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US COINS AND CURRENCY

US CURRENCY - EXPLANATION

US Coins and Currency

Value	Image	Obverse	Reverse
Coins
Penny 1¢		Abraham Lincoln 16th U.S. President	The Lincoln Memorial
Nickel 5¢		Thomas Jefferson 3rd U.S. President	Monticello Jefferson's home
Dime 10¢		Franklin Delano Roosevelt 32nd U.S. President	Olive Branch, Torch, Oak Branch.
Quarter 25¢		George Washington 1st U.S. President	American Bald Eagle
Half-Dollar 50¢		John F. Kennedy 35th U.S. President	The Presidential Seal
Silver Dollar $1		Susan B. Anthony	Apollo 11 Insignia, Eagle
Golden Dollar $1		Sacagawea	Soaring Eagle and 17 Stars
Currency
$1		George Washington 1st U.S. President	The Great Seal of the United States
$2		Thomas Jefferson 3rd U.S. President	Signing of the Declaration of Independence -or- Monticello
$5		Abraham Lincoln 16th U.S. President	Lincoln Memorial
$10		Alexander Hamilton 1st U.S. Treasury Secretary	U.S. Treasury
$20		Andrew Jackson 7th U.S. President	The White House
$50		Ulysses S. Grant 18th U.S. President	U.S. Capitol
$100		Benjamin Franklin	Independence Hall
$500*		William McKinley 25th U.S. President	"Five Hundred Dollars"
$1,000*		Grover Cleveland 22nd/24th U.S. President	"One Thousand Dollars"
$5,000*		James Madison 4th U.S. President	"Five Thousand Dollars"
$10,000*		Salmon P. Chase  25th U.S. Treasury Secretary	"Ten Thousand Dollars"
$100,000*		Woodrow Wilson 28th U.S. President	"One Hundred Thousand Dollars"

Should - Must - Have to | English Modal Verbs (Part 3)

Types of Conjunctions: Coordinate Conjunctions, Subordinate Conjunctions, and Correlative Conjunctions

Types of Conjunctions: Coordinate Conjunctions, Subordinate Conjunctions, and Correlative Conjunctions

Kinds of Conjunctions

Kinds of Conjunctions

Web 2.0 MOOC: Week 1, Communication Tools: Hangout 1

NUMBER SYSTEM

TRAITS OF MATHEMATICALLY ABLE CHILDREN

TRAITS OF MATHEMATICALLY ABLE CHILDREN

• Ability to make and use generalisations—often quite quickly. One of the basic abilities, easily detectable even at the level of primary school: after solving a single example from a series, a child immediately knows how to solve all examples of the same kind.

• Rapid and sound memorisation of mathematical material.

• Ability to concentrate on mathematics for long periods without apparent signs of tiredness.

• Ability to offer and use multiple representations of the same mathematical object. (For example, a child switches easily between representations of the same function by tables, charts, graphs, and analytic expressions.)

 • An instinctive tendency to approach a problem in different ways: even if a problem has been already solved, a child is keen to find an alternative solution.

• Ability to utilise analogies and make connections.

• Preparedness to link two (or more) elementary procedures to construct a solution to a multi-step problem.4 A. V. BOROVIK AND A. D. GARDINER

• Ability to recognise what it means to “know for certain”.

 • Ability to detect unstated assumptions in a problem, and either to explicate and utilise them, or to reject the problem as ill-defined.

• A distinctive tendency for “economy of thought,” striving to find the most economical ways to solve problems, for clarity and simplicity in a solution.

• Instinctive awareness of the presence and importance of an underlying structure.

• Lack of fear of “being lost” and having to struggle to find one’s way through the problem.

• A tendency to rapid abbreviation, compression or a curtailment of reasoning in problem solving.

• An easy grasp of encapsulation and de-encapsulation of mathematical objects and procedures. These terms are less frequently

Top 4 Basic Math Skills Students Should Learn

Top 4 Basic Math Skills Students Should Learn

 Here are the top 4 basic math skills every student should learn.

Problem solving. You don't learn this from the time you start learning math. But this is a basic skill that each student should learn as it enables them to develop analytical thinking. There are certain situations in life that allow you to be analytical and it is crucial when making decisions. This is a skill in math we all have to develop to hone and enhance our analytical brains to be able to analyze situations more before acting upon it.

Applied Math. This is something every student should learn - applying math in everyday situations. Everyday we are presented with different math situations and students should be able to handle those with confidence. This skill will also help students appreciate the importance of math even more as they can relate it to their everyday life.

Estimation and approximation. This is one skill you will put to use almost everyday. Measurements are everywhere and whatever it is you are buying you are at some point estimating and making approximations. Math teaches you techniques on estimating and approximating length, distance, quantity, weight, and many others that you will eventually use on some days or everyday. Such skill will allow you to know when measurement is already precise or accurate for any purpose you might need it to be.

Necessary computational skills. This is by far among the very important basic math skills you should be able to learn and understand. Everyday situations require you to be knowledgeable in computations of whole numbers or fractions, decimals and this should be done without any calculator. Most of the time people hardly bring calculator with them when they go shopping thus mental computation is a must learn skill. Also, it can be a hassle trying to run through all of the things inside your bag just to look for your reliable calculator especially when you are in a hurry. Basic mental computation is a must to solve daily computational problems without any hassle.

Math Teacher Web Sites

1.    BEAM: Be a Mathematician

2.    BOXERmath.com

3.    The Concept and Teaching of Mathematical Place Value

4.    Illuminations

5.    K-8 Interactive Math Exercises

6.    Making Mathematics: Mentored Research Projects for Young Mathematicians

7.    Materials For Math Educators

8.    The Math Forum Teachers' Place

9.    Math Forum: Teacher2Teacher

10.  The Math Projects Journal

11.  MathsNet

12.  Maze Splash

13.  MegaMath

14.  Meikleriggs' Mathematics

15.  National Math Trail

16.  NCTM - Principles and Standards for School Mathematics - Electronic edition

17.  Plane Math

18.  Project Mathematics

19.  Smile Mathematics

20.  Suzanne's Math Lessons

Verb patterns with to-infinitives

Verb patterns with to-infinitives

Verb patterns with to-infinitives

To-infinitives are used in several structures. Here is a quick overview of them.

To-infinitives can be used after adjectives expressing ideas such as desire or emotion.

We were happy to see him.
She is afraid to talk.
He is eager to join the army.
I will be happy to accept your invitation.
He was anxious to meet you.
They are impatient to leave.

It + be + adjective + of + noun/pronoun + to-infinitive

The adjectives that are commonly used in this pattern are: good, kind, generous, stupid, unwise, wrong, brave, politely, silly, wicked, cruel, foolish, wise, nice, careless etc.

It is kind of you to help us.
It was foolish of me to lend him money.

It was clever of you to solve this puzzle.
It is wicked of her to do such things.
It was careless of you to make that mistake.
It is unwise of him to drink too much.

To-infinitives are words like difficult, easy, hard, impossible etc.

This book is easy to understand.
This carpet is difficult to wash.
Your actions are impossible to justify.
This food is difficult to swallow.
This medicine is pleasant to taste.
His speech was difficult to understand.

It + be + adjective + to-infinitive

It is easy to learn English.
It is difficult to get a job.
It is cruel to treat animals in that way.
It was impossible to win.
It is hard to get noticed.