Explanation:
no one is useful de.ar it will harm if we cut trees
it will harm if we drop glass
it will harm the environment that we burn tires
I don't understand what your trying to ask ?
She entered the program with a prove-it-to-me attitude.
Find the slope between the two points.
m = y2 - y1 / x2 - x1
m = -6 - (-10) / -6 - (-10)
m = 4 / 4
m = 1
Equation of a line:
y - y1 = m(x - x1)
y - (-10) = 1(x - (-10)
y + 10 = 1(x + 10)
y + 10 = x + 10
y = x + 0
y = x
The line has a slope of 1 and the y-intercept is at the point of origin (0, 0).
It's more what do you put in front of them to let them try. The example usually discussed has mostly to do with shapes and color and properties than it does with a set curriculum. Light is a usual example of what can be tried. One picture was of a couple of kids (very young) who copied the the pattern of shadows that a picket fence produced. They were engrossed in how to record what it looked like and what angle the shadows made. You have at least 2 subjects that are being appealed to.
The main thing is that the project must be student centered. It is not the teacher's job to design a curriculum; it is the student's. Evaluation is done mostly by camera (taking pictures of what the students do), voice recording and other "visual aides." It is not so much pass fail as it is how done.
