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1.3 Algebraic Expressions
1.3 Algebraic Expressions Modeling words with an Algebraic Expression: Example 1: Multiple Choice Which algebraic expression models the phrase "seven fewer than a number t"? A) -7t B) 7 - t C) t - 7 D) 7 + t Example 2: Multiple Choice Which algebraic expression models the phrase "two times the sum of a and b"? F) a + b G) 2a + b H) 2(a + b) I) a + 2b Modeling a Situation: Example 3: You start with $20 and save $6 each week. What algebraic expression models the total amount you save? Example 4: You had $150, but you are spending $2 each day. What algebraic expression models this situation? 1 Evaluating Algebraic Expressions: Example 5: What is the value of the expression for the given values of the variables? a. 7(a + 4) + 3b - 8 for a = -4 and b = 5 b. c. 2 Writing and Evaluating Algebraic Expressions: Example 6: In football, a touchdown (TD) is worth six points, and extra-point kick (EPK) one point, and a field goal (FG) three points. a. What algebraic expression models the total number of points that a football team scores in a game, assuming each scoring play is one of the three given types? Let t = the number of touchdowns Let k = the number of extra-point kicks Let f = the number of field goals b. Suppose a football team scores 3 touchdowns, 2 extra-point kicks, and 4 field goals. How many points did the team score? 3 Example 7: In basketball, teams can score by making two-point shots, three-point shots, and one-point free throws. -
Football Officiating Manual
FOOTBALL OFFICIATING MANUAL 2020 HIGH SCHOOL SEASON TABLE OF CONTENTS PART ONE: OFFICIATING OVERVIEW .............................................................................. 1 INTRODUCTION ........................................................................................................................ 2 NATIONAL FEDERATION OFFICIALS CODE OF ETHICS ........................................... 3 PREREQUISITES AND PRINCIPLES OF GOOD OFFICIATING ................................. 4 PART TWO: OFFICIATING PHILOSOPHY ......................................................................... 6 WHEN IN QUESTION ............................................................................................................... 7 PHILOSOPHIES AND GUIDANCE ........................................................................................ 8 BLOCKING .................................................................................................................................... 8 A. Holding (OH / DH) ............................................................................................................. 8 B. Blocking Below the Waist (BBW) ..................................................................................... 8 CATCH / RECOVERY ................................................................................................................... 9 CLOCK MANAGEMENT ............................................................................................................. 9 A. Heat and Humidity Timeout ............................................................................................ -
© Clark Creative Education Casino Royale
© Clark Creative Education Casino Royale Dice, Playing Cards, Ideal Unit: Probability & Expected Value Time Range: 3-4 Days Supplies: Pencil & Paper Topics of Focus: - Expected Value - Probability & Compound Probability Driving Question “How does expected value influence carnival and casino games?” Culminating Experience Design your own game Common Core Alignment: o Understand that two events A and B are independent if the probability of A and B occurring S-CP.2 together is the product of their probabilities, and use this characterization to determine if they are independent. Construct and interpret two-way frequency tables of data when two categories are associated S-CP.4 with each object being classified. Use the two-way table as a sample space to decide if events are independent and to approximate conditional probabilities. Calculate the expected value of a random variable; interpret it as the mean of the probability S-MD.2 distribution. Develop a probability distribution for a random variable defined for a sample space in which S-MD.4 probabilities are assigned empirically; find the expected value. Weigh the possible outcomes of a decision by assigning probabilities to payoff values and finding S-MD.5 expected values. S-MD.5a Find the expected payoff for a game of chance. S-MD.5b Evaluate and compare strategies on the basis of expected values. Use probabilities to make fair decisions (e.g., drawing by lots, using a random number S-MD.6 generator). Analyze decisions and strategies using probability concepts (e.g., product testing, medical S-MD.7 testing, pulling a hockey goalie at the end of a game). -
South Beach Basketball Court
South Beach Basketball Court Consultation Report March 2015 Contents Executive Summary ................................................................................................................. 3 Background and consultation objectives ............................................................................ 4 Consultation approach ........................................................................................................... 4 Community Feedback ............................................................................................................. 6 Social media ............................................................................................................................... 18 Submission ................................................................................................................................. 20 Summary of outcomes ............................................................................................................ 20 Appendix A: Submission by Hoop Hopes .......................................................................... 21 Appendix B: Social media site links ...................................................................................... 34 2 Executive Summary This report provides a summary of the results of the City of Fremantle South Beach basketball court consultation, which was conducted in January and February 2015. The purpose of this report is to provide a summary of the community feedback received over the four week consultation period. The report -
Rules of the Game January 2015
3x3 Official Rules of the Game January 2015 The Official FIBA Basketball Rules of the Game are valid for all game situations not specifically mentioned in the 3x3 Rules of the Game herein. Art. 1 Court and Ball The game will be played on a 3x3 basketball court with 1 basket. A regular 3x3 court playing surface is 15m (width) x 11m (length). The court shall have a regular basketball playing court sized zone, including a free throw line (5.80m), a two point line (6.75m) and a “no-charge semi-circle” area underneath the one basket. Half a traditional basketball court may be used. The official 3x3 ball shall be used in all categories. Note: at grassroots level, 3x3 can be played anywhere; court markings – if any are used – shall be adapted to the available space Art. 2 Teams Each team shall consist of 4 players (3 players on the court and 1 substitute). Art. 3 Game Officials The game officials shall consist of 1 or 2 referees and time/score keepers. Art. 4 Beginning of the Game 4.1. Both teams shall warm-up simultaneously prior to the game. 4.2. A coin flip shall determine which team gets the first possession. The team that wins the coin flip can either choose to benefit from the ball possession at the beginning of the game or at the beginning of a potential overtime. 4.3. The game must start with three players on the court. Note: articles 4.3 and 6.4 apply to FIBA 3x3 Official Competitions* only (not mandatory for grassroots events). -
Maine Campus October 15 1936 Maine Campus Staff
The University of Maine DigitalCommons@UMaine Maine Campus Archives University of Maine Publications Fall 10-15-1936 Maine Campus October 15 1936 Maine Campus Staff Follow this and additional works at: https://digitalcommons.library.umaine.edu/mainecampus Repository Citation Staff, Maine Campus, "Maine Campus October 15 1936" (1936). Maine Campus Archives. 3039. https://digitalcommons.library.umaine.edu/mainecampus/3039 This Other is brought to you for free and open access by DigitalCommons@UMaine. It has been accepted for inclusion in Maine Campus Archives by an authorized administrator of DigitalCommons@UMaine. For more information, please contact [email protected]. Vote Monday In The Presidential Straw Poll! 411•••••••••MNIMMI....=.4/Mr• Campus Radio Vote In lite Broadcast r!t iw 7:45 Friday Tr* Monday Campus I riMP•41•4104M• Published Weekly by the Students of the University of Maine Vol. XX XV III ORONO, MAINE, OCTOBER 15, 1936 No. 3 Alpha Gamma Rho Again Class Primaries Faculty and Undergraduates Takes Fraternity Lead To Occur Tues. Regulations For Selection To Cast Ballots in Straw Vote In Scholastic Rank, 3.01 Of Delegates Issued By Houghton For Presidential Preference Second, Third Places- At a meeting of the Student Senate and Kappa, Bowdoin Special Interfraternity Council held in Rogers Nationwide Poll of Go to Phi Eta Hall on Tuesday evening the announce- Arrangements for the running of Many Students ment of primary nominations for class of- Attention, Juniors! Lambda Chi Alpha a special train to the Bowdoin game Student Opinion ficers to be held Tuesday, October 20, at Brunswick are being concluded On Deans' List A tentative Prism board will be was made. -
Chesterfield Family Center Basketball Court and Rockwall Schedule
Boot Camp This is an advanced class. A hard core workout including strength and cardiovascular training. Not for the light- hearted. This class is free for members or paid guest. Chesterfield Silver Sneakers This program encouraging older adults to participate in physical activities that will help them to maintain greater control of their health. It sponsors activities and social events designed to keep seniors healthy while encouraging Family Center social interaction Full Court Basketball Offers members and guest the opportunity to play basketball on a high school regulation size court. Basketballs are Basketball Court provided for members and guest while at CFC. Open Gym Offers members and guest space to recreate by utilizing the basketball court. We provide basketballs for members and Rockwall and guest while at CFC. Please be respectful of everyone's space and activities during open gym time. Open Volleyball Offers members and guest space to play volleyball in a recreational setting. We provide volleyballs for members Schedule and guest while at CFC. Please be respectful of everyone's ability while playing volleyball. Effective May 4th, 2020 Adult Volleyball Adult Volleyball Leagues-League registration is offered through our athletics department. Rockwall Chesterfield Family Center Not available at this time 2511 W. Republic Rd Springfield, MO. 65807 Suspension Pro Fitness Improve your overall fitness and challenge your limits with this suspension training format. This class will use 417-891-1616 suspension and weight baring exercises that will improve your strength, balance, and core. Pickleball Facility Hours Offers members and guests a space to play pickleball. Free to members, non-members must pay day pass or purchase punch card at the front desk. -
The Unseen Play the Game to Win 03/22/2017
The Unseen Play the Game to Win 03/22/2017 Play the Game to Win What Rick Barry and the Atlanta Falcons can teach us about risk management “Something about the crowd transforms the way you think” – Malcolm Gladwell - Revisionist History With 4:45 remaining in Super Bowl LI, Matt Ryan, the Atlanta Falcons quarterback, threw a pass to Julio Jones who made an amazing catch. The play did not stand out because of the way the ball was thrown or the agility that Jones employed to make the catch, but due to the fact that the catch eas- ily put the Falcons in field goal range very late in the game. That reception should have been the play of the game, but it was not. Instead, Tom Brady walked off the field with the MVP trophy and the Patriots celebrated yet another Super Bowl victory. NBA basketball hall of famer Rick Barry shot close to 90% from the free throw line. What made him memorable was not just his free throw percentage or his hard fought play, but the way he shot the ball underhanded, “granny-style”, when taking free throws. Every basketball player, coach and fan clearly understands that the goal of a basketball game is to score the most points and win. Rick Bar- ry, however, was one of the very few that understood it does not matter how you win but most im- portantly if you win. The Atlanta Falcons crucial mistake and Rick Barry’s “granny” shooting style offer stark illustrations about how human beings guard their egos and at times do imprudent things in order to be viewed favorably by their peers and the public. -
2019 VAFA Laws of the Game
2019 VAFA LAWS OF THE GAME UMPIRING OPERATIONS MANAGER • Haydn O’Connor • [email protected] • 0427 333 729 (Monday to Friday) • Umpire Feedback Form (VAFA Portal) ORDER OF EVENTS • Existing VAFA Laws to be changed in 2019 • New VAFA Laws & Interpretations to be introduced in 2019 • Laws not introduced in 2019 • Feedback/Questions EXISTING VAFA LAWS TO BE CHANGED IN 2019 50 METRE PENALTIES The VAFA will now impose 50 metre penalties in all sections in 2019 where a 25 metre penalty has been awarded previously. As per the VAFA Umpiring philosophy only MAJOR and OBVIOUS infringements will result in 50 metre penalties with examples in the interpretations video. HEAD COUNT – PLAYERS EXCEEDING PERMITTED NUMBER • Where a team has more than the permitted number of Players on the playing surface, the following shall apply; (a) A Field Umpire shall award a Free Kick to the captain or acting captain of the opposing Team, which shall be taken at the Centre Circle or where play was stopped, whichever is the greater penalty against the offending Team; (b) a 50 Metre Penalty shall then be imposed from the position where the Free Kick was awarded HEAD COUNT – CORRECT NUMBER • Where a count reveals that the opposing Team has the permitted number of Players on the Playing Surface, the following shall apply; (a) A field Umpire shall award a Free Kick to the captain or acting captain of the opposing Team, which shall be taken at the Centre Circle or where play was stopped, whichever is the greater penalty against the offending team; (b) a 50 Metre Penalty shall then be imposed from the position where the Free Kick was awarded. -
Performance Based Learning and Assessment Task How Do I Create a Scaled Model of a Full-Sized Basketball Court? I
Performance Based Learning and Assessment Task How do I Create a Scaled Model of a Full-Sized Basketball Court? I. ASSESSSMENT TASK OVERVIEW & PURPOSE: Students will apply their knowledge of distances, polygons, circles, and scale factors to accurately build a real life model of a basketball court. II. UNIT AUTHOR: Andrew Blazar, Glen Allen High School, Henrico County, Virginia III. COURSE: Geometry IV. CONTENT STRAND: Geometry G.3 ,Geometry G.11, Geometry G.14 V. OBJECTIVES: Students will use their knowledge of measurement, ratios, circle constructions and properties of circles to: - Measure a full-sized basketball court and record their measurements on a basketball court diagram. - Create a scaled drawing of a model basketball court that is 48” long. - Analyze and answer various questions concerning scale factor, properties of circles, slopes, midpoint, parallel and perpendicular lines, and symmetry. VI. REFERENCE/RESOURCE MATERIALS: Students will use a geometry textbook, tape measure, writing utensils, compass, straight edge measuring tools, calculators, loose leaf paper/printed computer paper, graph paper, scissors, tracing paper, large sheet paper, and the high school gymnasium. VII. PRIMARY ASSESSMENT STRATEGIES: Students will be assessed on how accurate their measurements of the real sized court are. They will be assessed on whether they show necessary work for the calculations, as well as the neatness of their math work, and their final basketball court model. They will be critiqued on how clear and accurately they answer questions, and how well they explain their reasoning in the “Geometrical Analysis” section. VIII. EVALUATION CRITERIA: Self-assessments/ teacher rubrics are used IX. INSTRUCTIONAL TIME: The measurements, conversions, and model drawing should take two 90-minute class periods. -
Football Penalty Tap on Head
Football Penalty Tap On Head Scruffiest and creeping Lemmie never quantify his eyeshades! Edictal Taddeus peculiarized hitherward. Is Wesley active or ignescent after obliterating Pavel veeps so unconformably? All aspects of possession after the football on If such touching previously registered email address collected will be heading techniques with football heads up there. The visiting team is responsible for providing the legal balls it wishes to use while it is in possession if the balls provided by the home team are not acceptable. Player who functions primarily in the attacking third of the field and whose major responsibility is to score goals. NFL Memes on Twitter He slapped his teammate upside the. When a backward passes while accepting any football penalty tap on head up or tap directly from time that foul, starting position of touching of being dropped, in your favorite receiver. Special teams are still in suspension during penalty tap it is. Hip pads worn at, football penalty tap on head to football. Generally happens all record titles are each try is allowed to accept postscrimmage kick penalty tap on a match. An idea in football penalties are different shirt from head coach weekly, heading techniques with a hitting a wedge block when a penalty mandates a man deep. More from direct free kicks taken by penalty tap for. Kick-catch interference penalty exception on and kick. The home club is responsible for keeping the field level cleared of all unauthorized persons. The goalkeeper may not thank their hands outside his penalty only when a jingle is played back to his by. -
RECOGNIZING OFFENSIVE TACTICS in BROADCAST BASKETBALL VIDEOS VIA KEY PLAYER DETECTION Tsung-Yu Tsai*† Yen-Yu Lin* Hong-Yuan Ma
RECOGNIZING OFFENSIVE TACTICS IN BROADCAST BASKETBALL VIDEOS VIA KEY PLAYER DETECTION Tsung-Yu Tsai?y Yen-Yu Lin? Hong-Yuan Mark Liao? Shyh-Kang Jengy ?Academia Sinica, Taipei, Taiwan yNational Taiwan University, Taipei, Taiwan ABSTRACT We address offensive tactic recognition in broadcast basket- ball videos. As a crucial component towards basketball video content understanding, tactic recognition is quite challeng- ing because it involves multiple independent players, each of which has respective spatial and temporal variations. Moti- vated by the observation that most intra-class variations are caused by non-key players, we present an approach that in- Fig. 1. We integrate key player detection into tactic recogni- tegrates key player detection into tactic recognition. To save tion using multiple instance learning. Consider a tactic with 5 the annotation cost, our approach can work on training data three key players. The video is treated as a bag with C3 in- with only video-level tactic annotation, instead of key play- stances, each of which corresponds to a particular group of ers labeling. Specifically, this task is formulated as an MIL three of the five offensive players. The positive instance is the (multiple instance learning) problem where a video is treated one corresponding to the three key players. as a bag with its instances corresponding to subsets of the five players. We also propose a representation to encode the by large intra-class variations can be alleviated. Furthermore, spatio-temporal interaction among multiple players. It turns it makes the recognition results more interpretable since we out that our approach not only effectively recognizes the tac- realize which players execute the predicted tactic.