Downloads & Free Reading Options - Results

I discuss my ESL teaching at a college in China, outlining my lesson plan for this week, including a listsening and discussion activity using headlines. As always, materials are available at ESLetc.com.

I discuss my ESL teaching at a college in China, outlining my lesson plan for this week, including a listsening and discussion activity using headlines. As always, materials are available at ESLetc.com.

lesson plan

lesson plan

This text was protected by Portland Police Bureau request in Chasse v Humphreys, settled in June 2010, a civil suit stemming from the brutal beating death of James Chasse at the hands of three Portland police officers in 2006.

"Toxic Waste in Grand Banks" is an assessment task in which students from a high school economics class investigate the issues of economic prosperity, environmental concerns, government intervention in the market economy, and responsible civic participation in solving community problems. Students will demonstrate an ability--both individually and as part of a group--to gather information, think critically, solve problems, and reach consensus with others to facilitate responsible decision making, to understand complex ideas, and to generate new ideas. Real-world applications constitute an essential component of these skills and processes, and this assessment task seeks to meet these goals. Using a hypothetical situation in the local community of Grand Banks, students play various roles to simulate a government hearing into the cause and effect of a toxic waste dump discovered within the city limits. During the 5- to 7-day lesson, students have the opportunity to use their creative and communicative skills and their knowledge of the economic system to explore contemporary issues in a rational, critical, and interesting manner. This lesson plan provides a rationale; states goals and objectives; discusses Michigan social studies content standards; outlines a 10-step teaching procedure; and lists materials needed, most of which are attached. (Author/BT)

To better understand the turn-of-the-century United States, this interdisciplinary lesson (covering 6-8 weeks) integrates use of primary resources with historical and literary analysis. Students work in groups and express themselves creatively through a multi-media epic poem. The artistic models for the students' multi-media epic poem are Walt Whitman's "Song of Myself" (1855) and Hart Crane's "The Bridge" (1930). While completing this unit, students will: identify and interpret primary source documents within an historical context; evaluate and appreciate the dynamic nature life in the United States in a time of transition; recognize and then employ poetic skills: line, metaphor, symbol, image, form, meter, and other stylistic considerations; and integrate creative writing, historical analysis, and technology. This 10th through 12th grade lesson plan is suited for American History or American Literature, preferably together. (PM)

Based on Arthur Miller' play "The Crucible," this lesson plan presents activities designed to help students understand that in 17th-century New England, people were persecuted for allegedly practicing witchcraft; students of this period have looked into the allegations and offer alternatives to witchcraft to explain the people's behavior; and Arthur Miller wrote the play using the 17th-century case of witch trials (and fictionalizing it) to comment on a 20th-century phenomenon--the hunting of communists as if they were witches. The main activity of the lesson involves students rewriting a scene from the play from the perspective of today. It includes objectives, materials, procedures, adaptations, discussion questions, evaluation methods, extension activities, annotations of suggested readings and web links, vocabulary, and related academic standards and benchmarks addressed in the lesson plan. The lesson plan also contains a description of a video clip related to the lesson, comprehension questions related to the video clip, and answers to those comprehension questions. (RS)

Twelve scholarly papers and eighteen abstracts comprise the content of the nineteenth annual Brick & Click Libraries Conference, held annually at Northwest Missouri State University in Maryville, Missouri. The proceedings, authored by academic librarians and presented at the conference, portray the contemporary and future face of librarianship. The 2019 paper and abstract titles include: (1) Universally Accessible: Practical Methods for Digital Accessibility for Ordinary Librarians (Rebeca Peacock and Sean McCann); (2) Developing Student Agency through Personalized Learning (Elizabeth Stephan and Shevell Thibou); (3) Students of the Stacks: The Fellowship of Experience (Christina Prucha and Sabrina Davis); (4) Library Assessment: How High the Mountain! (Cheryl L. Blevens, Shelley Arvin, and Valentine K. Muyumba); (5) The Tool We Never Teach: The Good, the Bad and the End (Point) of Google's Usefulness in First-Year Experience Assignments (Lindsay Brownfield); (6) Mentoring and You: Providing Meaningful Experiences for Student Employees (Ruth Harries); (7) Spending Miss Alice's Money: Practical Applications for Evolving Libraries (Phillip Jones); (8) Using Data Visualization to Analyze Topic Development by Business Communication Students in a One-Shot Setting (Heidi Blackburn and Jason Heppler); (9) Collaborate for Student Success: Long Night against Procrastination (Carolyn Johnson); (10) Using Acquisitions: A Library's Steps for Ordering Books to Tracking Funds (Natasha Young); (11) Smart Spending -- Affordable Programming (Amber Carr and Kayla Reed); (12) Be a Leader, Not a Boss: Creating a Unified and Fulfilled Student Employment Team (Courtney Gard and Adrianna Bennett); (13) Revitalization of the Liaison Program (Amber Carr, Kayla Reed, and Nancy Crabtree); (14) Maintaining Training (Kayla Reed); (15) Understanding the Basics of Serials...and Beyond (Carol Doms and Stephanie Spratt); (16) Off the Web and Into the Fishing Hole (Carmen Orth-Alfie and Natalie Mahan); (17) Open Educational Resources: Build a Lesson Using Free Government Resources (Stephanie Hallam, Pat Willingham, and Kris Baranovic); (18) Old Acquaintance -- New Friend...Library and IT Partnerships (Martha Allen); (19) Display and Exhibit Design: Maximizing Existing Spaces for Outreach and Stakeholder Engagement (Alyssa Denneler); (20) Cross-Training Student Workers in a Learning Commons Environment (Meredith Knoff); (21) Deciding, Documenting, and Disseminating Library Policies and Practices: A Case Study from a Newly-Created Library Unit (Alea Henle and Rob Withers); (22) Reference Remodeling: Adapting and Promoting Reference Services (Cyndi Landis); (23) The Reference Interview Beyond Reference: Putting it to the E-Resource Troubleshooting Test (Angela Rathmel and Greta Valentine); (24) Town-Town-Gown Relations: Managing a County-Wide Collaborative Digital Community Archive (Christopher Jones, Allison Haack, Monique Shore, and Julia Bauder); (25) "The Library is Home for a Lot of Us Engineers:" How Engineering Majors Experience Library Space (Noël Kopriva); (26) Creating Library FAQ Guidelines Using Query Spy (Danielle M. Drummond); (27) A Reprieve for Sisyphus: How a Rotating ILL Task Schedule Provides Full Task Coverage and Variety for Staff (Gail Williams); (28) Hosting Comic Book Club in an Academic Setting (Mara Inge); (29) We Need Diverse Digital Resources (Jo Monahan); and (30) Accessible & Active eLearning Game Plan (Monica Maher). [For the 2018 proceedings, see ED590389.]

Twelve scholarly papers and eighteen abstracts comprise the content of the nineteenth annual Brick & Click Libraries Conference, held annually at Northwest Missouri State University in Maryville, Missouri. The proceedings, authored by academic librarians and presented at the conference, portray the contemporary and future face of librarianship. The 2019 paper and abstract titles include: (1) Universally Accessible: Practical Methods for Digital Accessibility for Ordinary Librarians (Rebeca Peacock and Sean McCann); (2) Developing Student Agency through Personalized Learning (Elizabeth Stephan and Shevell Thibou); (3) Students of the Stacks: The Fellowship of Experience (Christina Prucha and Sabrina Davis); (4) Library Assessment: How High the Mountain! (Cheryl L. Blevens, Shelley Arvin, and Valentine K. Muyumba); (5) The Tool We Never Teach: The Good, the Bad and the End (Point) of Google's Usefulness in First-Year Experience Assignments (Lindsay Brownfield); (6) Mentoring and You: Providing Meaningful Experiences for Student Employees (Ruth Harries); (7) Spending Miss Alice's Money: Practical Applications for Evolving Libraries (Phillip Jones); (8) Using Data Visualization to Analyze Topic Development by Business Communication Students in a One-Shot Setting (Heidi Blackburn and Jason Heppler); (9) Collaborate for Student Success: Long Night against Procrastination (Carolyn Johnson); (10) Using Acquisitions: A Library's Steps for Ordering Books to Tracking Funds (Natasha Young); (11) Smart Spending -- Affordable Programming (Amber Carr and Kayla Reed); (12) Be a Leader, Not a Boss: Creating a Unified and Fulfilled Student Employment Team (Courtney Gard and Adrianna Bennett); (13) Revitalization of the Liaison Program (Amber Carr, Kayla Reed, and Nancy Crabtree); (14) Maintaining Training (Kayla Reed); (15) Understanding the Basics of Serials...and Beyond (Carol Doms and Stephanie Spratt); (16) Off the Web and Into the Fishing Hole (Carmen Orth-Alfie and Natalie Mahan); (17) Open Educational Resources: Build a Lesson Using Free Government Resources (Stephanie Hallam, Pat Willingham, and Kris Baranovic); (18) Old Acquaintance -- New Friend...Library and IT Partnerships (Martha Allen); (19) Display and Exhibit Design: Maximizing Existing Spaces for Outreach and Stakeholder Engagement (Alyssa Denneler); (20) Cross-Training Student Workers in a Learning Commons Environment (Meredith Knoff); (21) Deciding, Documenting, and Disseminating Library Policies and Practices: A Case Study from a Newly-Created Library Unit (Alea Henle and Rob Withers); (22) Reference Remodeling: Adapting and Promoting Reference Services (Cyndi Landis); (23) The Reference Interview Beyond Reference: Putting it to the E-Resource Troubleshooting Test (Angela Rathmel and Greta Valentine); (24) Town-Town-Gown Relations: Managing a County-Wide Collaborative Digital Community Archive (Christopher Jones, Allison Haack, Monique Shore, and Julia Bauder); (25) "The Library is Home for a Lot of Us Engineers:" How Engineering Majors Experience Library Space (Noël Kopriva); (26) Creating Library FAQ Guidelines Using Query Spy (Danielle M. Drummond); (27) A Reprieve for Sisyphus: How a Rotating ILL Task Schedule Provides Full Task Coverage and Variety for Staff (Gail Williams); (28) Hosting Comic Book Club in an Academic Setting (Mara Inge); (29) We Need Diverse Digital Resources (Jo Monahan); and (30) Accessible & Active eLearning Game Plan (Monica Maher). [For the 2018 proceedings, see ED590389.]

Twelve scholarly papers and eighteen abstracts comprise the content of the nineteenth annual Brick & Click Libraries Conference, held annually at Northwest Missouri State University in Maryville, Missouri. The proceedings, authored by academic librarians and presented at the conference, portray the contemporary and future face of librarianship. The 2019 paper and abstract titles include: (1) Universally Accessible: Practical Methods for Digital Accessibility for Ordinary Librarians (Rebeca Peacock and Sean McCann); (2) Developing Student Agency through Personalized Learning (Elizabeth Stephan and Shevell Thibou); (3) Students of the Stacks: The Fellowship of Experience (Christina Prucha and Sabrina Davis); (4) Library Assessment: How High the Mountain! (Cheryl L. Blevens, Shelley Arvin, and Valentine K. Muyumba); (5) The Tool We Never Teach: The Good, the Bad and the End (Point) of Google's Usefulness in First-Year Experience Assignments (Lindsay Brownfield); (6) Mentoring and You: Providing Meaningful Experiences for Student Employees (Ruth Harries); (7) Spending Miss Alice's Money: Practical Applications for Evolving Libraries (Phillip Jones); (8) Using Data Visualization to Analyze Topic Development by Business Communication Students in a One-Shot Setting (Heidi Blackburn and Jason Heppler); (9) Collaborate for Student Success: Long Night against Procrastination (Carolyn Johnson); (10) Using Acquisitions: A Library's Steps for Ordering Books to Tracking Funds (Natasha Young); (11) Smart Spending -- Affordable Programming (Amber Carr and Kayla Reed); (12) Be a Leader, Not a Boss: Creating a Unified and Fulfilled Student Employment Team (Courtney Gard and Adrianna Bennett); (13) Revitalization of the Liaison Program (Amber Carr, Kayla Reed, and Nancy Crabtree); (14) Maintaining Training (Kayla Reed); (15) Understanding the Basics of Serials...and Beyond (Carol Doms and Stephanie Spratt); (16) Off the Web and Into the Fishing Hole (Carmen Orth-Alfie and Natalie Mahan); (17) Open Educational Resources: Build a Lesson Using Free Government Resources (Stephanie Hallam, Pat Willingham, and Kris Baranovic); (18) Old Acquaintance -- New Friend...Library and IT Partnerships (Martha Allen); (19) Display and Exhibit Design: Maximizing Existing Spaces for Outreach and Stakeholder Engagement (Alyssa Denneler); (20) Cross-Training Student Workers in a Learning Commons Environment (Meredith Knoff); (21) Deciding, Documenting, and Disseminating Library Policies and Practices: A Case Study from a Newly-Created Library Unit (Alea Henle and Rob Withers); (22) Reference Remodeling: Adapting and Promoting Reference Services (Cyndi Landis); (23) The Reference Interview Beyond Reference: Putting it to the E-Resource Troubleshooting Test (Angela Rathmel and Greta Valentine); (24) Town-Town-Gown Relations: Managing a County-Wide Collaborative Digital Community Archive (Christopher Jones, Allison Haack, Monique Shore, and Julia Bauder); (25) "The Library is Home for a Lot of Us Engineers:" How Engineering Majors Experience Library Space (Noël Kopriva); (26) Creating Library FAQ Guidelines Using Query Spy (Danielle M. Drummond); (27) A Reprieve for Sisyphus: How a Rotating ILL Task Schedule Provides Full Task Coverage and Variety for Staff (Gail Williams); (28) Hosting Comic Book Club in an Academic Setting (Mara Inge); (29) We Need Diverse Digital Resources (Jo Monahan); and (30) Accessible & Active eLearning Game Plan (Monica Maher). [For the 2018 proceedings, see ED590389.]

In the absence of official power, women had to find other ways to shape the world in which they lived. The First Ladies of the United States were among the women who were able to play "a significant role in shaping the political and social history of the country, impacting virtually every topic that has been debated." Through this lesson plan, teachers can explore with their students the ways in which First Ladies were able to shape the world while dealing with the expectations placed on them as women and as partners of powerful men. The lesson plan contains material on how to prepare to teach the lesson. It also contains suggested activities for the following lessons: Lesson 1: The Perfect Image of a First Lady; Lesson 2: The Traditional Roles of the First Lady; Lesson 3: Non-Traditional Roles of the First Lady; Lesson 4: Who Were the First Ladies? Lesson 5: Remembering the Ladies; and Extending the Lesson. The lesson plan provides detailed information and ideas for teaching each lesson; cites learning objectives (with guiding questions); gives appropriate grade levels (Grades 3-5) and time required for each lesson; and outlines national standards for social studies, civics and government, and English covered in the lesson plan. Lists several links to Web sites and an additional resource. (NKA)

Based on Ken Kesey's novel "One Flew Over the Cuckoo's Nest," this lesson plan presents activities designed to help students understand that all works of art lend themselves to critical reviews; critical reviews consist of opinions and support for the opinions; and a critical review may compare and contrast a work in one medium to the same work in another medium. The main activity of the lesson involves students writing a critical review of the film based on the novel using the compare/contrast format. It includes objectives, materials, procedures, adaptations, discussion questions, evaluation methods, extension activities, annotations of suggested readings and web links, vocabulary, and related academic standards and benchmarks addressed in the lesson plan. The lesson plan also contains a description of a video clip related to the lesson, comprehension questions related to the video clip, and answers to those comprehension questions. (RS)

In this lesson, middle school students explore a musical expression, the sea chantey, which provided a rhythm necessary to help 19th century sailors work together. Objectives are to help students understand the purpose of sea chanties, realize how different types of chanties were especially suited to different types of jobs, and identify the chantey rhythm. Two 30-minute periods are required to teach the lesson. On day 1, students read and discuss a letter from the "Old Mariner" describing his experiences at sea and study a map of the route of his ship, the Sea Serpent. They also study sketches of the Sea Serpent's rigging and of sailors performing a variety of tasks. On day 2, students learn four different chanties and role play the actions that accompany them. The letter, map, sketches, and lyrics for the chanties are provided in the lesson. Also included are a history of the sea chantey, teacher instructions, and a listing of student and teacher resource materials. (RM)

In this lesson, middle school students explore a musical expression, the sea chantey, which provided a rhythm necessary to help 19th century sailors work together. Objectives are to help students understand the purpose of sea chanties, realize how different types of chanties were especially suited to different types of jobs, and identify the chantey rhythm. Two 30-minute periods are required to teach the lesson. On day 1, students read and discuss a letter from the "Old Mariner" describing his experiences at sea and study a map of the route of his ship, the Sea Serpent. They also study sketches of the Sea Serpent's rigging and of sailors performing a variety of tasks. On day 2, students learn four different chanties and role play the actions that accompany them. The letter, map, sketches, and lyrics for the chanties are provided in the lesson. Also included are a history of the sea chantey, teacher instructions, and a listing of student and teacher resource materials. (RM)

In this lesson, middle school students explore a musical expression, the sea chantey, which provided a rhythm necessary to help 19th century sailors work together. Objectives are to help students understand the purpose of sea chanties, realize how different types of chanties were especially suited to different types of jobs, and identify the chantey rhythm. Two 30-minute periods are required to teach the lesson. On day 1, students read and discuss a letter from the "Old Mariner" describing his experiences at sea and study a map of the route of his ship, the Sea Serpent. They also study sketches of the Sea Serpent's rigging and of sailors performing a variety of tasks. On day 2, students learn four different chanties and role play the actions that accompany them. The letter, map, sketches, and lyrics for the chanties are provided in the lesson. Also included are a history of the sea chantey, teacher instructions, and a listing of student and teacher resource materials. (RM)

In this lesson, middle school students explore a musical expression, the sea chantey, which provided a rhythm necessary to help 19th century sailors work together. Objectives are to help students understand the purpose of sea chanties, realize how different types of chanties were especially suited to different types of jobs, and identify the chantey rhythm. Two 30-minute periods are required to teach the lesson. On day 1, students read and discuss a letter from the "Old Mariner" describing his experiences at sea and study a map of the route of his ship, the Sea Serpent. They also study sketches of the Sea Serpent's rigging and of sailors performing a variety of tasks. On day 2, students learn four different chanties and role play the actions that accompany them. The letter, map, sketches, and lyrics for the chanties are provided in the lesson. Also included are a history of the sea chantey, teacher instructions, and a listing of student and teacher resource materials. (RM)

Students will create a 2 minute stop motion animation video which explains some of the chemical reactions that occurred during the Flint water crisis. This will require them to explain what the chemical reactions were (including use of states of matter and the terms reactant and product) as well as the skill of balancing equations and the need to balance equations based on the Law of Conservation of Matter.

No Description

No Description

This three-week high school American Literature lesson plan guides students to show how cultural artifacts from "The Grapes of Wrath" support one of the book's many themes. The teacher's guide describes the five lessons that constitute this lesson plan: (1) ethnography; (2) photo analysis; (3) oral history; (4) material artifacts and textual support; and (5) museum exhibition. Evaluation methods and extension activities are included. Contains links to a variety of resources. (PM)

İngilizce çalışmak için CBC Podcast serileri ve etkinlik PDF dökümleri paylaşılmıştı. Kanada'ya gelen göçmenlere İngilizce öğretmek amacıyla hazırlandığını ve haberlerde alınan olayların üzerinden anlatıldığını düşünürsek herkes tarafından çalışılabilecek bir seridir. 3.(ileri) seviye olan haberleri ve etkinlikleri içermektedir. Faydalı olması dileğiyle...

In this lesson plan, students in grades 3-5 compare imagined travel experiences of their own with the actual experiences of 19th-century pioneers on the Oregon Trail. After the 4 lessons students will have: (1) learned about the pioneer experience on the Oregon Trail; (2) compared and contrasted modern-day travel experiences with those of the 19th century; and (3) synthesized historical data through creative writing. The plan notes subject areas covered (American Literature/Language Arts/United States History), time required to complete the lesson, skills used and taught in the lesson, and lists the standards developed by professional associations or governments that are related to the lesson. Activities to extend the lesson and further resources conclude the lesson plan. (SR)

This lesson plan offers students the opportunity to participate in the three basic economic systems (market, command, and tradition). By working in each of the systems, students will internalize the fundamental values present in each system and will gain insights into the basic advantages and disadvantages of each system. The lesson plan provides objectives; lists materials needed; and outlines a step-by-step procedure. Attached are information sheets about the economic systems, scoreboard sheets, and answers. (BT)

Talks about matter as solid, liquid, and gas.

Lesson Plan Designs dumped with WikiTeam tools.

High School podcasting assignment

Hello Thingiverse. In this design, I have taken the widely popular "Rubik's cube for the blind" and adjusted the files to fit on top of a classic Rubik's Cube. The tiles can be glued on using hot glue or super glue and open a whole new world for people with impaired vision. This model has no special parts or background information needed to put together. I thought that the fully printable version was cool but for people with cheap printers, or little to no DIY experience, this could be easily assembled and used. If you need help on learning how to solve this puzzle, there are many tutorials on YouTube [such as this interactive and clear tutorial](https://www.youtube.com/watch?v=Wf3YgBZMVyw), or to learn at your own pace, try using [this tutorial posted on the Rubik's website](https://www.youcandothecube.com/secret-unlocked/solution-stage-one.aspx). Learning to solve a Rubik's cube can help teach the basics of problem solving, and improve motor skills. It also sharpens memory and quick/critical thinking. Of course this isn't just for blind people; Try to solve it yourself using a blindfold and see how long it takes you! Enjoy!

This research departed from the conditions an Islamic elementary school faces in preparing education planning, especially curriculum design and lesson plan required to adapt to changes, especially in the current pandemic conditions. Therefore, this study aimed to know the adaptability of school principal and teachers in curriculum design and lesson plan during the COVID-19 pandemic. This research used a qualitative approach, while the case study method is used. The data collection process is carried out through observation, interviews, and documentation studies. Then for data validity using triangulation. The data analysis includes data reduction, data display, and conclusion drawing. The subjects of this study were the school principal and the teachers at Al-Istiqlal Islamic elementary school Karawang. The results showed that the COVID-19 pandemic became a momentum for teachers and principals to adapt curriculum design and lesson plan in the 21st century. Various efforts are made in preparing curriculum design, namely making the curriculum essential, compiling learning tools, and preparing digital platforms for teaching and learning activities. The adaptability of school principal in designing curriculum is by creating a primary curriculum. Teachers’ adaptability in making a lesson plan formulated and designed previously by the curriculum team, school principal, and the head of the foundation. It needs to be done because learning activities during the pandemic have changed the learning process and methods; it requires planning for a new curriculum design and lesson plan.

Applied Physics lesson plan 

Lesson plan given to kindergarten students about the states of matter

Lesson-Plan-Williams-Krupp dumped with WikiTeam tools.

Lesson-Plan-Williams-Krupp dumped with WikiTeam tools.

A Brigham Young University physiology professor will no longer be offering students the chance to drink what they think is real urine as part of a class demonstration. Assistant professor Jason Hansen has been told to just explain the lesson next time rather than offering a mixture of water with vinegar and food coloring and calling it urine. Fake urine won't be part of a physiology teacher's lesson plan anymore.Assistant professor at Brigham Young University Jason Hansen's used a combination of vinegar, water, and food coloring to teach about critical aspects of kidney function and urine formation.Even jokingly offering students a chance to drink the fake urine.This year, however, an anonymous student reached out to a Salt Lake City's Fox 13 to complain that the lesson had gone too far.Hansen says he didn't mean to offend anyone, he just wanted the class to learn about the principles of hydration and dehydration.Chair of BYU's department of physiology and developmental biology Dixon Woodbury says Hansen's been told to just explain the lesson rather than offering the mixture of liquids and calling it urine.He adds the requirement of drinking someone else's urine is inappropriate, but because it wasn't required or actual urine, it was considered a learning opportunity.Hansen won't be disciplined.

Funded by Chicago Department of Public Health's STD/HIV/AIDS Public Policy and Programs Division and the Office of Minority Health

This siddur study series offers an introduction to the deeper concepts and relevance of the prayers. It is designed to educate participants of diverse ages and abilities together, to reduce the peer pressure that ordinarily favors the values of popular culture rather than those of Judaism. Parents and other adults are encouraged to learn with and from young people , so together they support one another’s commitment to the Torah vision and path in daily practice.

NeoPopRealism Art Lesson Plan - Happy Mother's / Father's Day greeting card making. Ink pen pattern drawing for educators. http://inkpenpattern.blogspot.com/2013/04/happy-mothers-day-neopoprealist.html

Teching practice reflection

Teching practice reflection

Students will understand the concept of partial fractions and distinguish between proper and improper rational expressions. They will learn to decompose rational expressions into partial fractions with distinct or repeated linear factors using substitution and equating coefficients. Students will verify their results by simplifying the decomposed form back into the original expression.

Students will understand the concept of partial fractions and distinguish between proper and improper rational expressions. They will learn to decompose rational expressions into partial fractions with distinct or repeated linear factors using substitution and equating coefficients. Students will verify their results by simplifying the decomposed form back into the original expression.

Students will understand the concept of partial fractions and distinguish between proper and improper rational expressions. They will learn to decompose rational expressions into partial fractions with distinct or repeated linear factors using substitution and equating coefficients. Students will verify their results by simplifying the decomposed form back into the original expression.

Students will understand the concept of partial fractions and distinguish between proper and improper rational expressions. They will learn to decompose rational expressions into partial fractions with distinct or repeated linear factors using substitution and equating coefficients. Students will verify their results by simplifying the decomposed form back into the original expression.

Students will understand the concept of partial fractions and distinguish between proper and improper rational expressions. They will learn to decompose rational expressions into partial fractions with distinct or repeated linear factors using substitution and equating coefficients. Students will verify their results by simplifying the decomposed form back into the original expression.

Students will understand the concept of partial fractions and distinguish between proper and improper rational expressions. They will learn to decompose rational expressions into partial fractions with distinct or repeated linear factors using substitution and equating coefficients. Students will verify their results by simplifying the decomposed form back into the original expression.

President @realDonaldTrump: We are launching a new pro-American lesson plan for students called the 1776 Commission https://t.co/JzAdLrWJVa Source: https://twitter.com/TeamTrump/status/1311483777667956736 Uploader: Team Trump (Text VOTE to 88022)

a lesson plan to develop a lesson about means of transportation using a blog site

Talks about matter as solid, liquid, and glass.

Gods plan for man revealed from the Bible

This is a brief discussion on the nature of matter, directed to Pre-K-2nd grade levels.