Session 7-2 (Day 2) - Walk Through Q2-Radicals & Variations (Hangman)

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WALK-THROUGH OF THE

CURRICULUM

HANGMAN

DEPARTMENT OF EDUCATION

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A

P
HESOLREA
LP RYSE
Y
O!U! L
LCOHA
SENC AST
!! E!!

TRY
AGAIN!!

MATHEMATICS
DEPARTMENT OF EDUCATION

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PL
HS
RREAS
EO
LP
YO
!! Y E
C
U
LO HA LAS
SE N C
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!! E!!

TRY
AGAIN!!

X
Z

Y
MATHEMATICS

DEPARTMENT OF EDUCATION

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PL
HS
RREAS
EO
LP
YO
!! Y E
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LO HA LAS
SE N C
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TRY
AGAIN!!

VARIATION
DEPARTMENT OF EDUCATION

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PL
HS
RREAS
EO
LP
YO
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C
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LO HA LAS
SE N C
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!! E!!

TRY
AGAIN!!

MATHEMATICS
DEPARTMENT OF EDUCATION

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PL
HS
RREAS
EO
LP
YO
!! Y E
C
U
LO HA LAS
SE N C
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!! E!!

TRY
AGAIN!!

RADICALS

DEPARTMENT OF EDUCATION

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PL
HS
RREAS
EO
LP
YO
!! Y E
C
U
LO HA LAS
SE N C
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!! E!!

TRY
AGAIN!!

RADICAL EXPRESSION
DEPARTMENT OF EDUCATION

S P
HEORLREAS
YOLP! Y E
CH U ! LA
LO
SEAN
S
!! CE T
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TRY
AGAIN!!

D
V

R
I

E
A

MATHEMATICS
DEPARTMENT OF EDUCATION

T
I

S P
HEORLREAS
YOLP! Y E
CH U ! LA
LO
SEAN
S
!! CE T
!!

8
#_____

TRY
AGAIN!!

R
E

A
P

D
R

I
E

C
S

MATHEMATICS
DEPARTMENT OF EDUCATION

A
S

L
I

DEPARTMENT OF EDUCATION

OCEANOGRAPHY

SCIENCE

PHYSICS
ENVIRONMENT
DEPARTMENT OF EDUCATION

Oceanography

http://www.secretsofthefed.com/tsunami-bomb-tested-off-new-zealand-coast/

Describe for your representative the picture WITHIN 30 seconds,


reveal clues by pressing next word button. Do this by using less
clues and in less time.
DEPARTMENT OF EDUCATION

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TSUNAMI
1.
2.
3.
4.
5.

Ocean
Big Waves
Earthquake
Destruction
Japan

DEPARTMENT OF EDUCATION

NEXT
WORD

Oceanography

The Pacific Tsunami Warning Center is responsible for


monitoring earthquakes that could potentially cause
tsunamis in the Pacific Ocean. Through measuring
the water level and calculating the speed of a tsunami,
scientists can predict arrival times of tsunamis.
The speed (in meters per second) at which a tsunami
moves is determined by the depth d (in meters) of the
ocean:

gd

g is acceleration due to
gravity, which is 9.8 meters
per square second squared
DEPARTMENT OF EDUCATION

Return

Environment

http://screen-wallpapers.com/wallpapers/view/4726

Describe for your representative the picture WITHIN 30 seconds,


reveal clues by pressing next word button. Do this by using less
clues and in less time.
DEPARTMENT OF EDUCATION

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OCEAN
1.
2.
3.
4.
5.

Blue
Water
Salty
Waves
Deep

Return

Next Word

Did you know that:


Salinity and density share a positive relationship. As density increases,
the amount of salts in the wateralso known as salinity, increases.
DEPARTMENT OF EDUCATION

PHYSICS

http://www.dreamstime.com/royalty-free-stock-photos-high-voltage-sign-image16751008

Describe for your representative the picture WITHIN 30 seconds, reveal


clues by pressing next word button. Do this by using less clues and in
less time.
DEPARTMENT OF EDUCATION

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VOLTAGE
1.
2.
3.
4.
5.

Dangerous
Power
Lightning
Current
Electricity

Next Word

Did you know that:


Salinity and density share a positive relationship. As density increases,
the amount of salts in the wateralso known as salinity, increases.
DEPARTMENT OF EDUCATION

Physics

To measure voltage (V, measured in volts),


electrical engineers use the following formula:

V PR
Where P is power (measured in watts)
and R is resistance (measured in
ohms)

DEPARTMENT OF EDUCATION

Return

Science

http://www.ohio.edu/people/williar4/html/haped/nasa/simpmach/lever.htm

Describe for your representative the picture WITHIN 30


seconds, reveal clues by pressing next word button.
Do this by using less clues and in less time.
DEPARTMENT OF EDUCATION

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LEVER
1.
2.
3.
4.
5.

Weight
Lift
Balance
Fulcrum
Simple Machine

Return

Next Word

Did you know that:

The weight needed to balance a lever varies inversely with


the distance from the fulcrum to the weight.
DEPARTMENT OF EDUCATION

VARIATIONS AND RADICALS

Lessons or
Competency that
are difficult

Comments

DEPARTMENT OF EDUCATION

Suggestions

Questions
1.

How did you find the activity?

2. What are common in the group outputs?


Which outputs are different?
3. Aside from the comments and suggestions
given by the other groups, what else can you
share about the lessons that they find difficult
to teach or to learn?
4. What other concerns have been surfaced in the
discussion?
5. As a trainer/teacher, how will you maximize the
use of TGs and LMs in teaching Variations and
Radical expressions?
DEPARTMENT OF EDUCATION

DEPARTMENT OF EDUCATION

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