Free First Grade Mathematics Worksheets

When it comes to teaching first-grade students the common core standards of mathematics, theres no better way to practice than with worksheets geared toward repeatedly applying the same basic concepts such as counting, adding and subtracting without carrying, word problems, telling time, and calculating currency. As young mathematicians progress through their early education, they will be expected to demonstrate comprehension of these basic skills, so its important for teachers to be able to gauge their students aptitudes in the subject by administering quizzes, working one on one with each student, and by sending them home with worksheets like the ones below to practice on their own or with their parent. However, in some cases, students may require additional attention or explanation beyond what worksheets alone can offer—for this reason, teachers should also prepare demonstrations in class to help guide students through the coursework. When working with first-grade students, its important to start from where they understand and work your way up, ensuring that each students  masters each concept individually before moving on to the next topic. Click on the links in the rest of the article to discover worksheets for each of the topics addressed. Worksheets for Counting, Time, and Currency One of the first things first graders have to master is the concept of counting to 20, which will help them quickly count beyond those basic numbers and begin to understand the 100s and 1000s by the time they reach the second grade. Assigning worksheets like Order the Numbers to 50 will help teachers assess whether or not a student fully grasps the number line. Additionally, students will be expected to recognize number patterns and should practice their skills in  counting by 2s,  counting by 5s, and  counting  by 10s  and identifying whether a number is  greater than or less than to 20, and be able to parse out  mathematical equations from  word problems  like  these, which may include  ordinal numbers up to 10 In terms of practical math skills, the first grade is also an important time to ensure students understand how to  tell time  on a clock face and how to  count  U.S. coins up to 50 cents. These skills will be essential as students begin to apply two-digit addition and subtraction in the second grade. Addition and Subtraction for First Graders First-grade math students will be introduced to basic addition and subtraction, oftentimes in the form of word problems, over the course of the year, meaning they will be expected to add up to 20 and subtract numbers below fifteen, both of which wont require the students to re-group or carry the one. These concepts are easiest understood through tactile demonstration such as number blocks or tiles or through illustration or example such as showing the class a pile of 15 bananas and taking away four of them, then asking the students to calculate then count the remaining bananas. This simple display of  subtraction  will help guide students through the process of early arithmetic, which can be additionally aided by these subtraction facts to 10. Students will also be expected to demonstrate a comprehension of addition, through completing word problems that feature  addition sentences up to 10, and worksheets like Adding to 10, Adding to 15, and Adding to 20 will help teachers gauge students comprehension of the basics of simple addition. Other Worksheets and Concepts First-grade teachers may also introduce their students to a base-level knowledge of fractions, geometric shapes, and mathematical patterns, though none of them are required course material until the second and third grades. Check out Understanding 1/2, this Shape Book, and these additional  10 Geometry worksheets for late Kindergarten and Grade 1. When working with  first-grade  students, its important to start from where they are. It is also important to focus on thinking concepts. For instance, think about this word problem:  A man has 10 balloons and the wind blew 4 away. How many are left? Heres another way to ask the question:  A man was holding some balloons and the wind blew 4 away. He only has 6 balloons left, how many did he start with? Too often we ask questions where the unknown is at the end of the question, but the unknown can also be put at the beginning of the question. Explore more concepts in these extra worksheets: How Many More to 10Fill in the Missing Numbers - to 10How many less - to 10Subtraction Facts to 10 Beginning Fractions: Concept of 1/2.

Child Vehicular Heat Stroke Deaths - 995 Words

According to the article â€Å"Child Vehicular Stroke Fact Sheet† from KidsAndCars.org, â€Å"The average number of U.S. child vehicular heat stroke deaths is 37 per year.† That is one death of a child every nine days. Although, some individuals may or may not have unintentionally left their children in the car. A majority of parents that left their child in the vehicle unknowingly did it. However, there is a small percentage of parents that knowingly left their child unattended in the vehicle. In some cases, the child even entered the vehicle on their own without the parent or caregiver noticing in time. Statistics of child vehicular heat stroke deaths reveal that 54.25% of parents unknowingly left their child in the vehicle, 11.58% knowingly left their child in the vehicle, and 33.58% of the children entered the vehicle by themselves without parents or caregivers noticing in a reasonable amount of time (Child Vehicular Heat Stroke). Some individuals, usually non-paren ts, believe that it is completely absurd to forget a child is in the vehicle. However, the most dangerous mistake a parent or caregiver can make is to think leaving a child alone in a vehicle could never happen to them or their family (Child Vehicular Heat Stroke). A heat stroke can be extremely lethal to young children if it is not recognized and treated in time. What is a Heat Stroke? A heat stroke is when an individual’s body temperature ascends too high and tries to perform the task of cooling off. The body’s way

Information Technology Control and Audit Accounting

Question: Describe about the Information Technology Control and Audit Accounting. Answer: Many definitions have been developed about the audit procedure. According to Mancini et al (2016) he perceives auditing is an official examination and verification of the provided accounts and records. Gallegos (2004) states that the inspection or the examination of business financial record is mostly aimed at evaluating or improving the appropriateness, efficiency and safety of a business. Hence, based on the above definition one can easily answer our question which on responsibility of management and auditors based on laws and regulations. Since, auditing involves following of laws and regulations some tend to have the direct effect on the financial statements because they determine report amounts disclosure needed in financial statements. Hence, the non compliance with laws results to fines, litigation or it could lead to consequences that have material effect on financial statements (Mancini et al, 2016). Therefore, the responsibility for compliance with laws and regulations among management and auditors include: Responsibility of management Management responsibility tends to involve the oversight of those individuals charged with governance, thus they ensure that firms operations are conducted in accordance with the laws and regulations provided (Senft Gallegos, 2009). There is also inclusion of compliance with laws and regulations which determines the amounts reported and disclosed in business financial statements. The responsibility of auditors Requirements as pertained by the SAS is designed for assisting auditors in the identification of material misstatements in financial statements, this is in due to the noncompliance with laws and regulations. Hence, auditors arent responsible in prevention of noncompliance and cant be expected to detect any form of noncompliance with laws and regulations. As an auditor one is responsible in the obtaining of a reasonable assurance which involves financial statements as whole and free from the material statements, whether brought up by fraud instances or error (Pathak, 2005). Therefore, auditors are responsible in taking account of the applicable legal and regulation framework when planning and executing some of the audit procedures. In context of laws and regulations, the existence of potential effect of inherent limitations on auditors ability aims at detecting material misstatements because of the following reasons: Many laws and regulations which typically dont affect financial statements and isnt captured by a business information system relevant to the financial reports. Noncompliance may act as designs that work on concealing it due to forgery, collusion and failure to records transactions (Mancini et al, 2016). Therefore, based on the above discussion auditors are required to remain vigilant of the possibilities that other the audit procedures are being applied for the purpose of opinion forming on the financial statements. 2. Information technology has a critical role in the control of auditing procedure because of the critical mechanisms that maintain integrity of information systems. Therefore, IT in the current world of auditing procedure works on reporting organization finances for purpose of avoidance and hopeful creation of preventive financial fiascos (Wood, 2013). Since, global economies are independent than ever in geopolitical risks affect everyone. Therefore, it has been realised by auditors that IT has impacted their capability of performance in terms of attestation function. Organizations and associations have realised the need of IT in control and maintaining of a credible audit procedure through the use of technology. IT tends to be an important part of the audit integral function because it support the judgement of auditors based on the quality of information being processed in the computer systems. IT is also an integral part of auditing procedure because it easily enhances capability, aims and quality that characterizes worldwide technical standards (Pathak, 2005). IT also tends to improve research and education which provides auditors with better understanding of theoretical and empirical knowledge because of enhancement through information technology. IT has effectively evolved auditors practice from traditional auditors setting to technological audit procedures which involves the use of technology in carrying out audit procedures. The advantage of using IT in audit procedure is it improves auditors job quality; it escalates the levels of efficiency and effectiveness of the audit process as well as improving the viability of detecting error or fraud in financial statements (Wood, 2013). The only disadvantage of using these systems is that they are prone to hacking and such an incident may lead to information loss or mislead data. Based on the above discussion, it is certain that IT has a critical role in the auditing world today. This is because many firms are keeping their records electronically. Hence, this means that for purpose of evaluation on must be able to scrutinize data via electronic systems. Thus, having this in mind as an auditor you need to understand and use technology so as to be able to detect instances of fraud or error (Hall et al, 2005). As an auditor technology also tends to improve your levels of audit quality. References Senft, S., Gallegos, F. (2009).Information technology control and audit. Boca Raton, CRC Press/Auerbach Publications. https://ftp.factor.lg.ua/books/Information_Security_Management_Handbook__Sixth_Edition__Volume_7.pdf Mancini, D., Dameri, R. P., Bonollo, E. (2016).Strengthening Information and Control Systems The Synergy Between Information Technology and Accounting Models. Pathak, J. (2005).Information technology auditing: an evolving agenda. Berlin, Springer. https://download.springer.com/static/pdf/470/bfm%253A978-3-540-27486-5%252F1.pdf?originUrl=http%3A%2F%2Flink.springer.com%2Fbook%2Fbfm%3A978-3-540-27486 5%2F1token2=exp=1476160830~acl=%2Fstatic%2Fpdf%2F470%2Fbfm%25253A978-3-540-27486 5%25252F1.pdf%3ForiginUrl%3Dhttp%253A%252F%252Flink.springer.com%252Fbook%252Fbfm%253A978-3-540-27486 5%252F1*~hmac=263abce58c7935918b09ac8b14be28140a9691479daef6ce6b613a8d1f168a9f Wood, J., Brown, W. C., Howe, H. (2013).Information technology auditing and application controls for small and mid-sized businesses: revenue, expenditure, inventory, payroll, and more. Gallegos, F. (2004).Information technology control and audit. Boca Raton, Fla, Auerbach Publications.https://www.usfsp.edu/gkearns/Articles_Fraud/auditing%20with%20compute rs.doc Hall, J. A., Singleton, T., Hall, J. A. (2005).Information technology auditing and assurance. Mason, Ohio, Thomson/South-Western. https://iacis.org/iis/2006/Merhout_Havelka.pdf

Provision Essays - Anti-European Sentiment, Demography,

provision The Immigration and Naturalization Act of 1965, also known as the Hart-Celler Act, abolished an earlier quota system based on national origin and established a new immigration policy based on reuniting immigrant families and attracting skilled labor to the United States. Over the next four decades, the policies put into effect in 1965 would greatly change the demographic makeup of the American population, as immigrants entering the United States under the new legislation came increasingly from countries in Asia, Africa and Latin America, as opposed to Europe. By the early 1960s, calls to reform U.S. immigration policy had mounted, thanks in no small part to the growing strength of the civil rights movement. At the time, immigration was based on the national-origins quota system in place since the 1920s, under which each nationality was assigned a quota based on its representation in past U.S. census figures. The civil rights movement's focus on equal treatment regardless of race or nationality led many to view the quota system as backward and discriminatory. In particular, Greeks, Poles, Portuguese and Italians-of whom increasing numbers were seeking to enter the U.S.-claimed that the quota system discriminated against them in favor of Northern Europeans. President John F. Kennedy even took up the immigration reform cause, giving a speech in June 1963 calling the quota system "intolerable." IMPACT In reality (and with the benefit of hindsight), the bill signed in 1965 marked a dramatic break with past immigration policy, and would have an immediate and lasting impact. In place of the national-origins quota system, the act provided for preferences to be made according to categories, such as relatives of U.S. citizens or permanent residents, those with skills deemed useful to the United States or refugees of violence or unrest. Though it abolished quotas per se, the system did place caps on per-country and total immigration, as well as caps on each category. As in the past, family reunification was a major goal, and the new immigration policy would increasingly allow entire families to uproot themselves from other countries and reestablish their lives in the U.S. In the first five years after the bill's passage, immigration to the U.S. from Asian countries-especially those fleeing war-torn Southeast Asia (Vietnam, Cambodia)-would more than quadruple. (Under past immigration policies, Asian immigrants had been effectively barred from entry.) Other Cold War-era conflicts during the 1960s and 1970s saw millions of people fleeing poverty or the hardships of communist regimes in Cuba, Eastern Europe and elsewhere to seek their fortune on American shores. All told, in the three decades following passage of the Immigration and Naturalization Act of 1965, more than 18 million legal immigrants entered the United States, more than three times the number admitted over the preceding 30 years. By the end of the 20th century, the policies put into effect by the Immigration Act of 1965 had greatly changed the face of the American population. Whereas in the 1950s, more than half of all immigrants were Europeans and just 6 percent were Asians, by the 1990s only 16 percent were Europeans and 31 percent were of Asian descent, while the percentages of Latino and African immigrants had also jumped significantly. Between 1965 and 2000, the highest number of immigrants (4.3 million) to the U.S. came from Mexico , in addition to some 1.4 million from the Philippines. Korea, the Dominican Republic, India, Cuba and Vietnam were also leading sources of immigrants, each sending between 700,000 and 800,000 over this period. https://www.history.com/topics/us-immigration-since-1965

Chemistry Abbreviations Starting With the Letter P

Chemistry Abbreviations Starting With the Letter P Chemistry abbreviations and acronyms are common in all fields of science. This collection offers common abbreviations and acronyms beginning with the letter P used in chemistry and chemical engineering. P - PetaP - Phosphorusp - picoP - PressureP - ProtonPA - Phosphatidic AcidPa - PascalPa - ProtactiniumPA - Proton affinityPA # - PolyAmide polymer numberPAA - PolyAcrylic AcidPABA - ParaAminoBenzoic AcidPAC - Pharmaceutically Active CompoundPAC - Polycyclic Aromatic ContentPAC - Powdered Activated CarbonPAEK - PolyaryletherketonePAGE - PolyAcrylamide Gel ElectrophoresisPAH - Polycyclic Aromatic HydrocarbonPAI - PolyAmide ImidePAO - PolyAlphaOlefinPASA - PolyAmide, Semi-AromaticPb - LeadPB - PolyButylenePBB - PolyBrominated BiphenylPBD - PolyButaDienePBI - PolyBenzImidazolePBN - PolyButylene NaphthalatePBS - Phosphate Buffered SalinePBT - PolyButylene TerephthalatePC - PolyCarbonatePC - Pyruvate CarboxylasePCA - Pyrrolidone Carboxylic AcidPCC - Pyridine Chloro ChromatePCE - TetrachloroethylenePCR - Polymerase chain reactionPCV - Pressure control valvePd - PalladiumPD - Positive displacementPD - Potential differencePE - PhycoErythrinPE - PolyethylenePE - Potential energyPEA - PolyEster Amine PEEK - PolyEtherEtherKetonePEG - PolyEthylene GlycolPEK - Poly Ether KetonePEL - Permissible exposure limitPERC - TetrachloroethylenePES - PolyEtherSulfonePET - Polyethylene TerephthalatePETP - Polyethylene terephthalatePEX - Cross-linked PolyEthylenePFC - Perfluorocarbonpg - picogramPG - Propylene GlycolPG - ProstaglandinPGA - 3-PhosphoGlyceric AcidPGA - PolyGlutamic AcidPGE - Platinum group elementsPGM - Platinum group metalspH - measurement of H ions in aqueous solutionPH - Phenol functional groupPHA - PolyHydroxyAlkanoatePHB - PolyHydroxyButyratePHC - Petroleum HydroCarbonPHMB - PolyHexaMethyleneBiguanidePHT - PHThalatePI - Phosphate IonPI - PolyImidePIB - PolyIsoButylenepK - Measurement of the dissociation constantPLA - Polymerized Lactic AcidPLC - PhosphoLipase-CPM3 - Parameterized Model number 3PM10 - Particulates smaller than 10 ÃŽ ¼m.PM - Particulate MatterPM - Photo Multiplierpm - picometerPM - Plasma MembranePM - Powder MetallurgyPm - PromethiumPMA - PhosphoMolybdic AcidPM A - PolyMethyl Acrylate PMID - PubMed IDentifierPMMA - PolyMethylMethAcrylatePMO - PolyMethylene OxidePNPA - PolyNucleotide Phosphorylase APNPB - PolyNucleotide Phosphorylase BPo - PoloniumPOC - Polar organic contaminantpOH - Measurement of OH- ions in aqueous solutionPOL - Petroleum, oils, and lubricantsPOP - Persistent organic pollutantPORC - PorcelainPPA -PhenylPropanolAminePPA - PolyPhthalAmidePPB - Parts per billionPPM - Parts per millionPPO - PolyPhenylene OxidePPS - PolyPhenylene SulfidePPT - Parts per trillionPPT - PolyPyrimidine TractPPT - PrecipitatePr - PraseodymiumPRV - Pressure relief valvePSI - Pounds per square inchPSV - Pressure safety valvePt - PlatinumPTFE - PolyTetraFluoroEthylenePu - PlutoniumPU - PolyUrethanePV - Parity ViolationPV - Pressure VolumePVC - PolyVinyl ChloridePVT - Pressure, volume, temperaturePXY - Para-XYlene

ECO 202 MOD 3 CA Essay Example | Topics and Well Written Essays - 1000 words - 1

ECO 202 MOD 3 CA - Essay Example Q3..For the past 3 years a major department store chain has averaged approximately $10 billion in long-term debt. Their debt is in the form of bonds that have been sold to investment funds and the public (If you are not sure what a corporate bond is look it up on the internet). For the sake of argument, let us assume that either now or one-year from now they will add an additional $5 billion to finance store expansion. This is a given, management has already made this expansion decision and it does not need to be commented on. The objective of management is to issue bonds at the lowest interest rate. Given this objective, should they issue the bonds now or wait for one year if they feel the Federal Reserve will follow:   1. The Federal Reserve policy makers use monetary policy to influence demand and supply of money. Changes in demand and supply of money cause interest rates to fluctuate as illustrated in the below diagrams: The  Federal Reserve  can set the  discount rate, as well as achieve the desired  federal funds rate  by  open market operations. These rates have significant effect on other market interest rates, but there is no perfect relationship. In the United States open market operations are a relatively small part of the total volume in the bond market(monetary policy,Wikipedia,2011) Federal Reserve uses expansionary monetary policy to boost up economics activity in the economy and remove recessionary gap. An increase in the nominal money supply or a decrease in the demand for money results in excess supply of money. This change attempts to reduce money holdings by buying bonds and results in a fall if interest rates .Decrease in interest rate results in an increase in interest-sensitive expenditure and hence there is an increase in equilibrium real National Income. Opposite of expansionary policy is the Contractionary policy which is aimed to remove inflationary gap. A decrease in money supply or a n

Critical analysis of SECI Model of knowledge creation Essay

Critical analysis of SECI Model of knowledge creation - Essay Example Along with that, different types of strategies practiced by the team members to manage knowledge both within and outside the organization departments. Knowledge creation and sharing is essential for success in any organizational growth and development. Many organizations are now managing knowledge in innovative ways to increase productivity (Nonaka, 1990). As proposed by Nonaka and Takeuchi, the SECI model is an exclusively influential model in the management of knowledge in communities and organization, just like its inventors constantly claim of its collective legitimacy. On the other hand, some contemporary literatures defy their judgment. This paper aims to critically analyse the effectiveness of the SECI Model of knowledge creation while continuing the discussion and exploring the limits of its applicability. Ikujiro Nonaka has been a great contributor to the SECI model of knowledge creation. He explained the various concepts of knowledge, both explicit and tacit. He focused on the way many western firms relied on the explicit knowledge concept. He partnered with Takeuchi and together they developed a SECI model that would go on to be an important aspect of knowledge creation. Initially, Nonaka (1994) proposed a two dimensional theory referring to creating knowledge. The establishment of social interaction became the first or epistemological dimension between tacit and explicit knowledge. In this case, individuals convert the original knowledge into various types, hence coming up with new knowledge. Conclusively, the author identified four different types of converting knowledge (Figure 1). These take account of Socialization, Externalization, Combination, and Internalization, which describes tacit to tacit; tacit to explicit; explicit to explicit, and explicit to tacit knowledge convers ion respectively. However, the