Prehistoric literacy[ edit ] Origins of literacy[ edit ] Literacy is emerged with the development of numeracy and computational devices as early as 8, BCE. Script developed independently at least five times in human history MesopotamiaEgyptthe Indus civilizationlowland Mesoamericaand China.

General Lesson Plan Learning Objectives: What should students know and be able to do as a result of this lesson? Students should be able to write an inequality to represent a given situation.

Students should be able to describe the similarities and differences between conditions such x equals five, x is greater than or equal to five and x is less than five. What prior knowledge should students have for this lesson?

Have experience working with equations. Have a basic understanding of percent. What are the guiding questions for this lesson? How do I represent situations with more than one solution?

How will the teacher present the concept or skill to students? Pose the following situation to students you may want to post it under the document camera: Jayla has an "A" in her mathematics class.

Have students write down a possible percent on the back of the paper with their Anticipation Guide answers. Ask them to write three other possible percentages on the same paper.

As a whole group, have students share possible percentages and write them down on the board or a paper under the document camera. With their table partner, student will discuss what percent they need to have an "A.

Discuss as a whole class with students sharing their findings. You are likely to get statements like "90 or above. Ask students if this is sufficient to describe all the percentages that represent an "A.

Post four statements under the document camera such as: Have students discuss each situation with their table partner. Guide students through writing an inequality for each situation. Have students write an inequality to represent her percent.

Have several students share their answer and explain the reasoning for their choice. Be sure to acknowledge the correct answer. Instruct students to start with "Start here. Every time students find the representation, there is a new situation on the other end of the strip. Eventually all strips should be used the strips should end up in one long horizontal line.

If you do not have tables, have students complete on the floor. Students should raise their hand when they are finished. If there is an error, give students have the opportunity to find and correct themselves.

If time allows in the class period: Have students explain the differences between x equals five, x is less than or equal to five and x is greater than five. Then students should write a situation that could be represented by each.

If you are getting close to the end of class period, assign this independent practice as homework or use as bell work the following day to allow time to revisit the AnticipationGuideInequalities.

See "Summative Assessment" for details. What activities or exercises will the students complete with teacher guidance?

See numbers 2 through 3 in the "Teaching Phase. What activities or exercises will students complete to reinforce the concepts and skills developed in the lesson? See number 5 in the "Teaching Phase. How will the teacher assist students in organizing the knowledge gained in the lesson?

Students will reflect on the Anticipation guide.Writing and Graphing Inequalities How can you use a number line to represent Write and graph an inequality for the situation. A cruise ship can carry at most passengers. Write an inequality to represent the number of bus rides you would need to take for the bus pass to be a better deal.

Now is an appropriate time to carry out a new Situation Analysis, as UNICEF and The Government of The Gambia Country Programme of Cooperation – is in its second half of implementation and preparations for a new country programme have been initiated.

This paper documents the sources of data used in the construction of the estimates of the Levy Institute Measure of Economic Wellbeing (LIMEW) for the years , , , , , , , , , , , and The following diagrams illustrate the rapid growth of income inequality [measured by Gini Coefficient trends] and Poverty in the era of Thatcherism but also that subsequent Conservative and Labour Governments were unable to reverse the growth of income inequality.

Write and solve an inequality to find the maximum number of letters he can have engraved. Write a one-step inequality that has a solution greater than 8. Then write a word problem that result in the inequality that you have written with a solution greater than 8.

Major platform launches, announcements, and acquisitions (See the appendix for fuller list.) The frequency and type of publishing related developments among platforms has accelerated over time as platforms compete to meet the needs of as many publishers as possible.

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