- #Domain and range desmos activity driver#
- #Domain and range desmos activity code#
- #Domain and range desmos activity password#
California Benefits of Creating a CFARS Account.
#Domain and range desmos activity driver#
5) Verify the required Driver License/Identification Card/Supporting Documents are attached to your application.title: bof 4008 - certificate of eligibility author: california department of justice, division of law enforcement, bureau of firearms subject: bof 4008 - certificate of eligibilityState of California - Department of Justice - Office of the Attorney. 4) Navigate to your existing application. 3) Select Certificate of Eligibility (COE) on the left-hand side of the screen. The Office of the Attorney General is unable to guarantee the accuracy of this translation and is therefore not liable for any inaccurate information resulting from the translation application tool.2) Log into your CFARS account at. California Firearms Application Reporting System (CFARS) Guest User (you are not logged in) Ammunition Eligibility Check Status and Information * Indicates Required Field Statement to Applicant This Google™ translation feature is provided for informational purposes only.
#Domain and range desmos activity code#
A copy of your training certification from an approved training entity, pursuant to Penal Code section 31635, subdivision (b)State of California - Department of Justice - Office of the Attorney. Identification Number that is associated with your Certificate of Eligibility (COE) number. The FARS and CFARS were developed to provide a standard measurement that will assess functional needs and progress and provide service outcome information to state legislatures, healthcare accrediting organizations e.g., (), monitor agency level quality improvement initiatives, and assist clinicians with individualized treatment planning.This self-paced …To complete your online application you will need the following: Certificate of Eligibility (COE) number.
#Domain and range desmos activity password#
I was not able to change my password on the website because I could not answer my security questions verbatum and got locked out. I noticed, students were able to clarify misconceptions and connect ideas via the visualization of this activity, in general, the learning process was enhanced.However, when I attempted to login I was met with an error that stated too much time had eclipsed since my last login and I had to change my password (or something to that effect). Active learning was applied in this activity, via questioning, discussion, and review of the topic: The Domain and Range of a Function. As students went through the activity, the answers posted were shared, this allowed students to make sure they were in the right track, I provided help and hints when students needed it. This DESMOS activity was not graded, and served to help my students understand and master the idea of Domain and Range of a Function associated to the graph of the Function, via vertical and horizontal strips. Through out the activity I asked students “what if… ” questions to help them figure out the answers reasoning.ġ6 students participated, this activity took 30 minutes. the “interactive visualization” of this DESMOS activity, in my opinion, brings clarity and helps students “make sense” of what is explained in class. “mistakes are part of the learning process” I often said to encourage students to finish with the activity.
This time, students were able to check if what they posted was right or wrong as well as what their classmates were posting, this helped them, in most cases, to understand the nature of their mistakes, correct them and post again. As I walked around helping students, I noticed that the counterintuitive nature of “horizontal shifts” was better understood thanks to the “visualization” of what they posting. For all questions during the activity the function was expressed as f(x), which helped students to understand that these transformations can be applied to any function whatsoever. In this DESMOS activity students were able to visualize how, in general, the graph of function changes, under rigid and none-rigid transformations. 12 students participated, this activity took 30 minutes.
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