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Day: 028

TAP:

Analyze and interpret data presented in charts,

graphs, tables, and other displays

ISAT:

Identify, analyze, and solve problems using

equations, inequalities, functions, and their

graphs

Unit Focus

Exploring Equations and Functions

Instructional Focus

Identify the image and pre-image points and the axis of symmetry of a set of ordered pairs.

(Determine the relationship of coordinates of points reflected over the y-axis, the x-axis, and the

line

y = x.)

Materials

Graph paper

Pins

Educational Strategies/Instructional Procedures

Discuss symmetry and how to determine a line of symmetry (line of reflection). Have students

look at various patterns and determine their line of symmetry. Have students look for other

objects in the classroom with lines of symmetry. Assign two groups to complete each of three

explorations (1, 2, and 3) as follows:

a.

Plot 4 points A, B, C, and D on a coordinate plane and use a pin to poke a hole

through these points.

b.

Fold the paper along the y-axis (Exploration 1) / the x-axis (Exploration 2) / the

line y = x (Exploration 3) and use the pin to poke the image points through the

holes.

c.

102

a.

How are the coordinates of the points A, B; C; and D; similar to the coordinates of the

original pre-image points A, B, C, and D? Which coordinates have the same sign?

Which coordinates have opposite signs?

b.

Explain what it means for the image points to be symmetrical to the pre-image points

with respect to the y-axis / the x-axis / the line y = x.

c.

Let F(a, b) be any point on the coordinate plane. What are the coordinates of the image

of F with respect to the y-axis / the x-axis / the line y = x?

One student from each group will present the groups findings to the class.

Discuss the findings with the class.

Integration with Core Subject(s)

LA:

SC:

Understand the meaning of works in context

Analyze and interpret data

Connections

Enrichment: Have students draw a parallelogram in Quadrant I, reflect that parallelogram over

the line y = x, and determine the coordinates of the vertices of the image parallelogram.

Complete a problem write-up to explain observations. (Students should discover that the line of

symmetry of two points A and A, where A is the image of A, is the perpendicular bisector of

AA .)

Fine Arts: Have students find pictures in newspapers and magazines that show symmetry and

describe the symmetry shown.

Home: Have students keep a record of all assignments. A parent on a weekly basis will sign the

homework record. Have students list the symmetry they have observed in nature.

Remediation: Work with students in small groups on their areas of deficiency.

Technology: Have students use a computer drawing program and explore reflecting polygons

over the x-axis, y-axis and through the origin.

103

Assessment

Teacher observation

Homework

Assign appropriate problems from your text.

Teacher Notes

104

Day: 029

TAP:

Analyze and interpret data presented in charts,

graphs, tables, and other displays

ISAT:

Identify, analyze, and solve problems using

equations, inequalities, functions, and their

graphs

Unit Focus

Exploring Equations and Functions

Instructional Focus

Defining and Determining the Inverse of a Function (Using the Horizontal Line Test to

Determine Whether the Inverse is also a Function)

Materials

Graph paper

Classroom set of graphing calculators

Blue and red pens

Overhead projector

Overhead graphing calculator

Educational Strategies/Instructional Procedures

Review previous days homework and answer students questions.

Have each group answer the following questions:

Write the following chart on the chalkboard or overhead projector:

Pre-image

(4, 3)

(3, 2)

(1, -3)

(5, -7)

Image

(-1, 5)

(-3, 2)

y-axis

x-axis

y=x

(5, 7)

105

Have students work in groups of four to complete the following exploration to determine the

inverse of a function. Distribute a different set of numbers to each group, as shown below. The

points should be plotted in red, the reflection points in blue.

Group A: f = {(-3, 3), (-2, 2), (1, 1), (-4, -2)}

Group B: f = {(5, -2), (-4, 1), (-1, 2), (3, 3)}

Group C: f = {(-2, 4), (3, -2), (-1, 1), (3, 2)}

Group D: f = {(4, -2), (-3, 2), (-1, -2), (2, 3)}

Group E: f = {(-3, 1), (4, -2), (-3, -3), (1, 4)}

Group F: f = {(-2, 3), (4, -2), (-2, -1), (3, 1)}

Have each group complete an x, y table for the given function in blue and a corresponding x, y

table for the set of reflection points in red. (Students should discover that the coordinates of the

red points are the reverse of the coordinates of the blue points.)

Define and discuss the inverse of a function f 1.

Write the following instructions on the overhead.

f = {(-2, -4), (-1, 0), (1, 2), (2, 4)}

g = {(3, 4), (2, 1), (4, 0), (1, 4)}

Have the students find the inverse of each function and determine whether the inverse is also a

function.

Given f(x) = 2x + 3, students will:

a. Find f 1.

b. Graph f and f 1 on the same coordinate plane, as well as the line Y1 = x.

c. Use TRACE to find f (-1) and f 1 (b) = a.

Integration with Core Subject(s)

LA:

SC:

Understand the meaning of words in context

Analyze and interpret data

Connections

Enrichment: Challenge students to identify the equation of an absolute value function from its

graph, which is translated.

106

Fine Arts:

Home: Have students keep a record of all assignments. A parent on a weekly basis will sign the

homework record.

Remediation: Work with students in small groups on their areas of deficiency.

Technology:

Assessment

Evaluate the groups paragraphs using the Structured Curriculum Scoring Rubric.

Homework

Assign appropriate problems from your text.

Teacher Notes

Suggested activity: Class discussion about the horizontal line test on graphing calculators.

Solutions to problems in Educational Strategies:

Pre-image

(4, 3)

(-1, -5)

(3, 2)

(1, -3)

(5, -7)

Image

(-4, 3)

(-1, 5)

(-2, 3)

(3, 1)

(5, 7)

Reflections:

Group A: f = {(3, 3), (2, -2), (1, 1), (-2, -4)}

Group B: f = {(-2, 5), (1, -4), (2, -1), (3, 3)}

Group C: f = {(4, -2), (-2, 3), (1, -1), (2, 3)}

Group D: f = {(-2, 4), (2, -3), (-2, -1), (3, 2)}

Group E: f = {(1, -3), (-1, 4), (-3, -3), (4, 1)}

Group F: f = {(3, -2), (-2, 4), (-1, -2), (1, 3)}

107

y-axis

x-axis

origin

y=x

x-axis

g = {(4, 3), (1, 2), (0, 4), (4, 1)} not a function

f (x) = 2x+3

a) f -1y =

x 3

2

b)

c) f (-1) = 1

f 1 (1) = -2

108

Day: 030

TAP:

Analyze and interpret data presented in charts,

graphs, tables, and other displays

ISAT:

Identify, analyze, and solve problems using

equations, inequalities, functions, and their

graphs

Unit Focus

Exploring Equations and Functions

Instructional Focus

Defining and Describing the Relationship Between Dependent and Independent Variables

(The Composition of Functions)

Materials

SoakEm Company Project

Graph paper

Classroom set of graphing calculators

Overhead graphing calculator

Overhead projector

Handout 3.3

Educational Strategies/Instructional Procedures

Have the students complete the following:

Evaluate each function for x = 2, x = 1, and x = 0

g (x) = x3 3x

x +1

h (x) =

3

Review previous days homework and answer students questions.

Develop the idea of composition of two functions by placing one function into the other. Use the

same f (x) and g (x) for x = 4, 2, 0, 3 to find f (g (x)) and g (f (x)).

Have the students work in groups of four. Assign Exploration 1 on the commutativity of

compositions to one-half of the groups; assign Exploration 2 on inverses of functions (Hand-out

109

3-3 to the other half of the groups. Selected students from each group will present the groups

findings to the whole class.

Integration with Core Subject(s)

LA:

SC:

Understand the meaning of words in context

Analyze and interpret data

Connections

Enrichment:

Fine Arts:

Home: Have students keep a record of all assignments. (The homework record will be signed

by a parent on a weekly basis.)

Remediation: Work with students in small groups on their areas of deficiency.

Technology:

Assessment

Find the inverse of each function:

1. f(x) = {(2, 2), (1, 4), (2, 18), (3, 2)}

1

1+ x2

3

3. h (x) = ( x + 2)

4

2. g (x) =

Solutions:

1. f 1 ( x ) = {( 2,2),(4,1),(18, 2),( 2, 3)}

1 x

x

4x 6

h 1 ( x ) =

3

2. g 1 ( x ) =

3.

110

Homework

Assign from your text appropriate problems on the composition of functions.

Groups will complete the Soak Em Company project, due the day of the End-of-Unit

Assessment (approximately one week). One write-up is required per group. Allow some time

each day for students to work on this project.

Teacher Notes

Remind students they have one week to complete the Soak Em activity.

Solutions to Educational Strategies problems:

g ( x ) = x 3 3x

g ( 2) = ( 2) 3 3( 2) = 2

g (1) = (1) 3 3(1) = 2

g (0) = (0) 3 3(0) = 0

x +1

h ( x) =

3

2 + 1

1

h ( 2 ) =

=

3

3

1+1 2

h (1) =

=

3

3

0 +1 1

h (0) =

=

3

3

Solutions to Explorations 1:

1. f (g (x)) = -0.5x + 1

g (f (x)) = 0.5 (-x + 1)=-0.5x + 0.5

See student response for comparison

2. g (h(x)) =

0.5 x 1

x 1

=

2

4

h ( g ( x )) =

0.5x 1

2

See student response for comparison

111

3. See student responses for problem #3. Students should come to the conclusion that the

functions are not commutative.

Solutions to Exploration 2:

bg

1. f (x) = 3x+ 1; f 1 x =

x 1

3

h ( x) =

x + 2 1

; h ( x ) = 3x 2

3

2. a.

c. f (f 1 (x)) = x ; f 1 (f (x)) =x

d. The graphs are the same.

3.

c. h (h 1 (x)) = x; h 1 (h (x)) = x

d. The graphs are the same.

4. They are all the same.

5. x

112

1. y = -2x + 4010

or

2.

3. The percentage in 1992 is 26%

Part II

4. y = 4x-7972

5. See graph above.

Part III

6. y = 2x + 3 or f (x) = 2x + 3

7. The compostion of y and y

; f (x) = 2x + 3

Part IV

8. a. Park A

b. Park B

c. Park C

9.

y = -4 x+ 8029.5

y = 6.5x 12942

y = -2.5x + 5012.5

10.

113

(x ) =

x 3

.

2

Handout 3.3

Given: f(x) = x + 1; g(x) = 0.5x; h(x) =

x 1

2

Exploration 1:

1) Find the compositions f (g(x)) and g(f(x))

Compare these compositions. How are they alike? How are they different?

2) Find the compositions g (h (x)) and h (g (x))

Compare these compositions. How are they alike? How are they different?

3) Do you think the composition of functions is commutative? Why or why not?

bg

f x = 3x + 1; h( x ) =

x+2

3

Exploration 2:

1) Find the inverse functions for f and h.

2) Graph f and f -1 on the same coordinate plane. What is the equation of the axis of symmetry

of these two graphs?

Find f (f -1(x)) and f -1(f (x).

How do f (f -1(x)) and f -1(f (x)) compare with the equation of their axis of symmetry?

3) Graph h and h -1 on the same coordinate plane. What is the equation of the axis of

symmetry of these two graphs?

Find h (h -1(x)) and h 1 (h (x))

How do h (h -1(x)) and h -1(h (x)) compare with the equation of their axis of symmetry?

4) Graph the line y = x. How does this graph compare with the graphs of the axes of

symmetry you found in Steps 2 and 3?

5)

What do you think is the composition of any function and its inverse?

114

Soak Em Project

Unit 3 Project

The SoakEm Company operates three water parks in the Midwest. Over the last three years, the

company has noticed a number of trends concerning its business. You have been hired as a

consultant to analyze these trends and to devise the best way to increase the companys revenues.

To do this, you will use various types of functions and their graphs.

Part I:

Overall, the percentage of the entertainment dollar spent on participant sports in the Midwest is

on steady decline. Table 1 summarizes this trend.

Year

1994

1995

1996

1997

Table 1

% of entertainment dollar

spent on participant sports

22

20

18

16

2. Use the coordinate grid to graph this function.

Use 1990 as the 0 point on the x-axis.

3. If the percentage is symmetrical about the year 1994, what was the percentage in 1992?

_________________________________________

115

Part II:

Suppose participant sports regain their popularity during the next three years and raise their share

of the entertainment dollar to 28%.

4. Express this percentage as a function of time for the years 1997-2000.

______________________________________________________

5. Graph this function on the same grid you used in Part I.

______________________________________________________

Part III:

Another trend in the participant sports industry is the loss of percentage of young female

participants. At this time, the percentage of young male participants is three more than twice the

percentage of young female participants.

6. Express the percentage of young male participants as a function of young female participants.

_________________________________________________________

7. What corrective function will equalize these percentages?

_________________________________________________________

Part IV:

The SoakEm Company operates three parks in the Midwest. Table 2 shows the admissions year

by year to each park as a percentage of the companys total admissions.

Park A

Park B

Park C

Table 1

1994

1995

50

55

20

25

30

20

1996

45

30

25

1997

40

40

20

8. Express each parks share of the companys total admissions as a function of time.

a. Park A___________________

b. Park B___________________

c. Park C___________________

116

9. Use the coordinate grid to graph each function, each in a different color.

Again, use 1990 as the 0 point on the x-axis.

Part V:

Soak Em charged $15 per person for admission in 1994. Every year after that, through 1997, the

price increased by $3. From 1998 through 2002, the price will remain constant.

10. Use the coordinate grid to graph this step function for t = 0 to t = 8, with 1994 as t = 0.

117

Day: 031

TAP:

Analyze and interpret data presented in charts,

graphs, tables, and other displays

Identify, analyze, and solve problems using

equations, inequalities, functions, and their

graphs

Unit Focus

Exploring Equations and Functions

Instructional Focus

Defining and Describing the Relationship Between Dependent and Independent Variables

(The Composition of Functions)

Materials

Educational Strategies/Instructional Procedures

Review previous days homework and answer the questions.

Present the following problem:

Bargain Town is offering a cash rebate of $15 with a 10% discount of its best-selling

compact disc player. If you were planning to buy this CD player, which option would

result in the lower price, taking the $15 rebate first and then the 10% discount or taking

the 10% discount first and then the $15 rebate?

Let x = price of CD player

Let D(x) = discount function

10% discount is the same as paying 90% of the price, so R(x) = 0.9x

Let R(x) = rebate function (price less $15), so R(x) = x-15

a. find R(D(x))

b. find D(R(x))

Which results in a lower selling price?

118

Solution:

R(D(x)) = .9x-15

D(R(x)) = .9x-13.5

R(D(x)) gives a better price.

Have the students begin their homework and monitor their progress.

Integration with Core Subject(s)

LA:

SC:

Understand the meaning of words in context

Analyze and interpret data

Connections

Enrichment: Have students find a sale item from the newspaper and try the class example to see

if it works. If class time permits have students present their findings.

Fine Arts:

Home: Have students keep a record of all assignments. (The homework record will be signed

by a parent on a weekly basis.)

Remediation: Work with students in small groups on their areas of deficiency.

Technology:

Assessment

Teacher observation

Homework

Assign appropriate problems from your text.

Teacher Notes

119

Day: 032

Correlations (SG,CAS,CFS):

TAP:

Analyze and interpret data presented in charts,

graphs tables, and other displays

Identify, analyze, and solve problems using

equations, inequalities, functions, and their

graphs

Unit Focus

Exploring Equations and Functions

Instructional Focus

Defining and Graphing Translations, Reflections, and Scalar Transformations of the Absolute

Value Function (Solving Equations Involving Absolute Value Symbols by Using Graphing and

Algebraic Methods)

Materials

Graph paper

Classroom set of graphing calculators

Overhead graphing calculator

Overhead projector

Educational Strategies/Instructional Procedures

Review previous days homework.

Instruct the students to graph the function y = |x| by first completing an x, y table.

Have students identify characteristics of the graph (Expected responses: Domain = all real

numbers; Range = all real numbers such that y0; the graph is that of a function; axis of

symmetry is the y-axis; minimum point is (0,0), V-shaped).

A: f(x) = |x| + 1

B: f(x) = 2|x|

C: f(x) = 3|x|

g(x) = |x +1|

g(x) = |x|

g(x) = -3|x|

120

Solutions:

3

y = |x|

x y = |x|

-3

3

-1

1

0

0

1

1

3

3

2

1

-3- 2

A: f(x) = |x| + 1

-1

1

-1

g(x) = |x + 1|

10

8

6

f(x) = |x| + 1

4

2

g(x) = |x +1|

-5

-4

-3

-2

-1

-2

-4

-6

-8

-10

B: f(x) = 2|x|

g(x) = |x|

6

5

4

3

2

1

-6

-5

-4

-3

-2

-1

-1

-2 1

-3

-4

-5

121

C: f(x) = 3|x|

g(x) = -3|x|

12

10

8

6

4

2

-6

-5

-4

-3

-2

-1

1

-2

-4

-6

-8

-10

LA:

SC:

Understand the meaning of words in context

Analyze and interpret data

Connections

Enrichment:

Fine Arts:

Home: Students will keep a record of all assignments. The homework record will be signed by

a parent on a weekly basis.

Remediation: Work with students in small groups on their areas of deficiency.

Technology:

Assessment

Teacher observation

122

Homework

Assign appropriate problems from your text.

Teacher Notes

Remind students that Chapter Projects are due tomorrow.

123

Day: 033

TAP:

Analyze and interpret data presented in charts,

graphs, tables and other displays

Identify, analyze, and solve problems using

equations, inequalities, functions, and their

graphs

Unit Focus

Exploring Equations and Functions

Instructional Focus

Defining and Graphing the Greatest Integer Function

Materials

Copies of sales tax table

Educational Strategies/Instructional Procedures

Review previous days homework and answer students questions.

Distribute copies of a tax table and direct students to create an x, y table and a graph of sales tax

on amounts up to and including $2.00.

Discuss a step function.

Present and discuss:

greatest-integer function

Examples:

[4]=4

[7.4] = 7

[ 5]=2

[] = 3

=4

2.6 = 3

6.7 = 7

least-integer function

Examples:

4.17 =5

124

LA:

SC:

Understand the meaning of words in context

Analyze and interpret data

Connections

Enrichment: What is the cost of a phone call that lasts 4 minutes 37 seconds from Chicago to

Los Angeles if the charge is 27 cents per minute?

Fine Arts:

Home: Have students keep a record of all assignments. (The homework record will be signed

by a parent on a weekly basis.) Calculate the per minute cost of any long distance calls made by

a family member.

Remediation: Work with students in small groups on their areas of deficiency.

Technology: Have students explore least-integer and greatest-integer functions on a graphing

calculator.

Assessment

Teacher observation

Homework

Assign appropriate problems from your text.

Teacher Notes

125

Day: 034

TAP:

Analyze and interpret data presented in charts,

graphs, tables, and other displays

Identify, analyze, and solve problems using

equations, inequalities, functions, and their

graphs

Unit Focus

Exploring Equations and Functions

Instructional Focus

Reviewing Equations and Functions

Materials

Educational Strategies/Instructional Procedures

Review previous days homework and answer students questions.

Review Unit Three using a review format from Appendix C.

Integration with Core Subject(s)

LA:

SC:

Understand the meaning of words in context

Analyze and interpret data

Connections

Enrichment:

Fine Arts:

Home: Have students keep a record of all assignments. (The homework record will be signed

by a parent on a weekly basis.)

Remediation: Assign appropriate review problems from Unit Three

Technology:

126

Assessment

Teacher observation

Homework

Review class notes and homework.

Teacher Notes

Remind students that chapter projects are due tomorrow.

Prepare copies of the Unit Three Assessment.

127

Day: 035

TAP:

Analyze and interpret data presented in charts,

graphs, tables, and other displays

Identify, analyze, and solve problems using

equations, inequalities, functions, and their

graphs

Unit Focus

Exploring Equations and Functions

Instructional Focus

Assessing Equations and Functions

Materials

Copies of the Unit Three Assessment

Educational Strategies/Instructional Procedures

Administer the Unit Three Assessment.

Collect chapter project (Soak Em Company).

Integration with Core Subject(s)

LA:

SC:

Understand the meaning of words in context

Analyze and interpret data

Connections

Enrichment:

Fine Arts:

Home:

Remediation:

128

Technology:

Assessment

Evaluate the Unit Three Assessment and Soak Em Company activity using the Structured

Curriculum Scoring Rubric.

Homework

Teacher Notes

Solutions to Unit 3 Assessment:

1. f ( g ( x)) = 2( x 2 3) + 1

= 2x 2 6 + 1

= 2x 2 5

2. g ( f ( x)) = (2 x + 1) 2 3

= 4x 2 + 4x + 1

(No; f(g(x)) and g(f(x)) do not have the same

solutions.)

3. y = 2 x

4. x 1

7. f ( g ( x)) = 3( x 1) 2

8. g( f (x)) = 4(6x 2)

x = 4 = 24x 8

f (g(4)) = 24(4) 8

= 96 8

= 88

= 3( x 2 x + 1)

2

= 3x 2 6 x + 3

x = 1 3(1) 6(1) + 3

= 36+3

f ( g (1) = 0

9. (1,0) 2,3) (5,4) (9,6) (10,-1)

function

11. yes

3

13. y = x

2

6 1

10. (3,2) (-3,-3) (3,4) (9,8) ( , )

7 2

not a function

12. yes

14. y = x 1

15. y = -2x + 6

slope = -2

129

Unit 3 Assessment

1. Find f (g(x) ) when f (x) =2x +1 and g(x) = x 2 3 .

2. Is the solution from problem #1 the same as g (f (x))? What is the solution of

g (f (x))?

3.

4.

5. Graph each pair of equations on the same coordinate plane. Discuss the similarities in the

two graphs:

y = 2[x ]

y = 2[x ]

6. Give a real - world example where the step function would apply.

130

9. (0,1) (3,2) (4,5) (6,9) (-1,10)

1 6

10. (2,3) (-3,3) (4,3) (8,9) ( , )

2 7

f ( x) = 2 x + 1

11.

x +1

g ( x) =

2

f ( x) = 6 x + 1

12.

4x 1

g ( x) =

6

2

13. f ( x) = x

3

14. y=x+1

15. Graph the equation 2x+y=6. What is the slope of this graph?

131

Day: 036

TAP:

Analyze and interpret data presented in charts,

graphs, tables, and other displays

Identify, analyze, and solve problems using

equations, inequalities, functions, and their

graphs

Unit Focus

Exploring Equations and Functions

Instructional Focus

Assessing Equations and Functions

Materials

Copies of the Unit Three Assessment

Educational Strategies/Instructional Procedures

Return the Unit Three Assessment and review the solution with the students.

Have the students write an essay in which they reflect upon Unit Three. Invite the students to use

the following questions as guidelines for writing their essays:

1.

2.

3.

4.

5.

6.

Did I do my best?

What gave me the most difficulty?

Where do I need the most help?

What methods or recourse did I use to improve myself?

What would I do differently next time?

What activities did I enjoy the most?

Remind students that an essay has a minimum of three paragraphs: introduction, body, and

conclusion.

132

LA:

SC:

Understand the meaning of words in context

Analyze and interpret data

Connections

Enrichment:

Fine Arts:

Home:

Remediation:

Technology:

Assessment

Teacher observation

Homework

Have students select three samples of their work to place in their portfolio, then write an

explanation as to why each piece was selected.

Teacher Notes

Read student essays.

133

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