№ lp_2_1_25759
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File size: 1375 KB
This document explains basic algebraic concepts, the definition and properties of integers, and operations on integers, including addition, subtraction, and ordering, through examples and number line illustrations.
Year:
Not specified
Region / city:
Not specified
Subject:
Mathematics
Document Type:
Educational material
Organization / Institution:
Not specified
Author:
Not specified
Target audience:
Not specified
Effective Period:
Not specified
Approval date:
Not specified
Modification date:
Not specified
Price: 8 / 10 USD
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Year:
Not specified
Region / City:
Not specified
Theme:
Mathematics, Card Games
Document Type:
Instructional Game Guide
Organization / Institution:
Not specified
Author:
Not specified
Target Audience:
Players of all ages
Period of Validity:
Not specified
Approval Date:
Not specified
Modification Date:
Not specified
Note:
Description
Year:
2022
Region / City:
New South Wales, Australia
Subject:
Mathematics
Document Type:
Educational Activity
Institution:
NSW Education Standards Authority (NESA)
Author:
NSW Education Standards Authority (NESA)
Target Audience:
Teachers, Students (K-10)
Period of Application:
Ongoing
Date of Approval:
2022
Date of Revisions:
Not specified
Year:
2018 - 2019
Region / City:
Utah Valley
Subject:
College Algebra
Document Type:
Syllabus
Institution:
Utah Valley University
Author:
Utah Valley University Mathematics Department
Target Audience:
High school students and college students
Period of Validity:
2018 - 2019
Approval Date:
N/A
Date of Last Update:
N/A
Year:
2023
Region / City:
Florida
Topic:
Mathematics Education
Document Type:
Instructional Guide
Organization / Institution:
Florida Department of Education
Author:
Not specified
Target Audience:
Educators
Period of Validity:
Ongoing, subject to edits
Approval Date:
Not specified
Date of Amendments:
Not specified
Year:
2020-2021
Region / City:
Utah Valley University
Subject:
Mathematics
Document Type:
Course Syllabus
Institution:
Utah Valley University
Instructor:
Not specified
Target Audience:
High school students and college students
Prerequisites:
Secondary Math 1, 2, and 3 with a C average, or qualifying placement test
Period of Validity:
2020-2021
Approval Date:
Not specified
Date of Amendments:
Not specified
Year:
1800s
Region / City:
N/A
Theme:
Digital Logic Design
Document Type:
Educational Activity
Author:
N/A
Target Audience:
Students, Engineers, Learners in Digital Logic Design
Period of Action:
N/A
Approval Date:
N/A
Date of Changes:
N/A
Context:
This educational document focuses on teaching the principles of Boolean algebra through circuit simplification exercises, targeting learners who are studying digital logic design.
Year:
2023
Region / City:
Georgia
Subject:
Mathematics
Document Type:
Teacher Resource Guide
Institution:
Georgia Department of Education
Author:
Not specified
Target Audience:
High school students and teachers
Period of Action:
August 3 – August 26
Approval Date:
Not specified
Revision Date:
Not specified
Context:
Educational resource document for teaching algebraic concepts and mathematical reasoning, specifically focusing on the relationship between quantities and expressions, designed for high school students.
Year:
2023
Region / City:
New Jersey
Subject:
Mathematics
Document Type:
Educational Framework
Organ / Institution:
New Jersey Department of Education
Author:
New Jersey Department of Education
Target Audience:
Educators, Students
Effective Period:
2023
Approval Date:
Not specified
Date of Changes:
Not specified
Year:
2023
Region / City:
National
Subject:
Mathematics
Document Type:
Instructional Guide
Organization / Institution:
SpringBoard
Author:
Not specified
Target Audience:
Educators, Teachers
Effective Period:
Full academic year
Approval Date:
Not specified
Date of Changes:
Not specified
Year:
2026
Region:
Florida, United States
Subject:
Mathematics
Document type:
Instructional guide
Institution:
Florida Department of Education
Intended audience:
Educators
Curriculum alignment:
B.E.S.T. Standards for Mathematics
Grade level:
9–12
Content focus:
Algebra I
Publication date:
2026
Update status:
Ongoing edits as needed
Course Code:
MATH 120
Course Title:
Linear Algebra with Differential Equations
Academic Term:
Spring 2014–2015
Credit Hours:
3
Lecture Duration:
2 lectures per week, 75 minutes each
Instructor:
Adnan Khan; Sultan Sial
Room Number:
249 SSE
Email:
[email protected]
Telephone:
8015
Secretary/TA:
Shazia Tabassum
Course URL:
http://suraj.lums.edu.pk/~adnan.khan/classes/classes/LinearAlgebra/
Prerequisites:
Math in A Levels, FSc or Equivalent
Assessment Breakdown:
Assignments 9%; Homework 16%; Midterm Examination 35%; Final Examination 40%
Textbooks:
Elementary Linear Algebra (Howard Anton, 9th edition, 2005); Differential Equations with Boundary Value Problems (Dennis Zill and Michael Cullin, 5th edition); A First Course in Linear Algebra (R.A. Beezer, 2010); Linear Algebra and Its Applications (Gilbert Strang, 4th edition)
Software:
MATLAB; WolframAlpha
Topics Covered:
Systems of Linear Equations; Matrices; Determinants; Vector Spaces; Linear Transformations; Inner Products; Eigenvalues and Eigenvectors; Differential Equations
Year:
2024
Region / City:
N/A
Subject:
Algebra
Document Type:
Educational Material
Organization / Institution:
Illustrative Mathematics
Author:
N/A
Target Audience:
Students, Educators
Period of Validity:
N/A
Approval Date:
N/A
Modification Date:
N/A
Year:
10.3.16
Topic:
Mathematics
Type of document:
Exercise sheet
Institution:
Not specified
Author:
Not specified
Target audience:
Students studying algebra
Period of validity:
Not specified
Date of approval:
Not specified
Date of changes:
Not specified
Year:
2012-2013
Region / City:
South Loop
Theme:
Education, Mathematics
Document Type:
Curriculum / Syllabus
Author:
Mr. Wold
Target Audience:
Students
Period of Action:
2012-2013 Academic Year
Approval Date:
Not specified
Modification Date:
Not specified
Class Supplies:
Folder, Notebook, TI-83 or TI-84 Plus Calculator, Ruler, Pencils
Grading Policy:
Daily Assessments, Major Assessments, Homework, Classwork
Homework Policy:
Due next day, late work half credit, absence makeup policy
Behavior Expectations:
Respect, responsibility, and adherence to South Loop Way
Classroom Norms:
Raise hand to speak, respect others, and maintain a productive environment
Course Topics:
Algebra 1
Class Procedures:
Enter quietly, work on PDN, wait for dismissal
Assessment Policy:
Graded on 5-point scale for minor assessments, 100-point scale for major assessments
Year:
2022
Region / City:
Geneseo, Illinois
Subject:
College Algebra
Document Type:
Course Syllabus
Institution:
Black Hawk College
Instructor:
Scott Christensen
Target Audience:
Students enrolled in Math 112, College Algebra
Start Date:
August 17, 2022
End Date:
December 22, 2022
Prerequisites:
Algebra II, teacher recommendation
Grading Scale:
A = (93-100%), B = (85-92%), C = (77-84%), D = (69-76%), F = (<68%)
Assessment Methods:
Homework, quizzes, tests, final exam
Course Format:
In-Person / Google Classroom
Course Location:
GHS #38
Office Hours:
6:30 a.m. – 7:00 a.m. and Math Lab 10:38 a.m. – 11:02 a.m.
Subject:
Algebra 1
Unit:
7
Lesson:
9
Topic:
Quadratic expressions in standard and factored form
Type of document:
Educational lesson material
License:
CC BY NC 2024
Organization:
Illustrative Mathematics®
Educational level:
Secondary mathematics
Key concepts:
Standard form (ax2+bx+c), Factored form, Equivalent expressions, Distributive property, Expanding quadratic expressions
Note:
Year
Subject:
Mathematics
Document Type:
Instructional Guide
Organization / Institution:
Florida Department of Education
Target Audience:
Educators
Note:
Year
Contextual Description:
A document providing detailed examples of the classification of programme and support costs for humanitarian projects.
Year:
2004
Region / city:
Global
Topic:
Marine Warranty, Offshore Construction
Document Type:
Code of Practice
Organization:
Joint Rig Committee
Author:
Unknown
Target Audience:
Marine Warranty Surveyors, Underwriters, Assured
Effective Period:
2004–ongoing
Approval Date:
15 July 2004
Amendment Date:
3 September 2019
) and join the S1NET. For guides with in depth examinations of performance measure definitions, go to:
https://www.milsuite.mil/book/docs/DOC-129783
Table of Contents (Hyperlinks to Sections):
Developing ‘Significant Duties and Responsibilities’ OER Narratives: Notes, Rules, and Instructions OER Narrative Prohibited Techniques, Inconsistencies, No-Go’s: Negative Comment Rules Referred OERs Narrative Comment Examples Block a. APFT and HT/WT Block b. Overall Performance Block c. Character (to include SHARP comments) Block d. Presence Block e. Intellect Block f. Leads Block g. Develops Block h. Achieves Senior Rater Potential Senior Rater Narrative Examples Senior Rater Narrative Comment Examples (for potential, promotion, school, etc.) Successive Assignments Other SR Comments (explanations of anything unusual about OER) Effective Words for Evaluations JUNIOR OFFICER PLATE (DA FORM 67-10-1) NOTE: 2LTs who have NOT completed BOLC, will not receive an OER until they complete BOLC (AC and ARNG; USAR officers can receive an OER before completing BOLC). The FROM date will be their commissioning date. All time until their BOLC graduation will be NONRATED on their first OER. OER PROFILING: OERs: Rater and Senior Rater Profiles are CONSTRAINED, meaning Officers are only allowed to grant 49% of each rank they rate with either an “EXCELS” (as Rater) or “MOST QUALIFIED” (as Senior Rater). HOWEVER, if you have an immature profile, and have only just begun rating/senior rating Officers of a certain rank, you are allowed a ONE TIME option of giving one of the first two evaluations you make at a particular grade, an “EXCELS” (as Rater) or “MOST QUALIFIED” (as Senior Rater). OER (OER SUPPORT FORM) PART III: Developing ‘Significant Duties and Responsibilities’ (blocks a., b., and c.): Refer to DA PAM 611-21 (https://www.milsuite.mil/book/groups/smartbookdapam611-21
) and DA PAM 600-3 (Commissioned Officer Professional Development and Career Management), to assist in the development of PART III, block d. As a minimum, the duty description will include pr:
- Number of personnel supervised, - Amount of resources under the rated officer’s control, - Scope of responsibilities. 3) Descriptions must be clear and concise with emphasis on specific functions required. 4) Note conditions unique to the assignment; e.g. RA officers assigned to FT support duties with RC units or USAR officers assigned to RA units OER NARRATIVES: Notes, Rules, and Instructions Rater and Senior Rater Narratives: - Requires candor and courage; frank and accurate assessment. - Quantify officer’s value relative to peers and do so in concert with rater/senior rater box check. - Are short; tell a simple story about the quality of officer being evaluated. - Are interesting and compelling. - Are looked at by selection board members when they are looking for in-depth information about a rated officer’s performance and potential. - Numbers; 1-10, write them out (e.g. one, two, ten). 11 or higher, write the number; e.g. 11, 15, 105. Exception, when a 1-10 is WITH an 11 or higher; e.g. “5 tool kits with 20 tools each.” - Fashion the narrative to the officer; double check use of “he/his” vs. “she/hers.” - Awards: Awards and/or special recognition received during the rating period may be cited in evaluation comments (for example, “received the Humanitarian Service Medal” or “named the Instructor of the Year”). - Raters and SR CAN use the officer’s name in the narrative; e.g. “1LT Joe was ….” Rater and Rater Narratives: - Focus on PERFORMANCE; explaining what the rated officer did and how well he/she did it. - Focus on specifics to quantify and qualify performance. - Raters should advocate the rated officer to the SR. - When there is no SR (due to lack of qualifications), rater’s narrative provides the input on both performance and potential. Senior Rater (SR) and SR Narrative (see SR Rater Narrative section for examples): - Focus on POTENTIAL, 3-5 years out (promotions, command, school, & assignments). - Can amplify box checks by using the narrative to clearly send the appropriate message to selection boards. - CANNOT mention Box Check. - Additional information for when SR is also Rater can be found in DA PAM 623-3, pg. 26, “DA Form 67–10–1, part VI: block c—Senior Rater Narrative.” OER Narrative Prohibited Techniques, Inconsistencies, No-Go’s: - School/Course Comments: Bullets about how a Soldier did in a school or course are ONLY allowed if that school did not produce an AER/DA Form 1059. - Narratives are not a laundry list of superlatives – more is not necessarily better. - Brief, unqualified superlatives or phrases, particularly if they may be considered trite. - Excessive use of technical acronyms, or phrases not commonly recognized. - Techniques aimed at making specific words, phrases, or sentences stand out from the rest of the narrative; e.g. excessive use of capital letters; unnecessary quotation marks; repeated use of exclamation points; wide spacing between selected words, phrases, or sentences to include double spacing within a paragraph or between paragraphs. - Inappropriate references to box checks; e.g “Would be TOP BLOCK if profile allowed” or “absolutely far exceeded the standard”. - Trying to quantify (e.g. “top 2% of my captains”) with a small population. - Stay in your lane/level; avoid comments like “Best 1LT in the Army” unless you’re the Army CoS. - Stating “the best ever”; having 10 in the population, 50 in the profile. - Using overused phrases and clichés that are counterproductive or overused; e.g. stellar, historic, “delivered a dazzling performance,” “hit the ground running,” consummate professional, and unlimited potential. - Using specific selection board-type language. Examples of this include, “definitely a 6+ Soldier”. - Don’t exaggerate; “If I could prove it, CPT X is an LTC disguised as a CPT.” - Be mindful of what IS NOT said; it can have the same impact as what is said; e.g. NOT having numbers, or quantifiable points. - Don’t say the sa
Note:
en
Topic:
Officer Evaluation, Narrative Guidelines
Document Type:
Guide
Target Audience:
Raters, Senior Raters