Practice Multiplication With Times Tables Worksheets

Practice Multiplication With Times Tables Worksheets Multiplication is one of the essential elements of mathematics, though it can be a challenge for some young learners because it requires memorization as well as practice. These worksheets help students practice their multiplication skills and commit the basics to memory.   Multiplication Tips Like any new skill, multiplication takes time and practice. It also requires memorization. Most teachers say that 10 to 15 minutes of practice time four or five times a week is necessary for children to commit the facts to memory. Here are some easy ways to help students remember their times tables: Multiplying by 2: Double the number that youre multiplying. For example, 2 x 4 8. Thats the same as 4 4.Multiplying by 4: Double the number youre multiplying, then double it again. For example, 4 x 4 16. Thats the same as 4 4 4 4.Multiplying by 5: Count the number of 5s youre multiplying and add them up. Use your fingers to help count if you need to. For instance: 5 x 3 15. Thats the same as 5 5 5.Multiplying by 10: This is super easy. Take the number youre multiplying and add a 0 to the end of it. For instance, 10 x 7 70.   For more practice, try using fun and easy  multiplication games  to reinforce the times tables. Worksheet Instructions These times tables (in PDF format) are designed to help students learn how to multiply numbers from 2 to 10. Youll also find advanced practice sheets to help reinforce the basics. Completing each of these sheets should only take about a minute. See how far your child can get in that amount of time, and dont worry if the student doesnt complete the exercise the first few times. Speed will come with proficiency. Work on the 2s, 5s, and 10s first, then the doubles (6 x 6, 7 x 7, 8 x 8). Next, move to each of the fact families: 3s, 4,s, 6s, 7s, 8s, 9s, 11s, and 12s. Do not let the student move to a different fact family without first mastering the previous one. Have the student do one of these each night and see how long it takes her to complete a page or how far she gets in a minute. 2 times tables3 times tables4 times tables5 times tables6 times tables7 times tables8 times tables9 times tables10 times tablesDoublesMixed facts to 10Mixed facts to 12Multiplication squares1 x 2 digits, 2 x 2 digits, and 3 x 2 digits times table worksheet galleryMultiplication word  problems Multiplication and Division Practice Once the student has mastered the basics of multiplication using single digits, she can advance to more challenging lessons, with two-digit multiplication as well as two- and three-digit division. You can also advance student learning by creating engaging lesson plans for two-digit multiplication, including homework suggestions and advice on helping students evaluate their work as well as their progress.

The Analysis of Immediate Souths Secession from the Union Essay

The Analysis of Immediate Souths Secession from the Union - Essay Example The essay "The Analysis of the Immediate South’s Secession from the Union" talks about the rationality of the South actions during the years preceding the Civil War. One cannot ignore the fact that if the South did not declare succession, Lincoln would not have to declare war in the south. James McPherson, an expert in this subject and author of The Battle Cry of Freedom: The Civil War Era insists, â€Å"In July 1861, the U.S. House of Representatives passed a resolution, by a nearly unanimous vote, that affirmed that the North was not waging the war to overthrow slavery but to preserve the Union.†. Clearly, the focal point of the war was to keep the unity of nation for the sake of peace and security. By March, during Lincoln’s inauguration speech, states such as South Carolina, Mississippi, Florida, Alabama, Georgia, Louisiana, and Texas had already declared to secede. From the South’s perspective, it is clear that that nation was interested in its own political and economic pursuits. Clearly, the soldiers understood that the North had little or no interest in South’s domestic affairs. Slavery was vital towards the success of South’s economy. The failure for the North to acknowledge the idea motivated the Southern soldiers to pursue their own version of the â€Å"American Dream.† The major political and economic interests between North and South continued to reflect the justification for separation for the Southern soldiers. Hence, Lincoln’s reaction to impose force to unite the nation escalated the tensions. between both sides. Hence, the advantages of the South declaring secession centered on their economy. Without constraining the burden of supporting the North with its financial burdens, the South enjoyed the dire success of enhancing and revitalizing its own economy. The justification for the secession revolv ed around the fact that the South had many grievances. Since the colonies also fought the revolutionary because they had a list of grievances, it only seemed fair that the South had the equal right to repeat history. The Republican tariffs that were imposed and the free homestead in the west were vital towards the southern states to rebel. The disadvantages of the South declaring secession was the fact that no country regarded the South as its own union. The South was economically strong, but ideologically weak. It clearly lacked the foundation of unity that it once enjoyed while being with the Union. In addition, it had a weak foundation of government and did not possess a strong leader as Lincoln himself. Without a leader to take in charge, the South had no channels to unite for a war. the South did not It had no power to engage any international relations or ask its neighboring allies to finance its war. Although one may think that the secession was a rapid move, the South did ac t in a rationale way. The south at this point was to break away and enjoy the bounties of being an independent nation. With its full economic and financial power, the South was even turning heads in the European front. The South at this point realized the scrutiny they were in and did not want to suffer any longer from North’

Global warming Essay Example | Topics and Well Written Essays - 750 words - 3

Global warming - Essay Example Several applicable arguments have been made by scholars and other persons claiming it congregates both of these standards (Bourne, 4). The main question students and scholars would like to know is whether or not one form is better than the other. There are several differences between online and face-to-face education. Lecture classrooms are common in universities. They are an easy way to teach a large number of students at once, however, many students dislike lectures because it places them in the majority. In a lecture classroom setting, students may not have the chance to communicate with the professor or even their peers (Kindred). Students may feel shy and intimidated by the amount of people around them. The online discussions, chat rooms, and e-mail features in web-based classes makes it virtually impossible to avoid communication with fellow students or teachers. The social barriers which exist in face-to-face communication often seem to be non-existent in online communication and students feel a lot less pressured to speak up, or should I say "type up". Online communication, however, does not allow for nonverbal cues and this tends to limit the quality of certain discussions and lecture notes. Some students may feel t hey need to be face-to-face with the person teaching them in order to better understand and comprehend the material being presented. Being able to hear what the professor has to say can draw the attention of some and distract the attention of others, sometimes depending on the excellence of the professor. Students are encouraged to try web classes if they have trouble learning from what they hear and find it easier to comprehend what they read. The convenience of online learning is possibly its most brilliant quality. Students find it practical that they can attend a class while sitting in the comfort of their own home. Soldiers, pregnant women, and others with tight schedules are all able to complete their

Reflexion Research Report Paper Example | Topics and Well Written Essays - 4000 words

Reflexion Report - Research Paper Example The project deals with retail business as it relates to opening an e-commerce expansion to an existing firm. Due to the fact that data and analysis for a new form of retail sector is varied and vast, the amount of information available to analyze was equally varied. The Centre for Retail Research has stated that the retail spending for the current year was about 3.2% which depicted an increase of 0.9%. In the following year, The Centre for Retail Research has predicted sales rising a further 1.6% over 2012 levels. Likewise, these measurements are important to analyze and comprehend as if the market demand is not high, it would not be profitable for a new brand to launch its product in the sluggish market. But as per the report of Key Note, the future of the footwear market remains positive as sales are expected to rise in 2012 as with some large spectator events taking place in the city. The event is very much likely to boost sales of sports footwear as millions of individuals will b e coming to London to witness the spectacle of the Olympic Games. Between 2012 and 2016, the sales of footwear are expected to increase by 16.2% which will boost the confidence of the consumer to spend more on footwear products. The sources justifies that the research conducted in the retail segment relates with the business plan and proves to be both beneficial and profitable.

Warranty and Contracts Essay Example for Free

Warranty and Contracts Essay Did the â€Å"I accept† note scribbled on the napkin mailed to Ms. Daughtery create a binding contract between the two parties over the sale of 1965 Corvette Stingray, even though she has not received the acceptance note yet? Yes this is a binding contract between the two parties. While this may be an unconventional acceptance of an offer, it is still binding contract between our client, Mr. deCapo and Ms. Daughtery.  Ms Daughtery sent our client an offer note on February 13, 2008, selling her 1965 Corvette Stingray for the amount of 25,995 plus all title transfer fees. Approximately thirty days later our client Mr. deCapo sent Ms. Daughtery his acceptance of her terms for the sale of her vehicle with the additional cost for title transfer fees. Our client chose accept her terms, via a note on a napkin and sent in the mail. The note sent from Ms. Daughtery is in fact a valid offer of sales to Mr. deCapo. It was a simple offer and only asking the price of the car as well as transfer title fee. Once Mr. deCapo accepted the offer it became a binding contract. Even though Ms. Daughtery has not received the acceptance note from our client, according to the mailbox rule once it went into the mail it became a binding contract. There were no stipulations in Ms. Daughtery’s note to a specific timeline, the thirty days it took our client to respond has no bearing. The performance is the means of acceptance in this case under the mailbox rule. The mailed acceptance is a reasonable form to commit to the offer. If our client was responding with a revocation of his offer this would not be acceptable under the mailbox rule. Especially if it was sent after the acceptance was sent. The offer of acceptance would  arrive first therefore making it a binding contract between the two parties. In the case Adams v. Lindsell, â€Å"The acceptance was mailed on September 5; was not received until September 9. The offeror changed his mind in the meantime and claimed there was no binding contract. But the court held the contract was formed on September 5 when the acceptance was mailed† (www.kentlaw.edu). There is nothing about this process that would cause this to not be a valid binding contract. The note was sent by Ms. Daughtery and the acceptance was sent by our client. The acceptance became valid once the scribble acceptance napkin by our client was put in the mail. Even though Ms. Daughtery has not received the communication from Mr. deCapo it does not change the fact that he has accepted the offer from Ms. Daughtery. There was never a communication of an in-person delivery of the acceptance nor was there a stipulation of an expired time period for the acceptance offer, thus making this a binding contract between our client and Ms. Daughtery. Seller warrants that: (1) Clarice Daughtery (seller) is the sole owner of the vehicle; (2) such vehicle is free of all encumbrances, security interests, and other defenses against seller; (3) the cash price of $25995.00 and the additional amount all transfer title fees; (4) the vehicle will be delivered to and accepted by Leo deCapo (buyer) on day of payment; (5) Leo deCapo is of legal age and legally competent to execute the contract on the date thereof; (6) all disclosures to buyer and other matters in connection with such transaction, are in all respects as required by, and in accordance with, all applicable laws and regulations governing them. (7) Inspection and Acceptance of Vehicle: the buyer will assume cost of the inspection of the vehicle, if the vehicle is not found to be mechanically sound per sellers description; buyer  shall return vehicle and cancel payment of check. Inspection and Acceptance of Vehicle: 4 hours prior to completion of transaction. (8) The seller and/or buyer agree to sign related documents necessary to complete the sale to establish title. Dated: Resources Mailbox rules cases, retrieved on February 5, 2011, www.kentlaw.edu//classes/contracts/Docs/offer_acceptance/​mailbox%​20rule%​20cases.rtf South University Online Lectures, retrieved on February 5, 2011 http://myeclassonline.com Twomey, D. and Jennings, M. (2008) Business Law and Legal Environment 21st ed.

Eternity In The Elegy The Seafarer English Literature Essay

Eternity In The Elegy The Seafarer English Literature Essay The elegy usually contains a story, not too often a personal one that expresses the implied authors woeful state of mind. As a formal poetic convention it is used by poets to capture the mood of sadness and sorrow caused by a personal loss or a state of affairs that is outside the reach of the protagonists influence. This is a somewhat simplistic account which understates the subtleties of the development of the elegy but its briefness is intentional for the purpose of this essay we need to note that the elegy as a poetic form is governed by the idea of lamentation. The Anglo-Saxon poem The Seafarer thus falls conveniently in such a description of form. But it is remarkable how the poem initiates its story as a conventional elegy and it subsequently develops into a theological didacticism. The first-person narrative of the seaman lamenting his life at sea gives way to a religious admonition which gives the poem a feeling of incongruity and can lead one to believe that the second par t could have been added at later stages. Although, on close reading the links between the seamans insistence on lifes transience in the first part and his subsequent emphasis on eternity in the second can be made obvious and serve to compound the poem into a structural and thematic whole. The first half of The Seafarers story illustrates the protagonist as a lonely figure dwelling more among arctic creatures than among his fellow kinsmen. He emphasizes his loneliness with a juxtaposition between the realms of men and the ones of nature: At times the swans song I took to myself as pleasure, The Gannets noise and the voice of curlew instead of the laughter of men, The singing gull instead of the drinking of mead. (lines 19b 22) But nature itself is not a pure source of comfort as the above lines may suggest for she throws snow and hail and wind at his vessel and at such times no cheerful kinsman can comfort the poor soul (ll. 25b 26). It is an excursion through a hostile environment which is credited with being close to a peregrination, a journey of physical and spiritual endurance, as the protagonist confesses a path of exile. It should be noted that it is an intentional one. We read of him being physically on land but somewhat sea-restless, with his thoughts and heart still following the sea, desiring the moment when he would set off to meet the homelands of foreign people. The cuckoo warns with a sad voice (line 53) but still the seaman is eager to leave. The idea of the sea journey in the first half of the poem as peregrination, albeit a bit too subtle and only hinted at, is one of the links that provide continuity and coherence with the seemingly incongruent second part of the elegy. The seamans story develops structurally through an intense usage of oppositions. His narrative leaps back and forth from ship to land, sustaining the clash between the loneliness of the sea and the joys of the land. With the development of the poem, the opposition sea-land is given the overtone of a value judgment, bordering with a revelation acquired from the wisdom of seafaring. That one who has been distanced from the land is able to realize the temporariness of his or her life, and the futility of amassing treasures. The worldly preoccupations of the inhabitants on land are equated with futility, aimlessness, devoid of any governing idea whereas the life at sea is the antipode the source of the semi-spiritual revelation. The one on land has the joys of life, dwells in the city, Far from terrible journey, proud and wanton with wine. (lines 27a 29a) and he gives little credit to: how I, weary, often have had to endure in the sea-paths (lines 29b 30b) The juxtaposition between these two verbs is more than stylistical. For it serves to support the overall opposition between land/sea: the inhabitants of land are capable of actually living in an intoxicated conceit while the seafarer has to bear the troubles of his journey. In a metonymic succession, the seaman declares himself heedless to the worldly occupations: Not for him [the seaman] is the sound of the harp, nor the giving of rings nor pleasure in woman, nor worldly glory nor anything at all unless the tossing of the waves, but he always has longing, he who strives on the waves. (lines 44a 47b) In my reading, the striving for the waves is a metaphoric enunciation of the credo of the pilgrim. The sea is the half-spiritual journey that enlightens one into seeing the transience of life on earth. For everything, as the seafarer declares, always and invariably à ¢Ã¢â€š ¬Ã‚ ¦ will turn into uncertainty and man is, as much he surround him or herself with worldly goods, doomed to die. Earthly prosperity is transitory, life itself is only a short burst of existence and it is futile for one to account for his life with the accumulation of material goods. Up to this moment the elegy is a somewhat traditional one, in that it present the lamentation of a single character over a troublesome state of affairs, in the case of The Seafarer, a semi-spiritual state of affairs. But with a powerful enunciation of his disbelief of the worlds stability: I do not believe that the riches of the world will stand forever. (lines 66b 67b) the protagonist launches into a religious monologue in which he expounds his ideas of how one should live and act after knowing of his temporariness. At this textual moment, the poem perceptibly shifts from a heroic elegy to a didactic-theological one. The core that holds together the poem is the opposition in the first part land/sea now evolved into transient/eternal and the feeling of melancholy. Indeed hotter for me are the joys of the Lord Than this dead life fleeting on the ground (lines 64b 66a) What would then give joy and substance to ones life on earth so that it does merely fleet, or drag itself into death? The seaman passionately states that work, bravery, courage, which eventually inflame the power of his fame, might lead one to a communion with the glory of the angels, joy with the hosts. In a telling parallel, the glory of life in eternity will come when the glory of kingdoms once powerful will set. The second part of The Seafarer is clearly more symbolically construed and the image of the kingdoms, I suspect, stands for the demise in importance of worldly values. So do the implicit pagan references in the image of the burial lined with gold and a mass of treasure for all of those are no longer of value in the eternal. Thus the road to eternity is illustrated as lined not with gold but with a balance in ones life, control of his passions, and wisdom in his relationships all spiritual, metaphysical categories. The poem shows how the transience of life could be counte racted by following a series of semi-commandments (for all their rhetorical might they are still subjective, expressed through the viewpoint of the narrator-protagonist) that would lead into a blessed state of affairs in which ones life is belonging à ¢Ã¢â€š ¬Ã‚ ¦ in the love of the Lord, joy in the heavens (lines 121a 122b). The insecurity of a life on earth, with all its materials transient and mortal, is transformed through a theological didacticism into a security in the eternal. The Seafarer is at first a sight an inconsistent poem with two delineated parts that are somewhat incongruous with each other. But the opposition sea/land which promotes the idea of a solitary, melancholic journey evolves into a metaphysical opposition between transitory/eternal and thus is one of the brinks that bind the poem together. The idea of a pilgrimage in the first part is consistent with the religious overtones of the second and thus unites both of them into a textual unity that serves to promote a vision and philosophy of a life in a world marked by transience. The relation between the lamentation and the obvious didacticism fits loosely within the convention of the elegy but poem is held together by the interplay of recurrent, yet evolving oppositions and by the sincere authority of the protagonist himself. Work cited: 1. The Seafarer

Continuous Emotional Response to the Audio, Visual, and Audiovisual Cha

Television messages can be defined a psychological stimulus (A. Lang, 2000). Within this perspective, mediated messages are assumed to be environmental stimuli that posses survival relevance in the forms of valence and arousal in its content (A. Lang & Friestad, 1993; Wang & A. Lang, 2006). Therefore, mediated messages automatically activate the human motivational systems. Through activating the human motivational system, mediated messages influence human’s ongoing emotional experience (A. Lang, 2006a). Television messages are composed of two streams of variously redundant information, one audio and one video (A. Lang, 2000). These streams of information are continuous, and both the audio and the video channels carry story, content (including motivational significance), and structural information (Basil, 1994a; A. Lang, 2000; Thorson, Reeves, & Schleuder, 1985). Visual channel carries the context in which the story is set; it can include still pictures, moving pictures, text, live action images, animated images, or a combination of these. The auditory channel serves the script or storyline of a television program; it can also have natural sound information, or sound effects (A. Lang, 2006a; Russell, 2002). Regarding the television research under the LC4MP paradigm, it have been discussed the relationship between emotional audiovisual content, emotional experience, and cognitive response. Studies have proved viewers have better memory for arousing or negative audiovisual content (Grabe, A. Lang, & Zhao, 2003; A. Lang et al., 1996). On the other hand, researches also point out that the structural feature in audiovisual messages like fast edits (A. Lang, Zhou, Schwartz, Bolls, & Potter, 2000) or fast pacing (A. Lang, Bolls, Pott... ...teractively activate the motivational systems and determine emotional experience. This study will represent a first to address this important issue. Because the emotional relevance of mediated messages activate the human motivational systems (A. Lang et al., 2007; A. Lang, Shin, & Lee, 2005), it is important to develop understanding of the influence of various channels or modalities on motivational activation and emotional experience. By advancing understandings of motivational activation stands to contribute to knowledge about cognitive processing of information in mediated messages. Automatic allocation of processing resources to cognitive processing of information in audiovisual messages depends largely on motivational activation (A. Lang et al., 1999; A. Lang, Dhillon, & Dong, 1995; A. Lang et al., 1996; A. Lang, Park, Sanders-Jackson, Wilson, & Wang, 2007).