Sentences with phrase «given number of objects»

They help students learn to use numbers, including written numerals, to represent quantities and solve problems; count out a given number of objects; compare sets or numerals; and model simple joining and separating situations with objects, fingers, words, actions, drawings, numbers, and equations.

Not exact matches

General potentiality comprises the infinite number of ways that the eternal objects may be related to one another without regard to any specific historical entity, while real potentiality is that portion of general potentiality which is open to a specific historical entity, given the character of the actual world defined by its specific spatiotemporal locus.

But given their unification in this manner, along with the guiding interest in numbering the objects concerned, the totality of objects does in fact appear to us as one intuitive whole in which the unifying relations («collective combinations») may be seen to be exactly what they are.

By Kindergarten, children will be asked to classify objects into given categories; count the numbers of objects in each category and sort the categories by count.

In Kindergarten, children will be asked to classify objects into given categories; count the numbers of objects in each category and sort the categories by count.

There is as yet no definition of the minimum size an object has to attain to be classified as a moon, so if you are happy to give the label «moon» to any piece of solid matter orbiting a planet — including every ice crystal in the rings of Saturn — then the number could run into quadrillions.

The placing of these regions depends on the number of microspheres, giving the resulting objects the same bonding geometry as real atoms.

The following table summarizes the numbers of objects for each type, we give separate numbers for the additional, the Messier, and all objects:

An eLearning course gives some kind of a kinesthetic experience (we can click, interact with objects, solve quizzes, etc.), but usually it is a closed sandbox providing a limited number of routine activities.

• count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number • count, read and write numbers to 100 in numerals; count in multiples of 2s, 5s and 10s • given a number, identify 1 more and 1 less • identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least • read and write numbers from 1 to 20 in numerals and words • read, write and interpret mathematical statements involving addition (+), subtraction -LRB--) and equals (=) signs • represent and use number bonds and related subtraction facts within 20 • add and subtract one - digit and two - digit numbers to 20, including 0 • solve one - step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 =??

Year 6 Science Assessments and Tracking Objectives covered: Describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals Give reasons for classifying plants and animals based on specific characteristics Identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood Recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function Describe the ways in which nutrients and water are transported within animals, including humans Recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago Recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents Identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution Recognise that light appears to travel in straight lines Use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye Explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes Use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them Associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit Compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on / off position of switches Use recognised symbols when representing a simple circuit in a diaGive reasons for classifying plants and animals based on specific characteristics Identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood Recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function Describe the ways in which nutrients and water are transported within animals, including humans Recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago Recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents Identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution Recognise that light appears to travel in straight lines Use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye Explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes Use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them Associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit Compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on / off position of switches Use recognised symbols when representing a simple circuit in a diagive out or reflect light into the eye Explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes Use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them Associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit Compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on / off position of switches Use recognised symbols when representing a simple circuit in a diagive reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on / off position of switches Use recognised symbols when representing a simple circuit in a diagram

CCSS.MATH.CONTENT.K.MD.B.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.

«Given the short time frame and the large number of teachers who signed these petitions, this sends a strong message to our representatives about why we object to the excise tax and the serious impact it will have on teachers,» says Apruzzese.

Subject Pronouns - We, You, They / Positive and Question Forms - We, You, They This, That / Objects in the classroom Negative statements with «to be» Possessive Adjectives - «my», «your», «his», «her» Alphabet - Spelling Skills Jobs vocabulary Question words «What» and «Who» Greetings - Review of spelling and object vocabulary Nationalities Numbers 1 - 100 Give Name & Personal Information Everyday objects There is, There are Basic adjectives Some, Any - Countable and Uncountable Question Word «How» - How Much, HoObjects in the classroom Negative statements with «to be» Possessive Adjectives - «my», «your», «his», «her» Alphabet - Spelling Skills Jobs vocabulary Question words «What» and «Who» Greetings - Review of spelling and object vocabulary Nationalities Numbers 1 - 100 Give Name & Personal Information Everyday objects There is, There are Basic adjectives Some, Any - Countable and Uncountable Question Word «How» - How Much, Hoobjects There is, There are Basic adjectives Some, Any - Countable and Uncountable Question Word «How» - How Much, How Many?

The Rekenrek gives children a concrete, physical object to help develop and deepen their understanding of numbers.

Enhanced Autopilot ($ 7600) increases the number of on - board cameras from one to four and adds 12 ultrasonic sensors to give enhanced 360 - degree coverage of the car and objects in close proximity.

I think on BlackBerry phones the sheer number of buttons (keyboard, convenience keys, menu / back keys, etc. etc.) could sometimes give off a feeling of plastic - ness that could come across as cheapness, but the PlayBook is a lot more like a solid object.

The Writing Platform will give practical advice for writers, from providing the basics, like how to get an ISBN number for that backlist title you are thinking of re-publishing yourself, to more complex issues, like why reader - focused metadata keywords could prove to be the real future of bookselling; it will look at innovation in both publishing and writing as books morph from bound objects to e-books to web - based, multimedia, «containerless content» and beyond.

Grooming salons could be at risk for any number of accidents, given that wiggly animals and sharp - cutting objects are involved.

Eiji Aonuma: Indeed I have always wanted to avoid encrypting things in the past but given that the scale of this game is much more important than anything we have done so far, with a lot of different objects To offer players, I think the simplest solution is to have more numbers.

Given that most areas have a limited number of objects, which are often needed to solve the puzzles, having them scooted back within reach is something you will grow accustomed to.

The mother, meanwhile, can be given gifts (jewelry, food, etc.) to boost her mood and can visit a cafe, bar, movie theater, the beach and other locations (some requiring a certain experience level and number of friends playing the game) in order to dine out, host events, see films and participate in mom - centric mini-games (e.g. a simple hidden object game at the beach).

For the rest, Jack Morgan gave quite a number of individual pictures and some 7,000 objects to the Metropolitan Museum; various members of the Morgan family kept paintings they liked; some paintings and objects were sold; certain treasures made their way to Henry Clay Frick and other rival collectors, and eventually became prized pieces in museums across the country.

More than 1,000 objects were assembled by a number of Connecticut collectors who focused on one medium in particular, and eventually gave the museum their collections.

Beginning in the early nineties, McCollum expanded his interests in quantity production to include explorations into the ways regional communities give meaning to local landmarks and geological oddities in establishing community identity, and collaborated with a number of small towns and small historical museums in Europe and throughout the United States, bringing attention to the way local narratives develop around objects peculiar to geographic regions, and drawing comparisons to the way artworks develop meaning in a parallel manner.

A much larger number of people expressed support for the statement, but I think that more weight must be given to those who objected, as their concerns were heartfelt and understandable.

The teacher should regard his or her person more as the «parental object» than as «the teacher», and think in terms of a given number of «parent - child relations» rather than addressing the group of children in general.