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1. A shop has a 20% sale. If a customer spends £200 in this shop, how much would they save? 2. A room is filled with people at a ratio of 3:5. What percentage of the people in the room are males? 3. In a survey of 1000 people, 800 said they support a particular policy. What percentage of the people surveyed agreed with the policy? 4. A student scored 75% in their mathematics exam. What was their mark out of 100? 5. A toy costs £20. If it is discounted by 25%, what is the new price? 6. If a book costs £20, how much would it be with a 10% discount? 7. If a shop has sold 12 bicycles from a total of 50, what percentage of bicycles were sold? 8. If a pizza is cut into 8 slices, how many slices constitute 25% of the pizza? 9. A garden is 30 metres long and 15 metres wide. What percentage of the garden is taken up by a 15 metre square lawn? 10. If a table has 5 chairs and 3 stools, what percentage of seats in the room are stools? 11. If a book has 400 pages, what percentage of the book is 100 pages? 12. A competency test was set with 50 questions. A student answered 40 correctly. What was their percentage score? 13. If a shop increases the price of a toy by 20%, what will be the new price? 14. A retailer sold 250 items in 50 days. How many items did they sell per day on average? 15. If there are 10 people in a class and 5 are boys, what percentage of the class are boys?

1. What does John Faa tell Lyra about the alethiometer? 2. How does Iorek save Lyra and Will from Bolvangar? 3. Who is Mrs Coulter in league with? 4. What is the animal daemon of the witch Serafina Pekkala? 5. What happened to the children who the experiments were done on at Bolvangar? 6. How do Will and Lyra get to the land of the dead? 7. What is the name of the bomb that John Faa has to surrender? 8. What does the Abomination do to make Lyra upset? 9. What is the prophecy that the witches are talking about at the end of part two? 10. What happens to the child that Mrs. Coulter is visiting at the end of the chapter? 11. How does Lord Boreal get to the land of the dead? 12. What does Lyra overhear behind closed doors at Bolvangar? 13. Why does Iorek behave differently towards Lyra in part two? 14. Why does Mrs Coulter oppose the idea of Lyra reading the alethiometer? 15. What does Lyra see during her dream when she wakes up on the boat?

. Lesson overview: Instructor will explain the water cycle using direct instruction, key questions, and visual aids. The instructor will then introduce a retrieval activity on different types of weather and the affect they have on people. After the retrieval activity, students will work iteratively as a class and then independently, to deepen their understanding of the water cycle. Direct instruction: - Begin by introducing the water cycle with visuals. - Cover the different stages of the water cycle, including condensation, precipitation, and evaporation. - Ask the students key questions to ensure understanding (i.e. What is condensation? How does evaporation happen? What are all the steps in the water cycle?). Retrieval activity: - Introduce the class to a retrieval activity focused on different types of weather and their affect on people. - Ask questions relating to the activity to allow the students to remember and discuss the different kinds of weather and the affect they each have (i.e. How does heat affect the body? What does snow do to the roads?). Hinge point question: - Create a hinge point question that allows the students to apply their knowledge of the water cycle to the weather and the affect it has on people (i.e. What type of weather is created when condensation is present in the atmosphere?). - Provide multiple choice answers that reinforce students’ learning of the water cycle and weather. Guided activity: - Have the students break into small teams and give each team a set of cards that contain water cycle related statements. - Provide each team with a copy of the water cycle diagram and have them place the statements according to where they fit in the diagram. - Allow the students to work together to complete the activity. - Monitor the students, answer questions, and provide help if needed. - Check answers and ask questions to assess student understanding of the material. Independent activity: - Give the students individual worksheets that contain meteorological pictures and a short explanation about the weather and its affect. - Have the students color the pictures and then match the pictures with their explanation. - Monitor and assist the students as needed. Exit task: - Ask each student to create an illustration of the water cycle and explain one of the stages of the water cycle. - Provide feedback and assess their understanding.

The Roman Empire was an ancient civilization that ruled much of Europe, North Africa, and parts of Asia from 27 BCE until 476 CE. Kids age 8 could learn a lot about this period by focusing on certain aspects of Roman life. For example, they could look at the everyday life of Roman citizens, the government and society of the Roman Empire, and the major events that happened during its reign. Furthermore, it would be helpful to discuss how the Marista's School group of kids would act if they were to live in the Roman Empire. What kind of food would they eat? What kind of clothing would they wear? What kind of activities and leisurely pursuits would they enjoy? How would they get around? What kind of jobs would they have? What kind of values and beliefs would they hold? How would they express their faith? How would they stay safe in their homes or during travel? How would they interact with other cultures? Engaging questions such as these can give children a more in-depth understanding of the Roman Empire.

1. What invention does Mrs Dippy create? (page 6) Answer: Mrs Dippy creates a flying umbrella. 2. Who gives Mrs Dippy the idea of the flying umbrella? (page 3) Answer: Her dog, Rufus gives her the idea of the flying umbrella. 3. What does Mrs Dippy name her flying umbrella? (page 8) Answer: She names it Suzy Soar. 4. What material does Mrs Dippy use to make her flying umbrella? (page 5) Answer: She makes it out of two umbrellas and waterproof fabric. 5. Where does Mrs Dippy fly with her flying umbrella? (page 4) Answer: She flies to the park with it. 6. What happened when Mrs Dippy first tried out the flying umbrella? (page 3) Answer: She flew up into the air and got stuck in a tree. 7. Who sat in Mrs Dippy's flying umbrella with her? (page7) Answer: Rufus, her beloved dog, sat with her. 8. What is Mrs Dippy's neighbor's reaction when she flies past with the umbrella? (page 5) Answer: Mrs Dippy's neighbor screams and hides behind the sofa. 9. What invention does Mrs Dippy give to her neighbor to protect from the rain? (page 6) Answer: She gives her neighbor an umbrella hat. 10. What does Rufus think about Mrs Dippy's invention? (page 9) Answer: Rufus thinks it's the best invention ever created.

1. Who found Mrs Dippy's missing dog? (Page 11) Answer: Mrs Dippy's assistant, Jim. 2. What was the name of Mrs Dippy's missing dog? (Page 12) Answer: Cheese. 3. What did Mrs Dippy do to show her appreciation for Jim? (Page 14) Answer: She made him a cup of tea. 4. How did Jim help Mrs Dippy find her missing dog? (Page 15-16) Answer: He used a remote-controlled tracking device. 5. What animal did Jim compare to a tracking device? (Page 15) Answer: He compared it to a dog sniffing out a rabbit. 6. What did Mrs Dippy's invention look like? (Page 11) Answer: It was a tall silver box with lots of flashing lights. 7. What noise did Mrs Dippy's invention make? (Page 14) Answer: It made a loud buzzing noise. 8. Why was Mrs Dippy late for work that morning? (Page 7) Answer: She overslept. 9. What happened to Mrs Dippy's invention when the power cut out? (Page 13) Answer: It stopped working. 10. How did everyone in the office react when Mrs Dippy found her dog? (Page 17) Answer: They cheered and clapped.

1. What was the purpose of the invention Mrs Dippy created? (Page 23) Answer: The purpose of the invention Mrs Dippy created was to create a car than could drive itself. 2. Who did Mrs Dippy show her invention to? (Page 24) Answer: Mrs Dippy showed her invention to a group of people from the London Science Museum. 3. What happened when Mrs Dippy's car was put to the test? (Page 31) Answer: When Mrs Dippy's car was put to the test, it drove itself successfully around the London Science Museum car park. 4. What did Mrs Dippy's new invention have that made it different from other cars? (Page 34) Answer: Mrs Dippy's new invention had a computerized control system that allowed it to drive itself. 5. What was Mrs Dippy worried about when she was presenting her invention to the people at the London Science Museum? (Page 35) Answer: Mrs Dippy was worried that she would be laughed at or ridiculed if her invention did not work properly. 6. How did the people at the London Science Museum react when Mrs Dippy's car successfully drove itself? (Page 37) Answer: The people at the London Science Museum were amazed and excited when Mrs Dippy's car successfully drove itself. 7. What did Mrs Dippy think her invention could be used for? (Page 45) Answer: Mrs Dippy thought her invention could be used for daily transportation needs as well as for emergency services such as fire engines and ambulances. 8. What did Mrs Dippy do with the money she made from her invention? (Page 50) Answer: Mrs Dippy used the money she made from her invention to build a new laboratory and to launch her next invention. 9. What did Mrs Dippy make her next invention out of? (Page 51) Answer: Mrs Dippy made her next invention out of recycled materials such as cardboard and tin cans. 10. How were Mrs Dippy's inventions received by the public? (Page 56) Answer: Mrs Dippy's inventions were received with great enthusiasm by the public, who were fascinated by her creativity and ingenuity.

Objective: To demonstrate the use of emphasis as a principle of design by creating a 2-dimensional work of art. Materials: - Paper - Pencils - Ink - Watercolors Procedure: 1. Begin by introducing the principle of emphasis as a design tool – emphasizing a certain element of the design can help create focus and attract the viewer’s attention. 2. Demonstrate how to create emphasis on paper, using simple shapes and lines to focus on one area of the paper more than others. 3. Instruct the students to create their own emphasis pieces. Explain that they can use pencil, pen, watercolor or any other tools they have to create a pattern with an area of emphasis within the design. 4. Discuss the various ways to create an emphasized area (e.g. different colors, sizes, textures, etc.). 5. Allow the students to draw, color and/or paint their designs and create an area of emphasis. 6. Finally, have each student present and discuss their design, including what they used to create the area of emphasis.

Task 1. Divide students into small groups of four or five people. 2. Create a group activity where each group is invited to answer a different set of ethical questions related to AI. Provide a learning video or reading material about AI beforehand. 3. Allow each group to explore and discuss the ethical implications of AI, discussing potential risks and benefits. The potential implications can range from social, legal, and economic changes related to AI. 4. Provide an open platform (e.g. a discussion board or forum) to engage other groups and ask questions. For example, one group could talk to another and ask them to explain their views on a particular ethical question relevant to AI. 5. Finally, ask each group to unpack the ethical implications of their findings and discuss any further suggestions they could make to create a more balanced and ethically conscious environment with respect to AI.