To adequately evaluate a student studying for trigonometry, the teacher should review their progress with the subject material, observe their use of problem solving strategies, and evaluate their understanding of the concepts. Additionally, the teacher should provide feedback to the student on areas which could use improvement. The evaluation should consider both their efforts in class, as well as their performance on tests and assignments. The teacher should also take into account the student's overall level of interest in the subject and the amount of effort they are putting into furthering their understanding of the material.

Q1: What is sin in trigonometry? A1: Sin is a trigonometric function which gives the ratio of the side length of a right triangle's side opposite a given angle to the length of the hypotenuse. Q2: What is law of sines? A2: The law of sines is a mathematical theorem that states that for any triangle, the ratio of the length of its sides to the sines of their opposite angles is constant. Q3: How is the sine function used in trigonometry? A3: The sine function is used to determine angles and distances in triangles. It can be used to find angles of any triangle when given the length of two of its sides. Q4: What is the definition of the tangent function in trigonometry? A4: The tangent function is a trigonometric function that gives the ratio of the side length of a right triangle’s side adjacent to a given angle to the length of the hypotenuse. Q5: What is the cotangent function? A5: The cotangent function is a trigonometric function that gives the ratio of the side length of a right triangle’s side opposite a given angle to the length of the side adjacent to the angle. Q6: What is the definition of the secant function in trigonometry? A6: The secant function is a trigonometric function that gives the ratio of the length of a right triangle's hypotenuse to the length of the side adjacent to a given angle. Q7: How is the cosine used in trigonometry? A7: The cosine is used in trigonometry to calculate distances and angles in triangles. It can be used to calculate a side length when given the length of two other sides. Q8: What is the formula for the period of a trigonometric function? A8: The formula for finding the period of a trigonometric function is 2π/B. This formula is used to find the period of the function when given the angular coefficient (B) of the function. Q9: How is the co-function used in trigonometry? A9: The co-function is used to express the reciprocal of the six trigonometric functions. For example, sin(x) = 1/cos(x). Q10: How is the inverse trigonometric function used? A10: The inverse trigonometric function is used to find the angle (in radians) for a given trigonometric ratio. It can be used to solve for an angle, when given the sin, cos, or tan of that angle.

Oh Eighth Graders, between childhood and Maturity Lost in the Land of Sorrow and Glee Fraught with Uncertainties, but strong you must be Your minds broad and eager, you've earnt respect At last your thoughts align and you start to connect To the stories that Milton inspired so old That have spanned centuries and will never grow cold His themes of loyalty, honor and justice That Paradise Lost imparts on us with trust These timeless values, you must keep with you As you funnel your energy into Life's brew Your days in eighth grade will fly, pretty soon You'll bid farewell to this in-between But remember the concepts of courage and strength That will lend you a helping hand 'til their length If in doubt, go for what's right, not just easy And Paradise Lost will never seem breezy The journey of life will soon come to show That Eighth Graders bring forth a wondrous glow.

In Édouard Manet’s Bar de Folies-Bergere, the artist carries the audience away to a 19th century Music Hall in Paris with his Impressionist painting techniques. Developed during a period of exploration, Manet was embarking on a new approach to represent the subjects that he observed. From his choice of vibrant colors, to the application of them, he created an atmosphere of an Impressionist masterpiece. To begin, the eye is immediately attracted to the contrast between the intense yellow and the vast white of the female figure in the foreground. This means of contrast has been adopted by the Impressionists in order to attract the eye of the viewer and to emphasize the beauty and warmth of the painting. Manet also utilizes the contrast in color to create a sense of depth through his placement of the musicians in the background. His application of thick and thin brush strokes further emphasize that contrast and provide further depth to the painting. Additionally, the use of broken brushstrokes reveals the lively atmosphere of the bar as well as the motion of the musicians. These shifts in color, texture and shape reflect the shift in modern thinking brought by Impressionism. From the bright colors to applied paint, Manet reveals a more objective approach to capturing the emotion of a scene. He illustrates a certain atmosphere, instead of the faces, which allows the audience to feel connected to the painting. This was a significant step away from the traditional Classical approach of painting and emphasizes the individuality of the subject. By reinventing the painting process, Manet introduces the audience to a more personal and instantaneous view that goes beyond the precision of Classical illusionism. The influence of Impressionism is clearly evident in the painting, but Manet did not stretch his scope so far as to go against conventional morality. Unlike popular Impressionist painters such as Monet, Pissarro and Renoir, Manet kept the painting, and its contents, all in good conscience. During this time, many of the themes depicted by other Impressionists were seen as being socially unacceptable. Bar de Folies-Bergere is an example of Manet’s talent in being able to explore the themes of disruption without going against modern expectations. Through an Impressionist’s eye, Manet captured the atmosphere of 19th century Paris. Bar de Folies-Bergere exhibits all of the elements of Impressionism, from the application and color to the placement of subject matter. Through this painting, the artist manages to inject emotion and atmosphere into the scene, revealing his talent for conveying the feeling of a moment in time. Manet’s Impressionist choices demonstrate the artist’s skill in interpreting and representing a variety of scenes. His ability to interpret the scene and paint it with Impressionist elements allows the audience to experience the atmosphere as though we were there.

CAUSATIVE VERBS EXERCISES 1. Reorder the following words to make a complete sentence using a causative verb: have/The/dinner/Bob/Alice/cooked Bob had Alice cook the dinner. 2. What is the causative verb in this sentence: "The mechanic fixed my car"? The causative verb in this sentence is "fixed". 3. Rewrite this sentence using a causative verb in the past tense: He helped me with my homework. He had me help with my homework. INFINITIVE FORM EXERCISES 1. What is the infinitive form of the verb “drink”? The infinitive form of the verb "drink" is "to drink". 2. Rewrite this sentence using two different infinitive forms of the verb “to break”: He broke the vase. He had to break the vase and it broke easily.

1. Begin by displaying an anchor chart with two sections: addition and subtraction. Ask students to guess a variety of combinations of numbers they can add (e.g. 3 + 6, 12 + 8) or subtract (e.g. 18 - 11, 9 - 5). Write each combination on the chart. 2. Give each student a set of number cards (1-20) and explain that the object of the game is to match the number combinations on the anchor chart. 3. Instruct students to create their own number combinations and show them to a neighboring classmate. The first person to correctly identify the combination receives a point. 4. Provide guided practice for more challenging combinations by having students work with a partner. 5. Once students have had sufficient practice, play a game called "Flawless Fact Fluency." This game is played in teams of two. Each student is dealt four cards, which they use to match number combinations. The team with the most points after five rounds wins the game! 6. End the lesson by having students summarize what they learned. Encourage them to practice their fact fluency skills on their own at home.

I. Introduction A. Overview of Game Theory B. Benefits of Using Game Theory II. Games and Strategies A. Definitions and Examples of Traditional and Non-Traditional Games B. Types of Games and Strategies III. Analyzing Games and Strategies A. Calculating Equilibria B. Developing Nash Equilibria Strategies IV. Applying Game Theory A. Solving Real-World Problems B. Subject-Specific Applications V. Hands-On Practice A. Individual and Group Exercises B. Computer Simulation Scenarios and Activities VI. Conclusion A. Summary of Course Learning B. Future Uses of Game Theory

Learning Intention: To improve English vocabulary Materials: - Sentence strips - Word cards - Whiteboard Procedure: 1. Show the students various word cards and explain the meaning of each word or have them look up the definition in the dictionary. 2. Place the words on sentence strips and ask the students to form sentences using the words. 3. As a class activity, have the students write a story, poem, or dialogue exchange using the vocabulary words. 4. Invite the students to create their own word cards by selecting five words from a text they are studying and writing their definitions. 5. Divide the students into two teams and challenge them to a vocabulary game. Each team takes turns selecting a word card, defining the word, and using it in a sentence. The team that earns the most points by correctly using the words wins. 6. Ask the students to find synonyms and antonyms for a few of the vocabulary words. 7. Use the whiteboard to display a list of the vocabulary words. Encourage the students to practice using the words in conversations throughout the week. Conclusion: At the end of the lesson, ask the students to explain the importance of having a strong English vocabulary. Have a class-wide discussion about strategies they can use to continue developing their English vocabulary.

1. Brainstorming Activity: Have students brainstorm ideas for short stories or other writing projects. Ask them to think of ways to make the story interesting and exciting, including conflict, characters, and plot. 2. Comic Book Creation: Have students create a comic book or graphic novel. They can use their writing skills to write a script and create their own comic book. 3. Storytelling Games: Play verbal games like Can You Top This? and Telephone with your students. This engages their creative thinking and encourages them to use descriptive words to describe an idea or story. 4. Writing Relay: Have students team up and pick a topic for a story. The first student writes one sentence, then passes it to the next student who must write another sentence related to the original one. They continue until the story is completed. 5. Word Association Activity: Have students create group stories by word association. The first student says a word and passes it to the next student who must use that word in a sentence. The game continues until the story is completed. 6. Paragraph Creation: Have students create a paragraph from an image, such as a sunset or a beautiful landscape. Ask them to use descriptive details to bring the image to life. 7. Creative Writing Workshop: Allow your students to spend an afternoon crafting their own stories with the help of an experienced writer. This can help them learn about plot and character development. 8. Editing: Ask students to exchange writing pieces and have them provide feedback on each other’s work. This can help them improve their editing skills. 9. Vocabulary Building Exercise: Use flashcards or word lists to help students expand their vocabulary. Ask them to use the new words they learn in their writing. 10. Written Debate: Have students debate a topic with their peers, using their writing skills to craft a persuasive argument. They can then discuss different perspectives they hear.

1. Act out a Short Story – Have students prepare a short story and have them act it out in groups. Each group should then be asked to present their stories to the class. 2. Movie Talk – Encourage students to watch a movie and discuss it in English. They should describe what they saw, how they felt, and talk about the different characters. 3. Roll the Dice – Divide the classroom into two teams. Have each team draw a category onto a white board, such as animals, countries, or foods. Then have one member of each team roll a die and say the name of something for their category. Whichever team gets the most correct answers wins. 4. Show and Tell – Ask students to bring in an item from home or from outside of the classroom and explain it in English. This helps students practice their descriptive vocabulary, as well as practice speaking and presenting in front of a group. 5. Dialogue Conversation – Have students practice a dialogue conversation in pairs. They can take turns saying a line and then their partner should say the next line. This is a good way to practice the rhythm of a conversation and work on pronunciation.