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Sunday, January 24

  1. page my links edited http://newfreesoftware.com/
    http://newfreesoftware.com/
    (view changes)
    4:16 am

Saturday, July 6

  1. page music edited ... Zero Project Como Ganar Dinero Por Internet Download Instrumentals
    ...
    Zero Project
    Como Ganar Dinero Por Internet
    Download Instrumentals
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Sunday, June 9

  1. 11:18 am

Friday, May 10

  1. page grade8math edited By May13,2013 ... We shall hold them back. Let say we help them. For 2 more hours after schoo…
    By May13,2013
    ...
    We shall hold them back. Let say we help them. For 2 more hours after school.
    (view changes)
  2. page grade8math edited By May13,2013 Every Every student in ... Let say this rule until 2014 -mid 2014 we help …
    By May13,2013
    Every

    Every
    student in
    ...
    Let say this rule until 2014 -mid 2014 we help them.
    (view changes)
  3. page grade8math edited Grade 8 Math All standards © Copyright 2010. National Governors Association Center for Best Pra…

    Grade 8 Math
    All standards © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.
    The Number System
    Expressions and Equations
    Functions
    Geometry
    Statistics and Probability
    The Number System 8.NS
    Know that there are numbers that are not rational, and approximate them by rational numbers.
    1. Know that numbers that are not rational are called irrational. Understand informally that every number has a decimal expansion; for
    rational numbers show that
    By May13,2013
    Every student in
    the decimal expansion repeats eventually, and convert a decimal expansion which repeats eventually into a
    rational number. [cc-8m-ns-1-oer]
    2. Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line
    diagram, and estimate the value of expressions (e.g., π2). For example, by truncating the decimal expansion of √2, show that √2 is between 1 and 2, then between 1.4 and 1.5, and explain how to continue on to
    8th grade should have reached their goal. If students still don't get better approximations. [cc-8m-ns-2-oer]
    Expressions and Equations 8.EE
    Work
    it with radicals and integer exponents.
    1. Know and apply the properties of integer exponents to generate
    equivalent numerical expressions. For example, 32 × 3–5 = 3–3 = 1/33 = 1/27.
    2. Use square root and cube root symbols to represent solutions to
    equations of the form x2 = p and x3 = p, where p is a positive rational
    number. Evaluate square roots of small perfect squares and cube roots
    of small perfect cubes. Know that √2 is irrational.
    3. Use numbers expressed in the form of a single digit times an integer
    power of 10 to estimate very large or very small quantities, and to
    express how many times as much one is than the other. For example,
    estimate the population of the United States as 3 × 108 and the population
    of the world as 7 × 109, and determine that the world population is more
    than 20 times larger.
    4. Perform operations with numbers expressed in scientific notation,
    including problems where both decimal and scientific notation are
    used. Use scientific notation and choose units of appropriate size
    for measurements of very large or very small quantities (e.g., use
    millimeters per year for seafloor spreading). Interpret scientific
    notation that has been generated by technology.
    Understand the connections between proportional relationships,
    lines, and linear equations.
    5. Graph proportional relationships, interpreting the unit rate as the
    slope of the graph. Compare two different proportional relationships
    represented in different ways. For example, compare a distance-time
    graph to a distance-time equation to determine which of two moving
    objects has greater speed.
    6. Use similar triangles to explain why the slope m is the same between
    any two distinct points on a non-vertical line in the coordinate plane;
    derive the equation y = mx for a line through the origin and the
    equation y = mx + b for a line intercepting the vertical axis at b.
    Analyze and solve linear equations and pairs of simultaneous linear
    equations.
    7. Solve linear equations in one variable.
    a. Give examples of linear equations in one variable with one
    solution, infinitely many solutions, or no solutions. Show which
    of these possibilities is the case by successively transforming the
    given equation into simpler forms,
    F's. We shall hold them back. Let say this rule until an equivalent equation of
    the form x = a, a = a, or a = b results (where a and b are different
    numbers).
    b. Solve linear equations with rational number coefficients, including
    equations whose solutions require expanding expressions using
    the distributive property and collecting like terms.
    8. Analyze and solve pairs of simultaneous linear equations.
    a. Understand that solutions to a system of two linear equations
    in two variables correspond to points of intersection of their
    graphs, because points of intersection satisfy both equations
    simultaneously.
    b. Solve systems of two linear equations in two variables
    algebraically, and estimate solutions by graphing the equations.
    Solve simple cases by inspection. For example, 3x + 2y = 5 and 3x +
    2y = 6 have no solution because 3x + 2y cannot simultaneously be 5
    and 6.
    c. Solve real-world and mathematical problems leading to two linear
    equations in two variables. For example, given coordinates for two
    pairs of points, determine whether the line through the first pair of
    points intersects the line through the second pair.
    Functions 8.F
    Define, evaluate, and compare functions.
    1. Understand that a function is a rule that assigns to each input exactly
    one output. The graph of a function is the set of ordered pairs
    consisting of an input and the corresponding output.
    2. Compare properties of two functions each represented in a different
    way (algebraically, graphically, numerically in tables, or by verbal
    descriptions). For example, given a linear function represented by a table
    of values and a linear function represented by an algebraic expression,
    determine which function has the greater rate of change.
    3. Interpret the equation y = mx + b as defining a linear function, whose
    graph is a straight line; give examples of functions that are not linear.
    For example, the function A = s2 giving the area of a square as a function
    of its side length is not linear because its graph contains the points (1,1),
    (2,4) and (3,9), which are not on a straight line.
    Use functions to model relationships between quantities.
    4. Construct a function to model a linear relationship between two
    quantities. Determine the rate of change and initial value of the
    function from a description of a relationship or from two (x, y) values,
    including reading these from a table or from a graph. Interpret the rate
    of change and initial value of a linear function in terms of the situation
    it models, and in terms of its graph or a table of values.
    5. Describe qualitatively the functional relationship between two
    quantities by analyzing a graph (e.g., where the function is increasing
    or decreasing, linear or nonlinear). Sketch a graph that exhibits the
    qualitative features of a function that has been described verbally.
    8geometryGeometry 8.G
    Understand congruence and similarity using physical models, transparencies,
    or geometry software.
    1. Verify experimentally the properties of rotations, reflections, and translations:
    a. Lines are taken to lines, and line segments to line segments of the same length. [cc-8m-g-1a-oer]
    b. Angles are taken to angles of the same measure. [cc-8m-g-1b-oer]
    c. Parallel lines are taken to parallel lines. [cc-8m-g-1c-oer]
    2. Understand that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations,
    reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them. [cc-8m-g-2-oer]
    3. Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates.[cc-8m-g-3-oer]
    4. Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations,
    reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them.[cc-8m-g-4-OER]
    5. Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines
    are cut by a transversal, and the angle-angle criterion for similarity of triangles. For example, arrange three copies of the same triangle so that the sum of the three angles appears to form a line, and give an argument in terms of transversals why this is so. [cc-8m-g-5-oer]
    Understand and apply the Pythagorean Theorem.
    6. Explain a proof of the Pythagorean Theorem and its converse.
    7. Apply the Pythagorean Theorem to determine unknown side lengths
    in right triangles in real-world and mathematical problems in two and
    three dimensions.
    8. Apply the Pythagorean Theorem to find the distance between two
    points in a coordinate system.
    Solve real-world and mathematical problems involving volume of
    cylinders, cones, and spheres.
    9. Know the formulas for the volumes of cones, cylinders, and spheres
    and use them to solve real-world and mathematical problems.
    Statistics and Probability 8.SP
    Investigate patterns of association in bivariate data.
    1. Construct and interpret scatter plots for bivariate measurement
    data to investigate patterns of association between two quantities.
    Describe patterns such as clustering, outliers, positive or negative
    association, linear association, and nonlinear association.
    2. Know that straight lines are widely used to model relationships
    between two quantitative variables. For scatter plots that suggest a
    linear association, informally fit a straight line, and informally assess
    the model fit by judging the closeness of the data points to the line.
    3. Use the equation of a linear model to solve problems in the context
    of bivariate measurement data, interpreting the slope and intercept.
    For example, in a linear model for a biology experiment, interpret a slope
    of 1.5 cm/hr as meaning that an additional hour of sunlight each day is
    associated with an additional 1.5 cm in mature plant height.
    4. Understand that patterns of association can also be seen in bivariate
    categorical data by displaying frequencies and relative frequencies in
    a two-way table. Construct and interpret a two-way table summarizing
    data on two categorical variables collected from the same subjects.
    Use relative frequencies calculated for rows or columns to describe
    possible association between the two variables. For example, collect
    data from students in your class on whether or not they have a curfew on
    school nights and whether or not they have assigned chores at home. Is
    there evidence that those who have a curfew also tend to have chores?
    2014 -mid 2014
    (view changes)

Tuesday, March 19

  1. page math edited Select a grade level to view the Common Core standards and correlated resources. Grade K Grade…
    Select a grade level to view the Common Core standards and correlated resources.
    Grade K
    Grade 1
    Grade 2
    (view changes)

Thursday, December 13

Saturday, August 18

  1. page music edited ... Short intros Acoustic ... (mp3 file) {Acoustic.mp3} Bass beat ... (mp3 file) {Bass…
    ...
    Short intros
    Acoustic
    ...
    (mp3 file) {Acoustic.mp3}
    Bass beat
    ...
    (mp3 file) {Bass_beat.mp3}
    Beat
    ...
    (mp3 file) {Beat.mp3}
    Dramatic
    ...
    (mp3 file) {Dramatic.mp3}
    Electronica
    ...
    (mp3 file) {Electronica.mp3}
    Electronic_guitar
    ...
    (mp3 file) {Electronic_guitar.mp3}
    Flute
    ...
    (mp3 file) {Flute.mp3}
    Funky beat
    ...
    (mp3 file) {Funky_beat.mp3}
    Fun twang
    ...
    (mp3 file) {Fun_twang.mp3}
    Harpsichord
    ...
    (mp3 file) {Harpsichord.mp3}
    Island beat
    ...
    (mp3 file) {Island_beat.mp3}
    Lively
    ...
    (mp3 file) {Lively.mp3}
    Modern
    ...
    (mp3 file) {Modern.mp3}
    Organ
    ...
    (mp3 file) {Organ.mp3}
    Rock guitar
    ...
    (mp3 file) {Rock_guitar.mp3}
    Rock
    ...
    (mp3 file) {Rock.mp3}
    Sax
    ...
    (mp3 file) {Sax.mp3}
    Steel_drums
    ...
    (mp3 file) {Steel_drums.mp3}
    Xylophone
    ...
    (mp3 file) {Xylophone.mp3}
    Acoustic
    AlexBeroza - I Was There - September
    ...
    (mp3 file) {AlexBeroza_-_I_Was_There_-_September.mp3}
    Reveling_John_-_Faith..._rhythm_Guitar
    ...
    (mp3 file) {Reveling_John_-_Faith..._rhythm_Guitar.mp3}
    Sr_Privado_-_Another_lie_(as_is)
    ...
    (mp3 file) {Sr_Privado_-_Another_lie_(as_is).mp3}
    Suite Espanola Op 47 - Leyenda
    ...
    (mp3 file) {Suite Espanola Op 47 - Leyenda.mp3}
    Orchestral
    Bassoon Concerto In B Flat Major, K 191 - I Allegro
    ...
    (mp3 file) {bassoon_concerto_in_b_flat_major,_k_191_-_i_allegro.mp3}
    Symphony No 5 In C Minor, op 67 - I Allegro Con Brio
    ...
    (mp3 file) {symphony_no_5_in_c_minor,_op_67_-_i_allegro_con_brio.mp3}
    Contemporary
    George_Ellinas_-_Good_Enough_(GE_Piano_mix)
    ...
    (mp3 file) {George_Ellinas_-_Good_Enough_(GE_Piano_mix).mp3}
    KatazTrophee_-_In_The_Summer
    ...
    (mp3 file) {KatazTrophee_-_In_The_Summer.mp3}
    mendez_muna_-_The_same_but_different_(Jazzy_style_RMX)
    ...
    (mp3 file) {mendez_muna_-_The_same_but_different_(Jazzy_style_RMX).mp3}
    Pitx_-_Slow
    ...
    (mp3 file) {Pitx_-_Slow.mp3}
    Ethnic
    Mahjong Melodies (Asian)
    ...
    (mp3 file) {ramblinglibrarian_-_Erhu_instrument_stems_-_Mahjong_Melodies.mp3}
    Djansa (African)
    ...
    (mp3 file) {DJansa.mp3}
    Sri Nrisimha Pranam (Indian)
    ...
    (mp3 file) {sri_nrisimha_pranam_by_sophie.mp3}
    Sites with more open licensed music:
    ccMixter
    Easy Guitar Songs
    MusOpen
    Zero Project
    (view changes)

Thursday, July 19

  1. 12:23 pm

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