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Smallest The Dragonboy Megan Sheridan, Sam Brannan Middle School *This is a two-period lesson.
Day 6 & 7
Opener/Preview: Quickwrite on page 118 of HOLT Literature book: "Have you ever wanted to do something that you thought would be too hard or that someone said you couldn't do? What motivated you to overcome your di...

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UC Davis - SS - 0708

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UC Davis - SS - 0708

A Rice Sandwich Megan Sheridan, Sam Brannan Middle SchoolDay 10Opener: G.U.M (grammar, usage, and mechanics) Review: Students will complete the review worksheet by identifying the four levels of grammar in the provided sentences from the short st

UC Davis - SS - 0708

Chapter Two: REVIEW 14 Megan Sheridan, Sam Brannan Middle SchoolDayOpener/Preview: GUM Review: Students receive a GUM worksheet with three sentences and prompts to write the definitions of the four sentence types. Students are given 5 minutes to

RIT - MXG - 4885

Maegan Gindi Display and Exhibition Design Museum/Gallery Journal Entry The Dyer Arts Center The Dyer Arts Center is located at the National Technical Institute of the Deaf. The current exhibit was a retrospective of Betty G. Millers creations. She i

BU - MA - 341

Boston University Summer I 2009MA341 Number Theory Kalin KostadinovLecture 4 (29 May 2009)Close Encounters with the Prime NumbersThe innitude of primes. Have you ever played the game who could name the largest number? It must have been a long

BU - MA - 341

Boston University Summer I 2009Number Theory Kalin KostadinovHomework No.5Bstudent: due 06/08/2009Problem A: Prime divisors. 1) The integer 1236 -1 has the number p = since . as one of its odd prime divisors,2) The integer 123424 - 1 has the

BU - MA - 341

Boston University Summer I 2009Number Theory Kalin KostadinovQuiz IIstudent: 05/29/2009Question 1: Using the p -criterion, list all the rational numbers that can be q roots of the equation 6x8 - 7x5 + 13x2 - 5x - 4 = 0.Question 2: A diophant

BU - MA - 341

Boston University Summer I 2009MA341 Number Theory Kalin KostadinovWorkshop 1- Building on the Axioms. The First ProofsThe goal of this workshop was to organize our experience with the common integers and their properties in a concise manner. We

BU - MA - 124

Summer I 2004 KostadinovMA124 Calculus II Boston UniversityGrades from HomeworksHw1 Hw2 Hw3 Hw4 Hw5 Hw6 Hw7 Hw8 Hw9 Hw10 5/20 5/25 5/27 6/1 6/3 6/8 6/15 6/17 6/22 6/24 5/25 5/27 6/1 6/3 6/8 6/10 6/17 6/22 6/24 6/29 95 80 0 75 70 100 50 0 75 0 85

BU - MA - 124

Summer Term I KostadinovMA124 Calculus II Boston UniversityHomework No.6Assigned: Tuesday, June 8. Due: Thursday, June 10.Problem 1: Graph the curve and find its exact length - 6, 7, 8. (Section 6.3 Exercises, to be found on page 471) Problem

BU - MA - 124

Summer Term I KostadinovMA124 Calculus II Boston UniversityHomework No.8Assigned: Thursday, June 17. Due: Tuesday, June 22.Problem 1: Differential equations. Exercises 8, 9, 10 on page 538. Exercises 5 - 8 and 9, 10 on page 558. Problem 2: Seq

BU - MA - 124

Summer I 2004 KostadinovMA124 Calculus II Boston UniversityResults from Exam 1Pr1 Pr2 Pr3 Pr4 Pr5 Pr6 Pr7 Pr8 Pr9 Pr10 SID#100 05 09 31 42 50 52 57 61 65 71 73 75 80 Mean Median Max Min 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 1

BU - MA - 124

Summer I 2004 KostadinovMA124 Calculus II Boston UniversityAdjusted Grades from Quizzes 11-20Date SID#100Qz11 Qz12 Qz13 Qz14 Qz15 Qz16 Qz17 Qz18 Qz19 Qz20 6/14 6/15 6/16 6/17 6/21 6/22 6/23 6/24 6/28 6/29 78 84 86 86 83 70 70 74 88 69 58 44 4

BU - MA - 124

Summer Term I KostadinovMA124 Calculus II Boston UniversityQuiz No.17student:Problem 1: State the Ratio Test for convergence.Problem 2: Give the definition for what it means for a sequence to have a limit 0.Problem 3: Give four examples -o

BU - MA - 124

Summer Term I KostadinovMA124 Calculus II Boston UniversityQuiz No.16student:Problem 1: Write the formula for the sum of the first n terms of the geometric progression 1, r, r2 , r3 . . .Problem 2: Give an example of a nonconstant sequence t

BU - MA - 124

Summer I 2004 KostadinovMA124 Calculus II Boston UniversityQuiz No. 16 - Results Mean 53; Median 56; Maximal 81; Minimal 13;SID#100 05 09 31 42 50 52 57 61 65 71 73 75 80 Problem Total Pr1 5 0 0 0 0 10 0 0 0 0 0 10 0 25 Pr2 1 0 10 0 0 10 0 0 0 0

BU - MA - 124

Summer Term I KostadinovMA124 Calculus II Boston UniversityQuiz No.12student:Problem 1: Write two differential equations.Problem 2: Which of the following differential equations are linear: a) y = ex + y b) y = y + y 2 c) sin(y ) = cos(y + x

BU - MA - 124

Summer Term I KostadinovMA124 Calculus II Boston UniversityQuiz No.11student:Problem 1: Write two equations.Problem 2: Give an example of an identity:Problem 3: Draw, by hand, a rough sketch of the graph of the following functions: y = x2

BU - MA - 124

Summer I 2004 KostadinovMA124 Calculus II Boston UniversityQuiz No. 9 - Results Mean 56; Median 57; Maximal 78; Minimal 28;SID#100 05 09 31 42 50 52 57 61 65 71 73 75 80 Problem Total Pr1 10 10 10 10 9 10 10 10 5 10 10 10 10 124 Pr2 10 10 10 10

BU - MA - 124

Summer Term I KostadinovMA124 Calculus II Boston UniversityQuiz No.6student:Problem 1: Evaluate the definite integral/6cos(3x) dx0Problem 2: Evaluate the indefinite integral xex dxProblem 3: Evaluate the indefinite integral ln(x) dxP

BU - MA - 124

Summer Term I KostadinovMA124 Calculus II Boston UniversityQuiz No.4student:Problem 1: Evaluate the indefinite integral using integration by parts: xex dxProblem 2: Evaluate the indefinite integral using integration by parts: x sin(x) dxPr

BU - MA - 124

Summer I 2004 KostadinovMA124 Calculus II Boston UniversityQuiz No. 4 - Results Mean 51; Median 62; Maximal 90; Minimal 9;SID#100 05 09 31 42 50 52 57 61 65 71 73 75 80 Problem Total Pr1 10 10 10 10 10 10 0 1 10 1 10 10 10 102 Pr2 5 10 5 9 10 10

BU - MA - 124

Summer Term I KostadinovMA124 Calculus II Boston UniversityQuiz No.3student:Problem 1: Let F (x) = sin (x2 + 1). Find a function f (u), and a function u(x), such that F (x) = f (u(x).Problem 2: Let F (x) = 2ln 3x . Find a function f (u), and

BU - MA - 124

Summer I 2004 KostadinovMA124 Calculus II Boston UniversityQuiz No. 2 - Results Mean 69; Median 72; Maximal 95; Minimal 21;SID#100 05 09 31 42 50 52 57 61 65 71 73 75 80 Problem Total Pr1 1 10 10 10 7 10 10 1 10 7 10 10 0 96 Pr2 10 10 10 9 4 5 3

Rutgers - MATH - 551

MATH 551 HOMEWORK 6SOLUTIONS(1) Hungerford II.4.9 Suppose that G/C(G) is cyclic, generated by aC(G). Let H = a be the subgroup of G generated by a. Then HC(G) = G, since every left coset of C(G) has the form ak C(G) for some k. Also, H C(G) = {e}

Mississippi State - EE - 3724

File format:byte 0: format number that determines file formatbytes 1,2: # of records (16-bit number , little endian)bytes: 3 to end - recordsFile formats:format 0: byte data (1 record = 1 byte)format 1: 16 bit integers, little endian (1

Allan Hancock College - COMP - 4100

ConversionsxConversionsxA conversion is an inference rule which maps a term t to a theorem |- t = t'. An example is the primitive -conversion ruleBETA CONV: (v. N) M = N[M/v]which maps (\v.N)M to |- (\v.N)M = N[M/v].xKey ideas behind conv

BYU - CE - 270

Grading Spreadsheet CE En 270 - Brigham Young University 20 ID Name HW1 Darcy, Marcy Franks, Freddy Hyatt, Wyatt Johnson, John Marks, Mike Morton, Mary Nichols, Nichole Orton, Orrin Parks, Pamela Smart, Bart Thomas, Tammy Walker, Jay White, Bob Wilso

BYU - CE - 270

Concrete Estimator, Version 1 CE En 270 - Brigham Young University Prices Concrete: Rebar: 140 per yd^3 1.6 per ft Rebar L [ft] 80 96 24 48 40 32 15 12 600 48 24 96 8 64 1 90 196 240 24 96Item #Concrete L [ft] W [ft] Ht [ft] Vol [ft^3] Vol.[yd^3]

BYU - CE - 270

Grading SpreadsheetCE En 270 Brigham Young University 20 HW1 14 12 12 13 11 0 15 14 3 10 4 8 16 7 20 0.0 10.6 20.0 ID 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Name Darcy, Marcy Franks, Freddy Hyatt, Wyatt Johnson, John Marks, Mike Morton, Mary Nichols,

BYU - CE - 270

Concrete Estimator, Version 2CE En 270 - Brigham Young University Concrete Ht [ft] Vol [ft^3] 0.5 20 0.5 24 0.5 6 1 24 1 20 0.75 12 1 7.5 1 6 0.33 99 0.5 12 0.33 3.96 0.5 24 1 4 0.5 16 1 0.5 0.5 22.5 1 98 0.33 39.6 0.33 3.96 0.5 24 Rebar Vol.[yd^3]

BYU - CE - 270

Projectile TrajectoryCE En 270 - Brigham Young UniversityYangle (a): velocity (v): gravity (g): range (r): height (h): total time (t): ti 0 1 2 3 4 5 6 7 8 9 10Instructions: 1. Create names for the six cells at the top of the spreadsheet. 2. Ent

BYU - CE - 270

Advanced Grading SpreadsheetCE En 270 - Brigham Young University 20% 135 HW Total 86.5 59.0 77.0 71.9 86.4 75.3 80.7 66.1 79.3 77.9 66.2 62.1 68.2 73.3 68.2 59.0 73.2 86.5 25% 100 Exam 1 85.1 95.6 91.4 50.9 81.7 69.9 94.5 72.5 70.1 86.7 53.3 71 61.5

BYU - CE - 270

Concrete Estimator, Version 2CE En 270 - Brigham Young University Concrete Ht [ft] Vol [ft^3] 0.5 20 0.5 24 0.5 6 1 24 1 20 0.75 12 1 7.5 1 6 0.33 99 0.5 12 0.33 3.96 0.5 24 1 4 0.5 16 1 0.5 0.5 22.5 1 98 0.33 39.6 0.33 3.96 0.5 24 Rebar Vol.[yd^3]

BYU - CE - 270

Manning's Equation: Circular ChannelCE En 270 Brigham Young University Radius (r): Diameter (D): Depth (y): Roughness (n): Units(u): Slope(So): Alpha (a): Area(A): Wet Perim (Pw): Hyd. Rad (Rh): Q: 2.00 4.00 2.02 0.02 1.49 0.00 3.16 6.35 6.31 1.00

BYU - CE - 270

Projectile Trajectory, RevisitedCE En 270 - Brigham Young Universityangle (a): velocity (v): gravity (g): 15 2500 32.2 [degrees] [ft/s] [ft/s^2]range (r): 97049.7 [ft] height (h): 6501.1 [ft] total time (t): 40.2 [sec] t 0.00 4.02 8.04 12.06 16.0

BYU - CE - 270

Projectile Trajectory, RevisitedCE En 270 - Brigham Young Universityangle (a): velocity (v): gravity (g): 15 2500 32.2 [degrees] [ft/s] [ft/s^2]Y v h r Xrange (r): 97049.7 [ft] height (h): 6501.1 [ft] total time (t): 40.2 [sec] t 0.00 4.02 8.0

Allan Hancock College - COMP - 4100

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Iowa State - SOC - 640

UNC - GEOG - 090

Sigma NotationThe mathematical notation that is used most often in the formulation of statistics is the summation notation The uppercase Greek letter (sigma) is used as shorthand, as a way to indicate that a sum is to be taken: i=nxi i=1The no

UNC - GEOG - 090

Inferential Statistics Our objective is to make a statement with reference to a parameter describing a population, once we have calculated the corresponding statistic from our sample (i.e. we want to make use of good statistical practice in conjunct

UNC - GEOG - 090

Inferential Statistics Our objective is to make a statement with reference to a parameter describing a population, once we have calculated the corresponding statistic from our sample (i.e. we want to make use of good statistical practice in conjunct

UNC - GEOG - 090

For the next few lectures, we're going to look at various test statistics that are formulated to allow us to test hypotheses in a variety of contexts: In all cases, the hypothesis testing approach uses the same multi-step process: 1. State the null

UNC - GEOG - 090

For the next few lectures, we're going to look at various test statistics that are formulated to allow us to test hypotheses in a variety of contexts: In all cases, the hypothesis testing approach uses the same multi-step process: 1. State the null

UNC - GEOG - 090

From Descriptive to InferentialWe have concluded the portion of the course which deals with descriptive statistics, and shortly we will start looking at inferential approaches But before we do so, we have to look at some aspects of the data we use,

UNC Charlotte - STAT - 3140

UNC Charlotte - STAT - 3140

1 1.8 5 12 4.2 5.4 4.23 8.6 4.6 4.21 2 7 1 10 33.332 4 8 4 16 85.333 9 6 4 19 120.33239H= correction for ties K= df = K - 1 p - value9.83 0.97 3 2 0.0110.171 1.8 4.2 4.2 4.2 4.6 5 5.4 8.61 2 5 5 5 6 7 8 91 1 3 3 3 1 1 1 11 2

UNC Charlotte - STAT - 3140

Kruskal-Wallis Using Excel Refer to the spreadsheet KW This contains on sheet1 the data for a one factor design, the factor has three levels: 1,2, 3. We want create an array beside it, say, starting in cell e1, that has the ranks of the scores. Creat

UNC Charlotte - STAT - 3140

1 12 3 5 -1 12 52 7 17 13 11 7 173 8 1 7 4 3 74 21 10 15 12 20 65 24 13 14 18 14 19Anova: Single Factor SUMMARY Groups Count 3 1 2 4 5tcrit LSD =2.06 5.47Sum 6 6 6 6 6 30 36 72 84 102Average 5 6 12 14 17Variance 7.6 26.4 20.4 34 1

UNC Charlotte - MATH - 3141

Assigned problems for chapter 6. pp. 141 142 : 1, 3, 6 pp. 149 - 150: 2, 4, 6, 10, 11, 12 p. 155: 2 pp. 159 160: 2, 3, 6, 9 p. 165: 5 pp. 172 173: 1, 3, 10

UNC Charlotte - MATH - 3141

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UNC Charlotte - STAT - 3140

Project 2 continued: First draft is due Monday by midnight. Part I on Chapter 6 Report this work in a separate Excel File entitled "Ch6" Refer to problem 2 on page 193. Work this problem giving 1. the results of the ANOVAs side by side on a spreadshe

UNC Charlotte - MATH - 4051

endpoints 1 1.75 2.5 3.25 4f(x) 3.06 6.25 10.56 16f(x)deltax 2.3 4.69 7.92 12 26.91This spreadsheet calculates the approximation to the integral of x^2 on the interval [1,4] based on n = 4 subintervals It uses right endpoints.d on n = 4 subin

UNC Charlotte - STAT - 3140

Final Project, Due at time of final exam on Monday, the 11th Do this project on this sheet and bring the completed work to the final exam to hand in. Fill in the following table for the alias groups for 2 4-2 fractional design with identity relation

UNC Charlotte - STAT - 3140

Project 1. First Draft is due by Monday of next week September 18. (A) Consider the data set BatLifesm 1. Perform an Analysis of Variance for this data with report on a worksheet entitled "ANOVA" 2. Determine the Power of this test, assume the means

UCLA - ASTR - 278

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Missouri State - MTH - 345

Emory - IBS - 501

Barry `00: the greatest cartoon ever publishedBarry `00: know this like the back of your hand!Clustering and occupancy illustrated; Current Op in Cell Bio: 1995

Neumont - MUS - 2322

MSPReference ManualCopyright and Trademark NoticesThis manual is copyright 2000-04 Cycling '74. MSP is copyright 1997-2004 Cycling '74-All rights reserved. Portions of MSP are based on Pd by Miller Puckette, 1997 The Regents of the University

University of Michigan - MVS - 110

GENERAL GUIDELINES FOR NOTE TAKINGORGANIZE Keep one notebook per course Loose-leaf binders with pockets give more flexibility in organizing notes adding handouts Make up possible test questionsENGAGE FULLY Be positive about learning. Always t

Emory - IBS - 501

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