7 and I spend $5 on an ice cream. How much do I have left to spend on lollies?
22. 5 times 7
23. 5 multiplied by 7
24. Add 7 up 5 times
25. What is the product of 5 and 7?
26. The factors of the number I want are 5 and 7. What is the number?
27. Solve 57=?
28. Find the missing number... ?..= 5 7
29. Simplify 5 7
30. 35 divided by 5
31. 35/5
32. If 5 is a factor of 35, what is the other factor?
33. What do I get when I divide 5 into 35?
34. How many times can I take 5 away from 35?
35. How many 5s do I add together to get 35?

Of course, in each group of questions the answer is the same. I'm sure in every learning area at each level teachers could devise a 'similar' quiz. Obviously, it is an opportunity to revise and enlarge the vocabulary of the subject while enhancing learning.

Teachers should keep a record of these questions and enlarge their list as they go. Teachers could ask these questions in the form of a quiz in primary and lower secondary schools where they can also be valuable revision tools.

Our author spent over 40 years in the classroom. Early in his career he taught many subjects as well as Mathematics and mastered the art of asking questions in different ways to test the depth of understanding of his students and to enhance their learning. He has put all his experience in an eBook, "The Question Book". It examines all aspects of questioning providing practical hints for the teacher. The website is http://www.realteachingsolutions.com

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What is a functions operations algebra 2

Author: Matthew David

What is a functions operations algebra 2

Introduction of what is a function algebra 2:

Function algebra 2 is a  branch of mathematics to find unknown variable from the expression with the help of known values. The algebraic expression deals with variables, the variable are represents by alphabetic letters. In functions algebra 2 numbers are constant, algebraic expression may include  real number, complex number, and polynomials. Functions in  algebra 2 may include in the function of p(y), q(y),… to find the x value of the algebra functions.

For example:

Function algebra 2 may be described in this form p(y) = 2y2+3y + 4. In this function we need to find the function variable y as 2.

Functions operation algebra 2 finding unknown variable from the given expression with the help of known values. The algebraic expression contains variables are represented alphabetic letters.  The functions operations algebra 2 looks f(x), q(x),… to find the x value of the algebra functions.There are several operation of function as show in below

Functions operations algebra 2:

    (f + g)(y) = f (y)+ g (y)
    (f – g)(x) = f (y)–g (y)
    (f .g)(x) = f (y).g (y)
    `(f/g)` (x)=`(f(y))/(g(y)).`
    
Addition and subtraction problems in the functions operations algebra 2:

Problem (i): Adding two functions operations f(x) = x+2 and g(x) = x-3 find (f+g)(x).

Solution: Adding two function using the functions operations algebra 2.

Given f(x) = x+2 and g(x) = x-3 find (f+g)(x).

Using the functions operations of  (f + g)(x) = f (x)+g (x).

(f+g)(x) = (x+2)+(x-3).

(f+g)(x)= x+x+2-3 in this step adding both functions.

(f+g)(x) = 2x-1.

Problem (ii): subtracting two functions operations f(x) = (x+5) and g(x) = (x-8) find (f-g)(x).

Solution: Subtracting two functions using the functions operations algebra 2.

Given f(x) = x+5 and g(x) = x-8 find (f-g) (x).

Using the functions operations of (f - g)(x) = f (x)-g (x).

(f-g)(x) = (x+5)-(x-8).

(f-g)(x)= x-x+5-8 in this step subtracting both functions.

(f-g)(x) = -3

Multiplying and division problems in the functions operations algebra 2:

Problem (i): multiplying two functions operations f(x) = x+5 and g(x) = x-8 find (f.g)(x).

Solution: multiplying two functions using the functions operations algebra 2.

Given f(x) = x+5 and g(x) = x-8 find (f.g) (x).

Using the functions operations of (f . g)(x) = f (x). g (x).

(f.g)(x) = (x+5) . (x-8).

(f.g)(x)= x2-8x+5x-40 = x2  - 3x -40 in this step multiplying both functions.

Problem (i): dividing two functions operations f(x) = 10x and g(x) = 2x find `(f/g)` (x).

Solution: multiplying two functions using the functions operations algebra 2.

Given f(x) = 10x and g(x) = 2x find `(f/g)` (x).

Using the functions operations of `(f/g)` (x) = `(f(x))/(g(x)).`

`(f/g)` (x) = `(10x)/(2x)` in this step x will be cancelled.

`(f/g)` (x)= 5 in this step dividing both functions

Example Problems for what is a function algebra 2

Simplify using the square function algebra 2.

Problem1; Using square functions. What is a function algebra 2 in. p(x) = x2 +6x +14 find the p(6).

Solution :

Find the function p(6). Here substitute the value 5 to the variable.

p(x) = x2 +6x +14 find the f(6).

The value of x is 6 is given

p(6) = 62 +6*6 +14

p(6) = 36 +36 +14 In this step 62 is 36 it is calculate and 6*6 is 36 be added

p(6) = 86.

The functions algebra 2 p(6) = x2 +6x +14 find the p(6) is 86.

Problem2; Using square  function algebra 2. z(x) = x2 +6x +25 what is a function algebra 2 in z(7).

Solution :

Find the function y(7). Here substitute the value 7 to the variable.

z(7) = x2 +6x +25 find the z(7).

The value of x is 3 is given

z(7) = 72 +6*7 +25

z(7) = 49 +42+25.

z(7) = 116.

z(7) = x2 +6x +25 find the y(7) is 116.

Functions algebra 2 problems using the cubic functions

Problems1: using the cubic function algebra 2: f(x) = x3 +2x2 + 2x + 4 What is a function algebra 2 in f(2).

Solution:

Find the function f(2). Here substitute the value 2 to the variable.

f(x) = x3 +2x2 + 2x + 4 find the f(2).

Here the value of x is given as 2

f(2) = 23 + 2*22 + 2*2 +4

f(2) = 8 +8+4 +4 In this step 23 is calculated  as 8 and 2 square is 4

f(2) = 24.

f(x) = x3 +2x2 + 2x + 4 find the f(2) = 24.

Problems 2: what is a function algebra 2 in cubic equations. f(x) = 2x3 +4x2 + 3x + 24 find the functions algebra 2 of f(4).

Solution:

Find the function f(4). Here substitute the value 4 to the variable.

f(x) = 2x3 +4x2 + 3x + 24 find the f(4).

Here the value of x is given as 3

f(4) = 2*43 + 4*42 + 3*4 +24

f(4) = 128 +64+12 +24

f(4) =  228

f(x) = 2x3 +4x2 + 3x + 24 find the f(4) = 228.   

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Moment Of Inertia Ring

Author: johnharmer

Introduction to moment of inertia ring:

Moment of inertia of a ring can be explained in the following 4 parts.

a) About an axis passing through its centre and perpendicular to its plane or about a transverse axis :

Consider a circular ring of mass M and radius R. Its moment of inertia about an axis passing through its centre and perpendicular to its plane is MR2 .

`:.`  I = MR2

Moment of inertia of circular ring

Moment of Inertia ring:

b) About a Tangent in the perpendicular Plane :

Consider a tangent in the perpendicular plane to the circular ring as the axis of rotation. The moment of inertia of the circular ring about a parallel axis through the centre of mass i.e., centre of the ring is  Io = MR2

Moment of inertia of circular ring

By the parallel axes theorem,moment of inertia about a tangent perpendicular to the plane of the ring is

Io     =      MR2

=    MR2  + MR2   (since r = distance between eh tangent and center = R )

Io = 2MR2

Radius of gyration , K =  `sqrt(I/M)`   =  `sqrt(2MR^2 / M)`    = `sqrt(2)` R.

Diameter:moment of Inertia ring:

c) About a Diameter :  The moment of inertia of a circular ring about any diameter is same. Consider two diameters xx' and yy' of the circular ring. These two diameters are perpendicular to each other and intersect at the center 'O' .

About a Diameter

Moment of inertia of the circular ring about the diameter xx'= Ix .

Moment of inertia of the circular ring about the diameter yy' = Iy .

But Ix = IY = I. due to symmetry

By perpendicular axes theorem, the sum of Ix  and Iy is equal to the moment of inertia of the circular ring about the axis zz' passing through the intersecting point O and perpendicular to its plane , Iz = MR2 .

Ix +  Iy  =  Iz .

I  +  I  = MR2 .

2 I = MR2

I = `(MR^2)/(2)`

d) About a Tangent in its Plane :  The tangent in the plane of the circular ring is parallel to the diameter. As we know that the moment of inertia of the circular ring about a diameter is  MR2 / 2 , we can find the moment of inertia about a tangent in the plane of the ring by parallel axes theorem.

About a Tangent in its Plane

Moment of inertia about A'B'  =  Moment of inertia about AB through it s center of mass + M r2

=  MR2 / 2  +  MR2

I    =   `(3MR^2)/(2)`

Weight of an object is defined to as the force exerted by a object on to its support. For a free falling body the weight will be equal to zero. In the case when a body I standing in a weighing scale, the n the mass of the body will be equal to the product of mass and the gravitational acceleration which is supported by the scale's supporting forces.

Net weight

What is net weight?

Net weight can be defined to as the weight of the object, along with the components that are relating to the object that causes the body to add the weight and reduce the weight of the weighing scale on which the object is place. The very good example for calculating the net weight is in the case of weighting live chicken. Here the chicken will be weighed when it is alive and after it is killed, the feathers are removed but the weight is also the same when it was weighted with live chicken.

In order to find the net weight, one has to know two things; total weight and tare weight. So the calculation is very simple. The net weight is equal to the total weight minus tare weight.

Total weight and Tare weight

Total weight: The total weight of a object is defined to as the mass of the entire object inclusive of all the packages or coverings and anything else attached to this object.

Tare weight: The tare weight of a object is defined to as mass of the covering or the packing or even anything that are attached to the object but not the part of the actual object.

Suppose that a body's net weight need to be found out, then the person need to remove all his clothing and have to step on to the weighing scale as naked. If in case the modesty does matters, it is also done in which the weight of the cloths are considered as the tare weight and the weight of the body as total weight. So by subtracting tare weight from the total weight, the net weight can be found out.

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Comparing Freud's Psychosexual Theory and Erik Erikson's Psychosocial Theory

Comparing Freud's Psychosexual Theory and Erik Erikson's Psychosocial Theory
By Megan Leanne

Psychoanalytic theory originated from work of Sigmund Freud. Freud's theory further inspired and expanded by others. Of these neo-Freudians, Erik Erikson's ideas have become perhaps the best known.
Freud developed a theory that described development in terms of a series of five psychosexual stages. These stages are oral, anal, phallic, latency and genital phases. According to Freud, conflicts that occur during each of these stages can have a lifelong influence on personality and behaviour. If these psychosexual stages completed successfully, it resulted in a healthy personality. If certain issues not resolved at appropriate stage, fixation can occur. Fixation is a persistent focus on an earlier psychosexual stage.

Erik Erikson, on the other hand, developed eight-stage theory of psychosocial development which described growth and change throughout the lifespan, focusing on social interaction and conflicts that arise during different stages of development.

Erik Erikson's stages are as followed:

Stage 1: "Trust versus Mistrust". During this stage, a child is developing a sense of trust with caregiver and failure in this stage leads to mistrust.

Stage 2: "Autonomy versus Shame". This is the period where a toddler is developing a sense of self-control and failure at achieving this leads to shame and doubts.

Stage 3: "Initiative versus Guilt". A child in his or her preschool is trying to develop a sense of one's own drive and initiative. Failure to do so leading to guilty feelings.

Stage 4: "Industry versus Inferiority". This is a period when a school going child is developing a sense of personal ability and competence.

Stage 5: "Identity versus Role confusion". Young adolescent and young adulthood starts to develop a single unified concept of self, a sense of personal identity. Failure to achieve this stage leads to role confusion.

Stage 6: "Intimacy versus Isolation". During this period, a young adult will be questioning the meaning of one's relationship with others. Failure to do causes the individual to suffer feelings of isolation.

Stage 7: "Generativity versus Stagnation". Mid-adult in this stage will has concern over whether one has contributed to the success of children and future generation. Failure to achieve this stage leads to personal stagnation.

Stage 8: "Integrity versus Despair". During this late adulthood period, one will start to reflect on their lives and as well as looking back with a sense a fulfilment or bitterness. Failure to complete this stage causes despair.

There are some similarities between Sigmund Freud's psychosexual theory and Erik Erikson's psychosocial theory. Both had their own theories on personality development. The theories are separated into stages of a person's life. Personality developed over time as a result of interaction between child's inborn drive and response with the key person in the child's world. The child's personality depends on a success in going through all stages.

In contrast to Freud, Erik Erikson placed less importance on individual's sexual drive as a factor in normal development. Erikson also placed more emphasis on cultural or environmental influences in his theory. Unlike Freud, Erikson proposed that a person's sense of identity was not completely developed during adolescents but instead continue to develop and evolve throughout a person's life. Erikson also downplayed the importance of maturation in cognitive development and instead focuses on the importance of cultural demands.

To read more about Erik Erikson psychosocial theory and other topics on MRCPsych course, visit website http://mrcpsych-course.blogspot.com/2013/05/mrcpsych-psychology-mnemonics.html

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All About Preschool Education

All About Preschool Education
By Lary Divine

Preschool education is a special learning process prepared for kids that are not matured enough to enroll in the compulsory education system. It's also referred to as "infant education." It's mainly meant for kids that are between the ages of 0 to 3. In some locations, it's meant for children that are between the ages of 1 to 5.

There are diverse forms of preschool education obtainable in various cities and nations across the globe. In the US for instance, preschool comes before the kindergarten stage. In Europe, both kindergarten and preschool run concurrently. They have the same programs and processes in most cities. In African nations, infant education is highly cherished by parents. It's quite different from kindergarten and nursery school levels.

In any case, infant education is generally tailored to meet the needs of kids at their very tender ages. There are unique programs offered at the infant education level. Among them include day-care services. Working parents benefit a lot from the programs. They can easily enroll their kids while still maintaining their jobs. All they need is to drop the kids at the available facilities every morning and then pick them up in the evening.

Meanwhile, preschool education is meant to develop the child in diverse ways. There are several areas that are usually covered. Special programs are normally offered to develop the kid. There's a special focus on emotional development of the child. There's also special focus on social and personal development. The kids are taught how to communicate and use sign language. They are also taught how to speak and listen attentively.

Furthermore, there are several facilities that are usually provided in a reliable infant education system. Among them include playing grounds, recreational facilities, and toilet and bath facilities. There are also special rooms for daily teaching. There are equally rooms for daily feeding of the kids.

To make infant education very proactive, well trained teachers are usually engaged. They are always well groomed to handle kids on daily basis. They have to be with the kids all through the daily training sessions.

In all, preschool education comes with diverse benefits. It helps a lot in developing a child's mental faculty. It improves the thinking ability of the kid. It enhances the social development of the infant. It's also prepares the child to face further educational processes in his or her life. It's indeed a vital level that can launch a child to greater heights.

Preschools in Hyderabad offer quality education for kids. You can learn more by visiting Rockwell International School online.

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Getting Better Test Scores On Your Math Test

Getting Better Test Scores On Your Math Test
By Andrew Almeida

Do you or your children get bad math test scores? This article will teach you three techniques on how to get better math test scores. The three techniques we will explore focus on the problem, testing the problem, and pacing yourself to finish. Let's just face it math tests are not a, b, c, and d bubble answer questions. Math tests are usually a problem and then you have to "write out your work". So this article will not tell you to pick the best answer or choose the longest answer when in doubt.

Focusing on the problem is a major technique that will get you through the problem and also help pace yourself throughout the test. The word "focus" says it all. Tune out the noises around you, the thoughts of our boyfriend or girlfriend, the "being cool by not knowing math" posture, and the anxiety of taking the test. I used to have anxiety during my physics test, but after learning the art of "focus" the anxiety will go away. The key to focusing on the problem is read the problem a few times. Think of your solution and how you are going to get there and then carefully write out your work. If you need scratch paper 99% of teachers encourage using scratch paper for thoughts. If you absolutely cannot get to the answer write down as much as you know to get the most credit possible for that question. Teachers do not just grade on the answer. They also give points for the work your write down.

Testing the problem comes after focusing on the problem. In order to test the problem you must have focused on the problem and written down your work and have a rough answer. The answer might be "certain" in your eyes, but one tiny number or issue can make that problem wrong. Yes, teachers give points for work, but they grade the heaviest on the right answer. Therefore testing the answer is a key technique in getting a better test score. So how do you test your answer? Well in mathematics both sides of the equal sign must be equal. So if A+B = C, then you know that C = A+B. Or A = C-B and B = C-A. They are equal because, well, they have to be. The equal sign is powerful and makes that true. Therefore to test your work plug in the numbers that you got and see if both sides of the equal sign is equal to each other. For example: If the problem was 42/x + 7 = 28 and you did the problem to get X = 2 then in order for you to test it out you would plug in 2 and get 42/2 + 7 = 28 and if you work through it you will get that 28 = 28. Done.

The test is usually timed for the entire class period whether it is fifty minutes or an hour you must pace yourself. The teacher isn't evil and will not make a test they feel cannot be finished within the time limit. They usually do the test themselves when they write it to see whether or not the test is good for time. So pacing yourself to finish is a key ingredient to a better test score. If you do not know the answer to a question you would write down what you know whether it is the formula, a strategy, or the start of the problem and then move on. You should get a few points for your knowledge. After you get through all of the problems on the test, you would have to go back and tackle the harder questions that stump you before. Sometimes, by moving on and coming back you will exercise your brain enough to recall the part that made you skip it to begin with. Pacing yourself to finish the test is extremely important. Pacing comes with the experience of taking tests. To practice pacing have your parent or use a text book and write out a test. Then take the test to practice pacing.

In conclusion, you will get a better math score (and pass) by following the three techniques in this article. Focus on the problem, test the problem, and pace yourself throughout the test and you will surely get a better score! Not everyone is perfect at math so do not let that be a barrier or burden while you take the test. You may get some questions wrong, but remember the three techniques and you will do better.

Ask a math question and learn more about math tests at http://www.helpinmathplease.com.

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How to Teach Vocabulary to Young Students

How to Teach Vocabulary to Young Students
By Baliey Johnson

Oh no! My child is not reading on grade level! Is it their vocabulary? Vocabulary is essential to comprehending what is read. Is this hurting my child's comprehension? Learning how to read is essential to be successful in school and to achieve anything in life. Whether a child decides to attend a 4-year college, community college, technical college, or go into the military, reading is necessary.

So you ask, what is vocabulary, really? It is knowledge of a word that not only implies a definition, but also how the word fits into the world. As a parent, your child should be adding from 2,000 to 3,000 words each year to their reading vocabulary, according to Michael Graves, Vocabulary Book Learning and Instruction. I know you are thinking, WOW, how are they going to do that?

This would include words such as do, did, does, etc. That counts as three words. These are called word families.

There is a correlation between word knowledge and reading comprehension. If a student doesn't understand vocabulary words, understanding what is read is going to be difficult. However, it is essential to understand that vocabulary knowledge is never mastered. It just continues to deepen over a lifetime. Learning vocabulary helps you to communicate in a more powerful, persuasive and creative way.

There is also a difference between oral vocabulary and written vocabulary. A student may understand a word that is spoken orally but may not have any idea what it looks like written. The opposite may also occur, they may know what it is written, but may be mispronouncing it and not know what the word is.

It was once thought that learning words meant you were to look them up in a dictionary, and that was the end of the learning. However, more and more teachers are using vocabulary strategies such as connecting words to pictures.

Teachers begin to introduce words using images of what the word could be and what it is not. Word knowledge increases when students are able to associate the word with a visual. The brain then stores the image of the word. Then the word is learned with associations and connections.

As a parent, helping your student learn the words with multiple exposures will vastly increase their word knowledge. The student needs to see the words in different texts and just discussing the word. This gets the student engaged and seriously thinking about the meaning of the word.

Let's look at the word: DRIVE. There are several definitions, but we will discuss three main ones.

1. Drive: to drive a car.

2. Drive: a computer hardDRIVE.

3. Drive: to drive your point across in a discussion.

Ensuring a student understands each definition and when to use the word is essential in comprehension. Adequate reading comprehension is to understand 90-95% of the words you read. To achieve this goal, the more you read, the more vocabulary you acquire.

So, what can a parent do? Pleasant Valley Elementary School in Groton, CT has excellent parent tips for helping your student build their vocabulary knowledge. Some of their tips include: read daily, play verbal games, have your student to classify and group words. Vocabulary strategies for a parent to help their student are not difficult and need surely no preparation.

Dr. Johnson has taught reading for elementary and middle school students for over 20 years. She has more information on vocabulary strategies on http://www.instrucology.com.

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Math made easy algebra rules

Author: Matthew David

Math made easy algebra rules

Introduction to math made easy algebra rules:

Algebra is defined as one of the basis of mathematics.  Mainly algebra is used to study about the rules and the properties. There are many other operations are related to the algebra. In the pure mathematics, algebra is defined be one of the main branches. Algebra can uses the various symbols, letters and numbers.

Algebra is a branch of mathematics. Algebra plays an important role in our day to day life. To teach the algebra in the easy way, we have to educate the four basic operations in algebra such as addition, subtraction, multiplication and division. The most important terms of algebra, variables, constant, coefficients, exponents, terms and expressions are used to teach algebra in the easy way. When we want to teach algebra in the easy way, we are using the symbols and alphabets instead of unknown values to make a statement. Hence, the easy way to teach algebra regards the leads of Arithmetic.

Explanation for the math made easy algebra rules

There are many rules are followed in the algebra which made easy to study. They are given below the following,

    Commutative property used for the addition operation.

Rule: p + q = q + p

    Commutative property used for the multiplication operation.

Rule: p * q = q * p

    Associative property used for the addition operation.

Rule: (p + q) + r = p + (q + r)

    Associative property used for the multiplication operation.

Rule: (p * q) * r = p * (q * r)

    Distributive property used for addition operation over the multiplication operation.

Rule: 1.p * (q + r) = p * q + p * r
         2. (p + q) * r = p * r + q * r

    The reciprocal for an non-zero number b is given by `1/p`

Rule: p*( `1/p` ) = 1

    The additive inverse process of the number b is given by –b.

Rule: p + (- p) = 0

    The additive identity used is 0.

Rule: p + 0 = 0 + p = p

    The multiplicative identity used is 1.

Rule: p * 1 = 1 * p = p

Example problem for math made easy algebra rules

Commutative property used for the addition operation:

Problem 1: Use the given value in the commutative rule, p = 5, q = 6

Solution:

Rule: p + q = q + p

By substituting the values , we get,

5 + 6 = 6 + 5

11 = 11

Commutative property used for the multiplication operation:

Problem 2: Use the given value in the commutative multiplication rule, p = 5, q = 6

Solution:

Rule: p * q = q * p

By substituting the values , we get,

5 * 6 = 6 * 5

30 = 30

Associative property used for the addition operation:

Problem 3: Use the given value in the associative rule, p = 5, q = 6, r = 2

Solution:

Rule: (p + q) + r = p + (q + r)

By substituting the values , we get,

( 5 + 6 ) + 2 = 6 + (  5 + 2 )

( 11 ) + 2 = 6  + ( 7 )

13 = 13

Example 1:

Solve the equation for x, 3(5x) = 45.

Solution:

3(5x) = 45 (3 is multiplied within the parenthesis)

3 * 5x = 45

15x = 45 (divide both sides by 15)

`(15x) / 15 = 45 / 15`

x = 3

Example 2:

Solve the equation for x, 2(2x-5) = 50.

Solution:

2(2x-5) = 50 (2 will be multiplied within the parenthesis)

(2 * 2x) – (2 * 5) = 50

4x – 10 = 50 (add both sides by 10)

4x  - 10 + 10 = 50 + 10

4x = 60 (divide both side by 4)

`(4x)/4 = 60/4`

x = 15

Example 3:

Solve the equation for x, `(5x-5) / 3` = 10.

Solution:

`(5x-5) / 3` = 10 (multiply both sides by 3)

`(5x-5) / 3`  * 3 = 10 *3

5x – 5 = 30 (add both sides by -5)

5x – 5 + 5 = 30 + 5

5x = 35 (divide both sides by 5)

`(5x) / 5= 35 / 5`

x = 7

Example 4:

Solve the equation 5x + 5 = x + 55 for x.

Solution:

5x + 5 = x + 55 (add both sides by -5)

5x + 5 – 5 = x + 55 - 5

5x = x + 50 (add both sides by -x)

5x – x = x – x + 50

4x = 50 (divide both sides by 4)

`(4x) / 4 = 50 / 4`

x = 12.5

Example 5:

Solve the equation 2x – 5 = 45 for x.

Solution:

2x – 5 = 45 (add both sides by 5)

2x – 5 + 5 = 45 + 5.

2x = 50 (divide both sides by 2)

`(2x) / 2 = 50 / 2`

x = 25

Practice problem for math made easy algebra rules

Problem 1:

Solve the equation for x, 15x + 5 = 65.

The answer is x = 4

Problem 2:

Solve the equation for x, 6x – 1 = 35

The answer is x = 6

Problem 3:

Solve the equation for x, 6x + 4 = 28

The answer is x = 4

Problem 4:

Solve the equation for x, 3x - 5 = 35 - x

The answer is x = 10

Problem 5:

Solve the equation for x, 4x + 2 = 34 + 2x

The answer is x = 16

Problem 6: Use the given value in the commutative rule for addition, p = 10, q =20

Answer: 30

Problem 7: Use the given value in the associative rule for addition, p = 2, q = 4, r =6

Answer: 12

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Number Sense Tutorial

Author: nayaknandan85

Introduction to number sense tutorial:

In mathematics, number system is called as system of numeration. Number systems are used to express the quantities for counting, defining order, comparing the quantities, calculating numbers and denoting values. Number system includes natural numbers, integers, rational numbers, algebraic numbers, real numbers, complex numbers, p-adic numbers, surreal numbers and hyper real numbers.

Number sense is explained with examples and practice problems very interactively by tutorial. So students are getting number sense help by tutorial for their studies.

Examples to number sense tutorial:

Example 1:

Add the following decimal numbers 65.45 + 6.892

Solution:

Addition operation for decimal numbers is just like the integers addition. In this problem

65. 45 has two decimal place but 6.892 has three decimal place. Hence, we have to add 0 with the number 65.45, so we get 65.450

That is, 65.45+6.892 = 65.450+6.892

11 1
65.450
+ 6.892
72.342

Example 2:

Find the square root of the following numbers `sqrt(289)` .

Solution:

`sqrt(189) ` = `sqrt(17 xx 17)` = 17

Example 3:

Write the standard for the following number 69.089 `xx` `10^3`

Solution:

69.089 `xx` `10^3` which can be written as

69.089 `xx` 10 `xx` 10 `xx` 10

69.089 `xx` 1000 now we have to shift the decimal point to three decimal point. So that we will get

69089

Example 4:

Add the following mixed numbers `8 1/3` and `8 1/4` .

Solution:

We have to convert the following mixed numbers in to improper fraction. For this, denominators are multiplied with the whole number and then add the result of the product with numerator. So that, we will get the improper fraction.

`8 1/3` => `((8 xx 3) + 1)/3` => `(24 + 1)/3` => `25/3`

`8 1/4` => `((8 xx 4) + 1)` => `(32 + 1)/4` = `33/4`

Now we can add both improper fraction

`25/3` + `33/4` here, denominators are not same. So that, we have to find LCM. The LCM is 12

The denominator 3 from the fraction `25/3` is 4 times in the LCM. So we have to multiply the numerator 25 by 4. So we get `100/12`

The denominator 4 from the fraction `33/4` is 3 times in the LCM. So we have to multiply the numerator 33 by 3. So we get `99/12`

`(100 + 99)/12`

`199/12`

Practice Problems to number sense tutorial:

Problem 1:

Add the following decimal numbers 6.45 + 6.82

The answer is 13.27

Problem 2:

Find the square root of the following numbers `sqrt(324)` .

The answer is 18

Problem 3:

Write the standard for the following number 675.89 `xx` ` 10^3`

The answer is 675890

Problem 4:

Add the following mixed numbers `1 5/3` and `2 6/4` .

The answer is `22/12`

In mathematics, number system is called as system of numeration. Number systems are used to express the quantities for counting, defining order, comparing the quantities, calculating numbers and denoting values. Number system includes natural numbers, integers, rational numbers, algebraic numbers, real numbers, complex numbers, p-adic numbers, surreal numbers and hyper real numbers.

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Why Reading Fluency Is the Bridge to Reading Comprehension

Why Reading Fluency Is the Bridge to Reading Comprehension
By David Pino

The purpose of reading is to comprehend and gain information from text. In order for text to have meaning, readers need to be able to decode words accurately and automatically, understand the meanings of words, and read with expression. Reading fluency bridges the gap between decoding and comprehension. That is, reading fluency shifts the cognitive aspects of reading from trying to decipher sound-symbol relationships and decoding words to comprehension.

Fluent reading is the ability to read connected text with ease and accuracy in order to focus on the meaning of that text. During fluent reading, two simultaneous processes occur: decoding and comprehension. Fluent readers recognize words and comprehend at the same time. In contrast, less fluent readers must focus their attention primarily on decoding individual words, which leaves little attention left for comprehending the text. Readers who decode words effortlessly can focus more of their conscious attention to making meaning for text. They can make connections among the ideas in the text and between the text and their background knowledge.

Fluent reading has three main components: Accuracy; Rate; and Prosody.

Accuracy is the ability to decode words in connected text without error. Letter and word identification skills, identifying and decoding letters and words in isolation, are pre-requisites to accuracy. Accuracy increases as readers develop an understanding of orthographic relationships as well as relationships between sounds and written symbols. Fluent readers have "cracked the code" and are able to accurately identify words in isolation and in context.

Rate refers to the automaticity of word decoding, that is, how quickly a word is recognized. The more automatic decoding is the more cognitive resources that are available for comprehension. Fluent readers are able to automatically recognize words, which frees up attention and working memory in order to focus on comprehension.

Prosody is reading while providing the appropriate expression implied by the text. It is the use of intonation, emphasis, and timing through the understanding of punctuation and syntax as conveyors of meaning. Prosody includes the ability to chunk words into phrases and clauses in order to focus on meaning. Fluent readers understand that slight fluctuations in pitch, timing, and emphasis can change a question to a statement or exclamation. In addition, fluent readers use stress, pitch, and tone so that their reading sounds like conversational language. In essence, prosody allows readers to progress from word-by-word identification to effortless processing characterized by reading text in a manner that mirrors spoken language.

As stated above, fluent readers develop automaticity in their ability to read connected text with expression. Therefore, they are not burdened with the demands of decoding. These readers are then able to use their cognitive resources to construct meaning by accessing and retrieving word meanings, connecting new information to background knowledge, and drawing inferences. While reading fluency is not comprehension, it is a bridge that allows readers to comprehend text.

David Pino school psychologist has worked in education for the last 20 years. He has significant experience and expertise with learning disabilities, psychological evaluations, behavior, and special education.

He is currently serving as an educational advocate to assist families with the special education process.

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Tips on Checking Out Schools for Special Needs Students

Tips on Checking Out Schools for Special Needs Students
By Andrew Stratton

If you have a special needs child, you may be especially cautious as you browse local schools for him or her to attend. After all, not every school is equipped to handle students who have certain types of special needs. Here are some details to look for as you work to find the right option when it comes to your child's education.

You should first make sure the staff and at least a handful of the teachers have experience and training to work with children like yours. When you meet with the faculty, be specific about your child's condition, whether he or she has autism, ADHD, or learning disorders of any kind. The staff members should be able to let you know how they work to overcome such challenges in order to make sure each student thrives. Find out if they have experience working with the particular disorder your child has, and then get to know their philosophy regarding education. You need to be able to trust the people who will be in charge of your child for most of the day, and getting to know their basic beliefs about education should help.

You should then find out what the classroom structure is like. Many schools put special needs students in their own class, which is often rather small and has a lot of teachers. Some only have separate classes for such children for part of the day, and then they integrate them with other students the rest of the day. Of course, some keep them integrated into standard classes the majority of the time so they can interact with other students. If you have a strong preference for either separation or integration, you need to take this into consideration as you choose a school. Of course, you should think about not only your own preference, but how well your child does in each situation.

If you have other kids, you should consider whether you want them to go to the same school as your special needs student. If your kids are all close and get along well, you might want them at the same academic institution so they can see each other throughout the day. This means you should consider what's best for all of them, and that might require you to spend a lot of time ensuring the needs of each child are being met at the same school. Of course, if you do not mind your children going to different schools, you can simply choose the right option for each of them.

It can be hard to find schools that suit the educational and social needs of students with any type of disorder or learning disability. These tips may help you get started. Your final decision will likely require a lot of research and thought, but the outcome should be worth your effort.

If you are looking for indian river county schools, you do have some options, so make sure that you research what each has to offer. Start by visiting http://www.steds.org.

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Some Simple Steps to Improve Math Grades

Some Simple Steps to Improve Math Grades
By Sandy D'Souza

Math is a basic subject and hence, it is included in the curriculum from the kindergarten level. However, doing math is not at all a good experience for all students. The subject needs more concentration and step-by-step understanding. Students cannot follow the same methodology for math preparation as they generally do for other subjects including geography, chemistry, physics and others. Math needs more practice and this is one of the subjects in which students can score well and improve their overall grades in exams. This subject has broad real life applications from purchasing groceries to maintaining bank transactions. We use math everywhere. We start learning math from our childhood days, for example counting flowers and birds with our parents. Moreover, some students face difficulties while solving math and to overcome these learning problems, some steps are discussed below.

1. Regular attendance classes at school are a must for students. In this way, students can be familiar with mathematical problems. Additionally, the habit of solving math problems on a regular basis can be inculcated in students. Students can understand their own weak areas, as well.

2. Re-practice of class work at home is also required. Class timings at school are limited so both students and tutors do not put in enough time on each topic. Therefore, students should practice the class work again at home and solve their problems. They can work on different examples and later, discuss these with their tutors.

3. Do homework regularly and practice each concept on a regular basis. Some students face difficulties and without solving these, they move on to other topics. Hence, they cannot make out any topic properly and end up with a bad experience. It is thus advisable to understand math concepts step-by-step and solve problems repeatedly.

4. Start test preparation much before exams to get a better result. Students should have adequate time in their hand to revise the entire syllabus thoroughly. Math is that kind of subject which cannot be grasped in a hurry. Students should revise each math topic at their own pace. They can download several math worksheets online and practice these to get proficiency on each topic.

5. Clear your doubts thoroughly and memorize formulas for their right implementation. Understanding math formulas are not enough to score well in exams. Students should know their right implementation and hence, they can achieve their learning goal.

6. Take learning help from online tutors at your convenient time. Online tutoring is a proven method to get requisite learning help whenever required. This innovative tutoring process doesn't have any time and geographical restriction. Students from any part of the world can access this learning session especially for math by using their computer and internet connection. Most importantly, the beneficial tools like the white board and attached chat box which are used in this process make the entire session interactive and similar to live sessions. Hence, it enhances student's confidence and meets their overall educational demands in the best possible manner.

Students can get help on steps to improve their grades in Maths, and they can also work on different grades like 7th grade math and with online Math help students can work on different math related topics.

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Looking at the Response to Intervention Framework

Looking at the Response to Intervention Framework
By Pete Christopherson

RtI, also known as Response to Intervention, is a school-wide academic and behavioral framework currently used in many school in the United States. The purpose of RtI is to use an evidence-based approach to effectively target the needs of all students in your school. RtI relies on a multi-tiered approach to instruction, and provides systematic and targeted interventions to students who are performing below grade-level.

Response to intervention is supported by more than 35 years of research, and when implemented correctly can be used as a replacement to the out-dated discrepancy model for student referral. It is also common to hear the discrepancy model referred to as "wait to fail." By this they mean that by the time we actually get around to addressing a student's needs, they are so far behind they have no where to go but the special education program. RtI hopes to avoid this approach by identifying those students who need support as early as possible, and using a targeted and systematic approach to aid them in reaching grade-level.

There are many components to the RtI program, but some of the most important include strong leadership, ongoing assessment, collaborative teaming, using an evidence-based curriculum and instruction, data-based decision making, fidelity, training and professional development opportunities, and community and family involvement. Each of these play a very important role to effectively implementing the response to intervention program in your school, and are pivotal to its success!

It is hard to say which of these categories is the most important, but if I had to choose a place to start I would probably look at fidelity to implementation first. Fidelity plays a major role to the RtI process, and is critical to ensuring that all students are receiving the best instruction possible. Fidelity starts in the classroom, where students receive the bulk of their instruction. Considering most kids spend the majority of their day in their primary classroom, doesn't it make sense to ensure that curricular fidelity is taking place there first? This means that all of the classroom teachers in your school are teaching a high quality, research-based curriculum, are following their programs correctly, and are collaborating across grade-levels. Once you are confident that all of this is in place, you can begin looking at the other areas necessary to implementing response to invervention.

The next component you may want to tackle is chosing a universal screener for assessing your students. This can be something like DIBELS Next, or EasyCBM. These programs provide a method for benchmark testing every student in your school three times a year, and then offer options for progress monitoring students who have been identified as needing additional supports. There is a ton of great information out there on choosing the best universal screeners, and I would encourage you to conduct your own research to determine which of these may be the best for you.

In my next article I hope to address some of the other components of RtI, and how they can be utilized to put you on the path towards implementation!

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Algebra 1 connections answers

Author: Matthew David

Algebra 1 connections answers

Introduction to algebra:

Algebra is the branch of mathematics concerning the study of the rules of operations and relations, and the constructions and concepts arising from them, including terms, polynomials, equations and algebraic structures. Together with geometry, analysis, topology, combinatorics, and number theory, algebra is one of the main branches of pure mathematics. In this article we shall discuss for need help with algebra 1 math.   (Source: Wikipedia)

Sample problem for need help with algebra 1 math

Need help with algebra 1 math problem 1:

Solve the given linear equation

8x+ 8y = 24,

8y +8 z = –40,

8z + 8x = 16.

Solution:

The given equations can be written as

8x + 8y = 24 ----------- (1)

8y + 8z = –40 -------- (2)

8z + 8x =   16 ----------- (3)

Adding all the equations,

8x + 8y + 8z = 24 + (–40) + 16

Or          8(x + y + z) = 0

In the above equation is divided by 2 we get

8x +8 y +8 z = 0 ----------- (4)

Substituting 8y + 8z = 16 in equation (4) we get

8x + (–40) = 0

8x = 40

X = 5

Substituting 4x + 4y = 12 in equation (4) we get

4y + 20 = 12

4y = –8

Y = -2

Substituting x = 5 in equation (3) we get

8z + 8x = 16

8z + 8*5 = 16

8z = 16–40

8z = -24

z = –3

The solution is x = 5, y = –2, z = –3.

Need help with algebra 1 math problem 2:

Solve the given linear equation

10x+ 10y = 32,

10 y +10 z = –50,

10z + 10x = 20.

Solution:

The given equations can be written as

10x + 10y = 32 ----------- (1)

10y + 10z = –50 -------- (3)

10z + 10x = 20 ----------- (3)

Adding all the equations,

20x + 20y + 20z = 32 + (–50) + 20

Or          20(x + y + z) = 0

In the above equation is divided by 2 we get

10x + 10y + 10z = 0 ----------- (4)

Substituting 10x + 10y = -50 in equation (4) we get

10x - 50= 0

10x = 50

X = 5

Substituting 10z + 10x = 20 in equation (4) we get

10y + 20= 0

10y = –20

Y = -2

Substituting x = 5 in equation (3) we get

10z + 10*5 = 20

10z = 20–50

10z = -30

z = –3

The solution is x = 5, y = –3, z = –3.

Algebra 1 connections example problem 1:

Solve the linear function y = 2 - x and x - y = 10

Solution:

Given equations are,

y = 2 - x --------- (equation 1)

x - y = 10 -------- (equation 2)

Substitute the equation 1 into equation 2, we get

x - (2 - x) = 10

Rearrange the above equation, we get

x - 2 + x = 10

2x - 2 = 10

Add 2 on both the side of the equation, we get

2x = 12

Subtract the above equation by 2, we get

x = 6

Substitute x = 6 in equation 1, we get

y = 2 - 6

y = - 4

Answer:

The final answer is x = 6, y = - 4.

Algebra 1 connections example problem 2:

Simplify the given [removed]4x + 43) + 12x = 52 - 2x

Solution:

Given expression is (4x + 43) + 12x = 52 - 2x

Expand the above expression, we get

4x + 43 + 12x = 52 - 2x

16x + 43 = 52 - 2x

Subtract (52 - 2x) on both the side of the equation, we get

18x - 9 = 0

Add 9 on both the sides, we get

18x = 9

Divide the above equation by 18, we get

x = `(9 / 18)`

Answer:

The final answer is x = `(1 / 2)`

Algebra 1 connections example problem 3:

Find the x intercept of the given polynomial equation f (x) = x2 - 225

Solution:

The given polynomial equation is f (x) = x2 - 225

Plug f (x) = 0, for finding x intercept

0 = x2 - 225

Rearrange the above equation, we get

x2 - 225 = 0

Add 225 on both the sides of the equation, we get

x2 = 225

Take square root on both the sides, we get

x = ± 15

Answer:

The final answer is x = ± 15

Practice problems for algebra 1 connections answers

Algebra 1 connections practice problem 1:

Solve the linear function y - 2 = x and 4x + y = 22

Answer:

The final answer is x = 4, y = 6

Algebra 1 connections practice problem 2:

Factorize the equation x2 + 22x + 40 = 0

Answer:

The final answer is x = - 20 and x = - 2

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Identify the Correct Statement

Author: Omkar

Introduction to identify the correct statement

In this lesson we will see how to handle multiple choice questions effectively. These questions differ from other detailed problem solving as the student is provided with choices of various answers and the student is required to identify the correct answer. Normally four to five alternatives are provided, out of which usually one is correct but occasionally some multiple choice questions will have more than one correct answer. Normally, examinations with only multiple choice questions come with time constraints and in some cases a penalty is imposed for wrong answers to avoid wild guessing. It is therefore important that this section is attempted quickly and accurately.

As said above, the success in attempting these questions will depend on the ability to identify the correct answer quickly. It might not be required to solve the problem from beginning to end. The student might have enough hints to identify the wrong choice. Some of the problems will require solving up to a stage and then eliminating the wrong answers. In some cases it will be good to try working from the alternatives given into the questions and eliminate the wrong ones.

Approaches to identify the correct statement

Main approaches

Identify and eliminate wrong alternatives
Find the range of values for the possible answer or the sign of the number etc and eliminate the alternatives that are outside the range
Try plugging the alternatives in the conditions mentioned in the problem statement and see if all the conditions are met. This will help in eliminating the wrong alternatives quickly
Let us analyze the various approaches to identify the correct statement without actually spending time to solve the problem and arrive at the final answer

Ex 1: What is the value of `sqrt(52.4176)`

A) 6.94

B) 3,88

C) 7.86

D) 7.92

Sol: It will be extremely time consuming to actually find the square root of the number 52.4176 without a calculating device. Moreover, the chances of making a mistake in calculations are also high.

Step 1: Let us first take the integer part and then identify the perfect squares near by.

The integer part of 52.4176 is 52 and the perfect squares near by are 49 and 64.

`sqrt(49)` = 7 and `sqrt(64)` = 8.

So `sqrt(52.4176)` lies between 7 and 8.

Step 2: This will eliminate the first two choices. We are now left with choices 7.86 and 7.92. One of these numbers if multiplied by itself should get 52.4176.

Note, that 52.4176 ends with 6.

Step 3: So the if we try multiplying 7.92 by 7.92, the end digit will have 4 ( as 2 x 2 = 4) and not 6. So 7.92 is not the right answer. The only alternative left is 7.86 and when multiplied by itself will get a number ending with 6. This is the correct choice

Ans: (C) 7.92

The above approach will considerably save time and effort to identify the answer. Note, we identified the answer, we did not work out the answer. In multiple choice questions this approach is very important

Another approach is to work from the alternatives that satisfy the conditions in the question. This approach will be faster in many cases

Let us now try another example

Ex 2: Given b = 2a, Find the values of a,b and c if, `(21a)/(c) = (b+c+1)/(a)= (2c+5a)/(b)`

A) a= 3,b= 6,c= 7

B) a= 2,b= 4,c= 7

C) a=4,b=8, c=2

D) a=1,b=7,c=6

Sol: It will be too time consuming to solve the equations and to arrive at the values for a, b and c. It will be easier if we plug in each alternative into the conditions of the question and eliminate the ones that does not satisfy.

Step 1: First condition is b = 2a, we can easily see that alternative (D) does not satisfy this condition and can be eliminated. We are now left with (A), (B) and (C) only.

Step 2: Let us try the alternative A: `(21a)/(c) = 21*3/7` = 9 and `(b+c+1)/(a) = (6 +7+1)/(3)` = 4.67. These are not equal and hence alternate (A) is not correct

Step 3: Let us try the alternative B: `(21a)/(c) = 21 * 2/7` = 6 and `(b+c+1)/(a) = (4+7+1)/(2)` = 6 and

Step 4: `(2c+5a)/(b)= (2*7 + 5*2)/(4) = 24/4` = 6.These are all equal to 6 and hence alternate (B) is correct

Step 5: To complete let us try alternate C as well

`(21a)/(c) = 21 * 4/2` = 42 and `(b+c+1)/(a) = (8+2+1)/(4)` = 2.75. These are not equal and hence alternate (C) is not correct

Ans: (B) a= 2,b= 4,c= 7

We will look at one more approach to identify the correct statement

Let us consider another example

Ex 3 : What are the roots of the quadratic equation, 3.1x2 –2.1x – 6.9 = 0

A) 1.47, 3.30

B) 2.1, -3.6

C) –3.2, -1.8

D) 1.87, -1.19

Sol: If we solve the problem using the quadratic formula, it will take a long time as it will involve find the square root of fractional numbers etc. To identify the correct statement among the above four, this is not required either. If we use the formula connecting the roots of the quadratic equation, we can eliminate the alternatives easily

Step 1: We know Sum of roots is `-b/a`

Product of roots is `c/a`

Step 2: If we apply this for the above equation we get

Sum of root of the equation 3.1 x2–2.1 x – 6.9 = 0 is `2.1/3.1` an dpreoduct of the root is –6.9/3.1

Step 3: The product of roots is negative. This means that we will have one root with positive sign and another with negative sign. This will eliminate alternatives (A) and (C). We now need to pick from alternatives (B) and (D)

Step 4: Sum of the roots is positive, this means that the absolute value of the positive root is higher than the negative root. This will eliminate alternative (B)

The only alternative left is (D)

Ans: (D) 1.87, -1.19

Thus we could identify the correct statement without doing any calculation

Exercise on correcting statements

Pro 1: What is the value of Sin 470?

A) 0.31

B) 0.94

C) 0.731

D) 0.26

Hint: Value of Sin 0 increases from 0 to 1 as theta moves from 0 to 90

Ans: C

Pro 2: Which of the following triplets that best forms the sides of a right angled triangle?

A) 13.1,16.7, 28.51

B) 15.2,16.7, 30.4

C) 17.8,19.6,35.7

D) 24.3,15.2,28.66

Hint: Use the principle that sum of any two sides of a triangle is greater than the third side. This will help in eliminating the alternatives

Ans: D

Pro 3 : what is the value of 6.812-3.922?

A) 28.635

B) 31.097

C) 15.637

D) 38.927

Ans: B

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Persevere, Don't You Quit, Never Give Up!

Persevere, Don't You Quit, Never Give Up!
By Jennifer Ruth Russell

How do you keep going when you want to give up?

As a free lance singer/songwriter, parent, and business owner, some days I have to just stop and start again. It's as if the original desire to start something has gotten old and crusty and the skin needs to be shed. Just like a snake, I need a new skin.

Perseverance insists on moving forward. It is not static. I have found that when I'm resisting moving forward it shows up as, 'I don't wanna.' When something feels like it's 'too hard' and I want to quit that's when I have to remember where I started.

If we knew what it would take to get to the end of great project, a difficult class, a new business or raising a child we probably wouldn't even start. But it's that desire, that passionate, almost fanatical craving to create, to start something, to learn something new, which gets us right into the middle of it.

I jump in with both feet and my whole heart. When the honeymoon of a new project turns into trudging through the daily work of it, that's when I have to remember to persevere.

After I stop and remember my original desire and listen again to what my heart was yearning for, I'm ready for my new skin. I think back and remember the simple but amazing reasons that inspired me to write the 52 Virtue Songs for children.

• I wanted to know the virtues intimately
• I didn't want to forget them in moments of crazy drama
• I wanted to create songs that were simple, easy and fun to sing
• I wanted parents and teachers to love the songs and sing them with their children
• I wanted to bring out the very best in everybody

Then, with my new skin on, I'm ready carry on.

Here are the lyrics to the virtues song for kids on perseverance. I hope it lifts you up and reminds you of your heart's desire. Keep on and remain calm. Persevere, don't you quit, never give up!

Perseverance - "Keep On!"

Keep on, Keep on, Keep on, Keep on Steady on

Keep on, Keep on, Keep on Never give up!

Keep on, Keep on, Keep on, Keep on Steady on. Never - Give Up!

I think before I commit to someone or something

I set a goal and stick to it I'm not distracted by anything

Repeat Chorus:

I stand by my true friends through rough and through hard times

I see things through to the very end one step at a time

Repeat Chorus:

Rap: Even though the tortoise was slower than the hare, he won the race, he persevered

Persevere, don't you quit, never give up!

When trouble or doubts come your way, stay on course, ride the waves

Persevere, don't you quit, never give up!

From 'Together We Can Do Great Things' Character Building Music Kit

By Jennifer Russell (2013 Remba Music)

Jennifer Russell is an award winning songwriter and owns Remba Kids, home of The Virtues Songs A-Z. She has written some excellent, empowering & fun songs for children that bring out their best. http://www.rembakids.com

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My Latest Theory On Special Education

My Latest Theory On Special Education
By Lance Winslow

A couple of use ago, I was talking to a special ed postgraduate student. They were working on a way to help special ed kids get to the next step of cognition. The theory was to help their brain connect to other parts of the brain by teaching new skills, and things which they normally wouldn't have learned. Why do I think this is a great idea, well, because it works with all humans regardless of their cognitive ability or IQ. Let me explain.

When I was a young man about 10 years old, my dad taught me how to fly. Learning how to fly is different than just about any other activity that a young person might do. All of the sudden you are introduced to a much larger 3-D environment, you begin to see the world in a different way, and your mind starts remapping your environment as you know it. Once you learn how to fly and enjoy that activity it is as if it opens your mind to so many more possibilities, thoughts, ideas, and ways of looking at things.

My postgraduate special ad researcher acquaintance also noted that when they taught autistic kids to ride a bicycle that suddenly these new skills they needed for balance, judging distance and motion assisted them in coming out of their shell, and they then related to the world in a different way, one they had not been accustomed to before. So maybe it's important that we show our special kids all sorts of new activities. I have another acquaintance that takes autistic and special kids down the Rogue River through the rapids. The kids absolutely love it, and they learn new skills in the process.

Now then, my latest theory on special education would go something like this. Not only should we expose kids that we perceive to be normal to many diverse activities such as karate, sports, computers, art, dance, etc. But we should also do the same for kids within the autistic spectrum, and all of the kids in the special education classes.

It may very well be that much of what we are doing is harming the special education kids as we isolate them from new experiences, something which they could greatly benefit from, perhaps even more so than the other kids - in which case it is our own fault, not theirs - as we perpetuate a self-fulfilling prophecy in their education. Indeed I hope you will please consider all this and think on it.

Lance Winslow has launched a new provocative series of eBooks on the Future of Education. Lance Winslow is a retired Founder of a Nationwide Franchise Chain, and now runs the Online Think Tank; http://www.worldthinktank.net

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Some Useful Ways to Get Good Scores In Math Exams

Some Useful Ways to Get Good Scores In Math Exams
By B. Jacob

Math is different when compared to other subjects like history and geography. Most students think that they can prepare for the math exam in the same way as they usually prepare for History and English exams. Using the same style of preparation leads students to disappointment and they become less interested in math. Additionally, unexpected results in math may make them unhappy. Memorizing formulas are not enough for math; students should know their proper implementation to get a good score in this subject. Experts suggest that practice is something that only enhance math problem solving skills and also enable students to understand math in step-by-step manner.

Several ways are there to help students improve their math score. These tips or ways are useful for students who badly need to improve their grades in math exams.

1. Regularly attending classes at school are good for students. They can acquire knowledge and also work on problem areas. Students should jot down their learning problems and the examples which are taught in class. Later, they can work on them to overcome their difficulties.


2. Apart from regular classes at school, students can take learning help from online tutoring. With this service, they can take personalized sessions at their preferred time from home. It not only saves their time but also imparts adequate knowledge in a comprehensible manner. Moreover, students can revise any topic in a short span of time. Besides this, they can get beneficial tips from subject experts before their exams.


3. Solve one math sum by using different methods. Students can solve one problem in different ways. They can choose the way in which they feel comfortable. It enhances their proficiency level, as well.


4. Follow texts as well as examples to learn one topic thoroughly. Study material contains both text and examples and these help students to understand the basic concepts behind each formula.


5. Sometimes, group study can be helpful for students to grasp the subject in an easy way. Students can discuss their problems and share the solutions of any tough mathematical problem with others.


6. Learn math in a step-by-step way. Some topics are quite inter-linked and students may face the same math problem which they had experienced earlier. Sometimes, without comprehending a topic properly, students cannot understand the next one. So it is advised to learn math in a sequential manner.


7. After completion of one topic, students should check their proficiency by giving a test. They can judge their expertise and also check their time management skill.


8. Most importantly, students should start exam preparation far before the final exam. It gives them sufficient time to work on their weak areas.

Students can score good marks in math exams by regularly practicing the problems and with the help of free online math tutor it might help you in solving problems in different methods. You can also get math online help which makes you more easier to study well for your exams with different problem solving skills.

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What To Do When A Student Is Absent From The Exam?

What To Do When A Student Is Absent From The Exam?
By Richard D Boyce

Guidelines For The New Teacher

In primary and lower secondary year levels, it is not a big issue unless the child is often absent from exams and other assessment items. What should happen, in most cases, is the absent child's name is put on an exam paper on the day of the test. Then, on return to school, the test is given to the child to do in a quiet place at an appropriate time under exam conditions.

In large group exams, the class roll, completed exams and spare exams are returned to the class teacher. The spare papers are then available for the absent students to do as soon as possible after their return to school.

Follow-up exams

The main issue here is to ensure that the results of all exam candidates are not advantaged or disadvantaged by their absence from the exam. It is important that students do not attempt to do exams when sick. They will not perform at their best.

The questions you have to answer for yourself if you use the same test item are:

• Do you use the same marking criteria/scheme?
• Do you adjust it to create a fairer judgement bearing the other students in mind?
• Do you set a different test?

You need to answer these questions only if the test item is a traditional pen on paper exam. If you are using an alternative assessment item, this may not be necessary.

In most year levels, primary school included, nothing should change. In final year high school, where results determine future education pathways, the school must create a policy that fits into the requirements of the external body that determined these pathways. This policy should include:

• Marking policy;
• Checking absences and their documents, e.g. medical certificates;
• Recording of absences in the attendance system;
• Procedure for reporting absences and sickness that could prevent a student from not gaining proper recognition of his/her efforts;
• How credit can be given;
• How to record special consideration for genuine cases;
• How to mark exam during which a student is sick.

For these students you may need to give them an alternate exam to ensure that they do not get an unfair advantage from the extra time they had to study.

Checking reasons for absences

• There are some students, even from the lower primary years, who are exam shy and get 'sick' on exam days.


• Still others, particularly high school students, can pretend sickness (with or without their parents' knowledge) to gain extra study time. Others do it to avoid test topics they haven't mastered and hope to use other test marks from other test items to inflate their overall results. They hope not to be asked to do a follow up exam.


• In the final year of high school, where external bodies determine final graduation results and tertiary education entry places, all absences must be justified by doctors' certificates in fairness to all students in their quest for further education.


• In high schools, some students absent themselves from the exam period only and go to all other periods to give the impression of their being at school the whole day. When their teacher asks where they were on the exam day, they claim they were there and the teacher has lost their exam paper. This is why roll making and the checking of exam papers against your roll is essential directly after the exam. Where assignments are being handed in, sign and date the assignment and have the student sign against his name to indicate that you have the assignment.

The website http://www.realteachingsolutions.com provides an eBook that looks at all aspects of examinations. The eBook is called, "The Exam Book". Our author, during his last 16 years of his teaching career was the Head of a Mathematics department where he was responsible for the assessment program. He offers practical advice that works on aspects as diverse as running a class exam; dealing with cheating; students being sick during exams; practice exams; writing parallel tests and how best to mark alternative assessment tasks to name just a few.

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Difference Of Sets

Author: Math Help

Here we are going to learn about an operatation on set called difference of sets.In mathematics, A set can have a limited  number of elements.Set is a collection of data.We can perform many operations on set.The difference operation is one of them.The subtract(difference) symbol in the  function represents the removal of the values from the second set from the first set. The operation of subtraction  is a removing or taking away objects from group of object.


Explanation of difference of two sets

Difference of sets is  defined as a method of rearrange  sets by removing the elements which belong to another sets. Difference of sets is a denoted  by either of the symbols – or \. P minus Q is can be written either P – Q or    P \ Q.

The differences  of two sets P and Q, is written as P-Q.it contains  contains that  elements of P which are not present  in elements of Q. here result  P-Q is obtained take set P as usual and compare with set Q. now remove those element in set P which matches with set Q.  If P={a,b,c,d}and Q={d,e}, then P-Q={a,b,c}.


Definition for difference of sets

The difference between the two sets A and B represented in the order as the set of all those elements of A which are not in B. It is denoted by A-B.

In symbol we write it as

A-B = {x :`x in A` and `x !in B`   }

similarly  B-A =   {  x  :   `x in B` and `x!in A`  }

By representing it in the venn diagram,


Examples problems

Below are the problems based on difference of sets -

Problem 1:

Consider the two sets A = {11,12, 13, 14, 15, 16}, B = {12, 14, 16, 18} find the difference between the  two sets?

Solution:

Given A = {11,12, 13, 14, 15, 16}

B = {12, 14, 16, 18}

A –B = {11, 13, 15}

B –A = {18}

The set of all elements are present in A or in B. But not in both is called the symmetric difference set.


Problem 2:

A={2,3,4,1,8,9}   B={2,3,4,1,8,,12},What is the A-B and B-A?

Solution:

Given A={2,3,4,1,8,9}

B={2,3,4,1,8,12}

Here all elements of A  is available in B except 9.

So the difference A-B ={ 9 }.

Here all elements of B  an available in A except 12.

So the difference B-A = {12 }.



Example 3:

Consider two sets A={a,b,f,g,h}, B={f,g,a,k} find A-B and B-A?

Solution:

Given  A = { a , b , f , g , h }

B = { f , g , a , k }

so   A-B  = { b , h }

and  B-A = { k }


Problem 4:

Consider given sets P={19,38,57,76,95} Q={7,19,57,75,94} Find P-Q and Q-P

Solution:

Given P = {19,38,57,76,95}

Q = {7,19,57,75,94}

so P-Q = {38,76,95}

and Q-P = {7,75,94}

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