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If k is the zero of a polynomial p(x), then (x-k) will be the factor of p(x).\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain the geometrical meaning of the zeroes of a polynomial.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Define the term \u2018factor\u2019.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain the relationship between zeroes and factors of a polynomial.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify the factors of a polynomial from graph.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.vm000014","TOPIC_ID":"vm000014","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_vm000014.jpg","PUBLIC_BANNER_IMG":"vm000014.jpg","PUBLIC_VIDEO":"en_us_pvideo_vm000014.mp4","PUBLIC_VIDEO_URL":null,"DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"2143","UPDATED_ON":"2018-01-12 04:08:48","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;p\u0026gt;Overview:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;A zero of a polynomial is where the polynomial is equal to zero or where the y value equals zero. If k is the zero of a polynomial p(x), then (x-k) will be the factor of p(x).\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;Learning Objectives::\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;After completing this module, you will be able to:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Explain the geometrical meaning of the zeroes of a polynomial.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Define the term \u2018factor\u2019.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Explain the relationship between zeroes and factors of a polynomial.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Identify the factors of a polynomial from graph.\u0026lt;\/p\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Relationship between Zeroes and factors of the polynomial","ADMSUBJECT_ID":"560","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Mathematics","DISPLAY_NAME_AR":"NGSS New - High School - Mathematics","SUBJECT_NAME":"Mathematics","SUBJECT_NAME_AR":"Mathematics","SUBJECT_DESC":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.\u003Cbr\u003E","SUBJECT_DESC_AR":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.","SUBJECT_IMG":"560.jpg","SUBJECT_BANNER_IMG":"560.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"748","CATEGORY_ID":"1","CONT_TITLE":"Sum of Arithmetic Progression","CONT_SLUG":"sum-of-arithmetic-progression","CONT_TITLE_AR":"","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003ETo find the sum of all the n terms of an arithmetic progression, apply the formula for sum of n terms, Sn= (n \/ 2)(2 a + (n - 1) d). the arithmetic mean between two numbers a and b is (a + b) \/ 2 and if the sequence is a, A1, A2, A3, A4, b then A1, A2, A3, A4 are four arithmetic means between a and b.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Define the term arithmetic progression.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain the properties of an arithmetic progression.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Insert arithmetic means between two numbers.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Apply the nth term formula.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Calculate the sum of terms in an arithmetic progression.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.vm000007","TOPIC_ID":"vm000007","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_vm000007.jpg","PUBLIC_BANNER_IMG":"vm000007.jpg","PUBLIC_VIDEO":"en_us_pvideo_vm000007.mp4","PUBLIC_VIDEO_URL":null,"DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"2143","UPDATED_ON":"2018-01-12 04:08:48","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;p\u0026gt;Overview:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;To find the sum of all the n terms of an arithmetic progression, apply the formula for sum of n terms, Sn= (n \/ 2)(2 a + (n - 1) d). the arithmetic mean between two numbers a and b is (a + b) \/ 2 and if the sequence is a, A1, A2, A3, A4, b then A1, A2, A3, A4 are four arithmetic means between a and b.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;Learning Objectives::\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;After completing this module, you will be able to:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Define the term arithmetic progression.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Explain the properties of an arithmetic progression.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Insert arithmetic means between two numbers.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Apply the nth term formula.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Calculate the sum of terms in an arithmetic progression.\u0026lt;\/p\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Sum of Arithmetic Progression","ADMSUBJECT_ID":"560","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Mathematics","DISPLAY_NAME_AR":"NGSS New - High School - Mathematics","SUBJECT_NAME":"Mathematics","SUBJECT_NAME_AR":"Mathematics","SUBJECT_DESC":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.\u003Cbr\u003E","SUBJECT_DESC_AR":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.","SUBJECT_IMG":"560.jpg","SUBJECT_BANNER_IMG":"560.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"747","CATEGORY_ID":"1","CONT_TITLE":"Arithmetic Progressions","CONT_SLUG":"arithmetic-progressions","CONT_TITLE_AR":"","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAn arithmetic sequence is a sequence in which the successive terms have common differences. With the first term (a), common difference (d) and (n) number of terms, we can find the last term using the formula, a\u003Csub\u003En\u003C\/sub\u003E= a + (n - 1) d.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Define arithmetic progression.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Recognise arithmetic progressions.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Calculate the nth term of an arithmetic progression.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.vm000006","TOPIC_ID":"vm000006","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_vm000006.jpg","PUBLIC_BANNER_IMG":"vm000006.jpg","PUBLIC_VIDEO":"en_us_pvideo_vm000006.mp4","PUBLIC_VIDEO_URL":null,"DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"2143","UPDATED_ON":"2018-01-12 04:08:48","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;p\u0026gt;Overview:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;An arithmetic sequence is a sequence in which the successive terms have common differences. With the first term (a), common difference (d) and (n) number of terms, we can find the last term using the formula, a\u0026lt;sub style=\u0026quot;color: rgb(0, 77, 64); font-family: \u0026amp;quot;Open Sans\u0026amp;quot;, \u0026amp;quot;Lucida Sans\u0026amp;quot;, sans-serif; text-align: justify;\u0026quot;\u0026gt;n\u0026lt;span style=\u0026quot;font-size: 18px;\u0026quot;\u0026gt;\u0026amp;nbsp;\u0026lt;\/span\u0026gt;\u0026lt;\/sub\u0026gt;= a + (n - 1) d.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;Learning Objectives::\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;After completing this module, you will be able to:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Define arithmetic progression.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Recognise arithmetic progressions.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Calculate the nth term of an arithmetic progression.\u0026lt;\/p\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Arithmetic progression","ADMSUBJECT_ID":"560","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Mathematics","DISPLAY_NAME_AR":"NGSS New - High School - Mathematics","SUBJECT_NAME":"Mathematics","SUBJECT_NAME_AR":"Mathematics","SUBJECT_DESC":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.\u003Cbr\u003E","SUBJECT_DESC_AR":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.","SUBJECT_IMG":"560.jpg","SUBJECT_BANNER_IMG":"560.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"740","CATEGORY_ID":"1","CONT_TITLE":"Scale Factors","CONT_SLUG":"scale-factor","CONT_TITLE_AR":"","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EThe perimeter, area, and volume of objects that vary in size but not in shape are related to each other by a number called a scale factor. Scale factor calculations depend on the shape of the objects.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- State the scale factor for surface area, volume, and perimeter of an object.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Calculate scale factors for objects that change dimensions.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.vm000062","TOPIC_ID":"vm000062","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_vm000062.jpg","PUBLIC_BANNER_IMG":"vm000062.jpg","PUBLIC_VIDEO":"en_us_pvideo_vm000062.mp4","PUBLIC_VIDEO_URL":null,"DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"2143","UPDATED_ON":"2018-01-12 04:08:48","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;p\u0026gt;Overview:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;The perimeter, area, and volume of objects that vary in size but not in shape are related to each other by a number called a scale factor. Scale factor calculations depend on the shape of the objects.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;Learning Objectives::\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;After completing this module, you will be able to:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- State the scale factor for surface area, volume, and perimeter of an object.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Calculate scale factors for objects that change dimensions.\u0026lt;\/p\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Scale Factor","ADMSUBJECT_ID":"560","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Mathematics","DISPLAY_NAME_AR":"NGSS New - High School - Mathematics","SUBJECT_NAME":"Mathematics","SUBJECT_NAME_AR":"Mathematics","SUBJECT_DESC":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.\u003Cbr\u003E","SUBJECT_DESC_AR":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.","SUBJECT_IMG":"560.jpg","SUBJECT_BANNER_IMG":"560.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"739","CATEGORY_ID":"1","CONT_TITLE":"Slope","CONT_SLUG":"slope","CONT_TITLE_AR":"","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EThe general equation of a straight line is y = mx + c, where m is the slope, and c is the value where the line cuts the y-axis. Slope is calculated as the ratio of rise\/run. Rise value is calculated as (y2 - y1) and run value as (x2 - x1).\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify the rise and run of a slope.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Find the slope of a line.\u003C\/div\u003E \r\n\u003Cdiv\u003E- State the slope of a vertical line and a horizontal line.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.vm000051","TOPIC_ID":"vm000051","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_vm000051.jpg","PUBLIC_BANNER_IMG":"vm000051.jpg","PUBLIC_VIDEO":"en_us_pvideo_vm000051.mp4","PUBLIC_VIDEO_URL":null,"DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"2143","UPDATED_ON":"2018-01-12 04:08:48","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;p\u0026gt;Overview:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;The general equation of a straight line is y = mx + c, where m is the slope, and c is the value where the line cuts the y-axis. Slope is calculated as the ratio of rise\/run. Rise value is calculated as (y2 - y1) and run value as (x2 - x1).\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;Learning Objectives::\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;After completing this module, you will be able to:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Identify the rise and run of a slope.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Find the slope of a line.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- State the slope of a vertical line and a horizontal line.Overview:\u0026lt;\/p\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Slope","ADMSUBJECT_ID":"560","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Mathematics","DISPLAY_NAME_AR":"NGSS New - High School - Mathematics","SUBJECT_NAME":"Mathematics","SUBJECT_NAME_AR":"Mathematics","SUBJECT_DESC":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.\u003Cbr\u003E","SUBJECT_DESC_AR":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.","SUBJECT_IMG":"560.jpg","SUBJECT_BANNER_IMG":"560.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"735","CATEGORY_ID":"1","CONT_TITLE":"Descriptive Statistics","CONT_SLUG":"descriptive-statistics","CONT_TITLE_AR":"","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EDescriptive statistics describe, show, or summarize a collected set of data in a meaningful way. Box-and-whisker plots are a common method of summarizing data. 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Box-and-whisker plots are a common method of summarizing data. In box-and-whisker plots, the ends of the box are the upper and lower quartiles, the median is marked by a vertical line inside the box and the whiskers are the two lines outside the box that extend to the highest and lowest data points.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;Learning Objectives::\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;After completing this module, you will be able to:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Display data graphically and interpret box plots.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Recognize, describe, and calculate the upper quartile, median, and lower quartile of a set of data.\u0026lt;\/p\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Descriptive Statistics","ADMSUBJECT_ID":"560","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Mathematics","DISPLAY_NAME_AR":"NGSS New - High School - Mathematics","SUBJECT_NAME":"Mathematics","SUBJECT_NAME_AR":"Mathematics","SUBJECT_DESC":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.\u003Cbr\u003E","SUBJECT_DESC_AR":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.","SUBJECT_IMG":"560.jpg","SUBJECT_BANNER_IMG":"560.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"728","CATEGORY_ID":"1","CONT_TITLE":"Distance Between Two Parallel Lines","CONT_SLUG":"distance-between-two-parallel-lines","CONT_TITLE_AR":"","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EThe distance between two parallel lines is the length of the perpendicular segment between them. It doesn\u0026#039;t matter which perpendicular line is selected, because all the perpendicular lines have the same length. The distance between two parallel lines can be calculated by using the distance formula D= |c1 - c2I \/ (\u221a1 + m\u00b2) where c1 and c2 are the y-intercepts and m is the slope of two parallel lines.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Find the distance between two parallel lines, given two points.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Find the distance between two parallel lines, given their slope intercept form.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.vm000054","TOPIC_ID":"vm000054","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_vm000054.jpg","PUBLIC_BANNER_IMG":"vm000054.jpg","PUBLIC_VIDEO":"en_us_pvideo_vm000054.mp4","PUBLIC_VIDEO_URL":null,"DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"2143","UPDATED_ON":"2018-01-12 04:08:48","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;p\u0026gt;Overview:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;The distance between two parallel lines is the length of the perpendicular segment between them. It doesn\u0026#039;t matter which perpendicular line is selected, because all the perpendicular lines have the same length. The distance between two parallel lines can be calculated by using the distance formula D= |c1 - c2I \/ (\u221a1 + m\u00b2) where c1 and c2 are the y-intercepts and m is the slope of two parallel lines.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;Learning Objectives::\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;After completing this module, you will be able to:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Find the distance between two parallel lines, given two points.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Find the distance between two parallel lines, given their slope intercept form.\u0026lt;\/p\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Distance between Two Parallel Lines","ADMSUBJECT_ID":"560","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Mathematics","DISPLAY_NAME_AR":"NGSS New - High School - Mathematics","SUBJECT_NAME":"Mathematics","SUBJECT_NAME_AR":"Mathematics","SUBJECT_DESC":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.\u003Cbr\u003E","SUBJECT_DESC_AR":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.","SUBJECT_IMG":"560.jpg","SUBJECT_BANNER_IMG":"560.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"573","CATEGORY_ID":"1","CONT_TITLE":"Volumes of Similar Solids","CONT_SLUG":"volume-of-similar-solids-1","CONT_TITLE_AR":"","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003ETwo solids are similar if they are the same type of solid and their corresponding radii, heights, base lengths, widths, etc. are proportional. If two solids are similar with a scale factor of (a\/b), then their volumes are in the ratio of (a\/b)\u00b3.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Derive the volume scale factor to calculate the unknown volume of similar solids.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Implement the concept of the volume scale factor to calculate the unknown volume of similar solids in real life situations.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ms300140","TOPIC_ID":"ms300140","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_file_844782869_1526979019.jpg","PUBLIC_BANNER_IMG":"ms300140.jpg","PUBLIC_VIDEO":"pvideo_ms300140.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/SwHkWBnmc7k","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"0","UPDATED_ON":"2018-01-12 04:08:48","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;h3\u0026gt;Overview:\u0026lt;\/h3\u0026gt;\u0026lt;br\u0026gt;Two solids are similar if they are the same type of solid and their corresponding radii, heights, base lengths, widths, etc. are proportional. If two solids are similar with a scale factor of (a\/b), then their volumes are in the ratio of (a\/b)\u00b3.\u0026lt;br\u0026gt;\u0026lt;h3\u0026gt;\r\nLearning objectives\u0026lt;\/h3\u0026gt;\u0026lt;br\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Derive the volume scale factor to calculate the unknown volume of similar solids.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Implement the concept of the volume scale factor to calculate the unknown volume of similar solids in real life situations.\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Volume of similar solids","ADMSUBJECT_ID":"560","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Mathematics","DISPLAY_NAME_AR":"NGSS New - High School - Mathematics","SUBJECT_NAME":"Mathematics","SUBJECT_NAME_AR":"Mathematics","SUBJECT_DESC":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.\u003Cbr\u003E","SUBJECT_DESC_AR":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.","SUBJECT_IMG":"560.jpg","SUBJECT_BANNER_IMG":"560.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"566","CATEGORY_ID":"1","CONT_TITLE":"Mid Point Formula in 3D","CONT_SLUG":"mid-point-formula-in-three-dimension","CONT_TITLE_AR":"","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EA midpoint is the exact center point between two defined points. To find this center point, midpoint formula is applied. In 3-dimensional space, the midpoint between (x1, y1, z1) and (x2, y2, z1) is (x1+x2 )\/2,(y1+y2 )\/2,(z1+z2 )\/2.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain the midpoint formula in 3-dimensions.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Apply the midpoint formula to find the position of a point or an object in the middle of two points or objects.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ss300323","TOPIC_ID":"ss300323","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_SS300323.jpg","PUBLIC_BANNER_IMG":"SS300323.jpg","PUBLIC_VIDEO":"pvideo_ss300323.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/Wa0WFljDdC4","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"0","UPDATED_ON":"2018-01-12 04:08:48","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"Overview:\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;A midpoint is the exact center point between two defined points. To find this center point, midpoint formula is applied. In 3-dimensional space, the midpoint between (x1, y1, z1) and (x2, y2, z1) is (x1+x2 )\/2,(y1+y2 )\/2,(z1+z2 )\/2.\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;Learning objectives\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain the midpoint formula in 3-dimensions.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Apply the midpoint formula to find the position of a point or an object in the middle of two points or objects.\u0026lt;\/div\u0026gt;\u0026lt;br\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Mid-point formula in three dimension","ADMSUBJECT_ID":"560","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Mathematics","DISPLAY_NAME_AR":"NGSS New - High School - Mathematics","SUBJECT_NAME":"Mathematics","SUBJECT_NAME_AR":"Mathematics","SUBJECT_DESC":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.\u003Cbr\u003E","SUBJECT_DESC_AR":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.","SUBJECT_IMG":"560.jpg","SUBJECT_BANNER_IMG":"560.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"565","CATEGORY_ID":"1","CONT_TITLE":"Minimum Spanning Tree","CONT_SLUG":"minimum-spanning-tree","CONT_TITLE_AR":"","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EA minimum spanning tree (MST) or minimum weight spanning tree is a subset of the edges of a connected, edge-weighted undirected graph. It connects all the vertices together, without any cycles and with the minimum possible total edge weight.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Define a tree.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain a minimum spanning tree.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.hs300235","TOPIC_ID":"hs300235","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_HS300235.jpg","PUBLIC_BANNER_IMG":"HS300235.jpg","PUBLIC_VIDEO":"pvideo_hs300235.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/3ozYbeB3LmA","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"0","UPDATED_ON":"2018-01-12 04:08:48","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"Overview:\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;A minimum spanning tree (MST) or minimum weight spanning tree is a subset of the edges of a connected, edge-weighted undirected graph. It connects all the vertices together, without any cycles and with the minimum possible total edge weight.\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;Learning objectives\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Define a tree.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain a minimum spanning tree.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Minimum spanning tree","ADMSUBJECT_ID":"560","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Mathematics","DISPLAY_NAME_AR":"NGSS New - High School - Mathematics","SUBJECT_NAME":"Mathematics","SUBJECT_NAME_AR":"Mathematics","SUBJECT_DESC":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.\u003Cbr\u003E","SUBJECT_DESC_AR":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.","SUBJECT_IMG":"560.jpg","SUBJECT_BANNER_IMG":"560.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"559","CATEGORY_ID":"1","CONT_TITLE":"Distance on a Number Line","CONT_SLUG":"distance-on-a-number-line","CONT_TITLE_AR":"","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EIn this topic, we will determine the distance between integers by examining absolute value and number lines. For example, the absolute value of \u22123 is written |\u22123| which equals 3. Therefore, the distance of -3 from 0 is 3.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to: \u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain number line. \u003C\/div\u003E \r\n\u003Cdiv\u003E- Perform addition and subtraction on number line. \u003C\/div\u003E \r\n\u003Cdiv\u003E- Find distance on number line.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ms300388","TOPIC_ID":"ms300388","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS300388.jpg","PUBLIC_BANNER_IMG":"MS300388.jpg","PUBLIC_VIDEO":"pvideo_ms300388.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/E4nrqAAhXD8","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"0","UPDATED_ON":"2018-01-12 04:08:48","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"Overview:\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;In this topic, we will determine the distance between integers by examining absolute value and number lines. For example, the absolute value of \u22123 is written |\u22123| which equals 3. Therefore, the distance of -3 from 0 is 3.\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;Learning objectives\u0026lt;br\u0026gt;\u0026amp;nbsp;\u0026lt;br\u0026gt;After completing this module, you will be able to:\u0026lt;br\u0026gt;\u0026amp;nbsp;- Explain number line.\u0026lt;br\u0026gt;\u0026amp;nbsp;- Perform addition and subtraction on number line.\u0026lt;br\u0026gt;\u0026amp;nbsp;- Find distance on number line.\u0026lt;br\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Distance on a number line","ADMSUBJECT_ID":"560","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Mathematics","DISPLAY_NAME_AR":"NGSS New - High School - Mathematics","SUBJECT_NAME":"Mathematics","SUBJECT_NAME_AR":"Mathematics","SUBJECT_DESC":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.\u003Cbr\u003E","SUBJECT_DESC_AR":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. 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The height of a triangle within a pyramid is called the slant height.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Formulate the lateral surface area of the pyramid.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Formulate the total surface area of the pyramid.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ms300203","TOPIC_ID":"ms300203","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS300203.jpg","PUBLIC_BANNER_IMG":"MS300203.jpg","PUBLIC_VIDEO":"pvideo_ms300203.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/2H2wfL5AUBY","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"0","UPDATED_ON":"2018-01-12 04:08:48","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"Overview:\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;A pyramid is a polyhedron that has a base, which can be any polygon, and three or more triangular faces that meet at a point called the apex. 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The only difference is that there is no gap in the class intervals or we can say, the intervals are continuous here.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Define a histogram.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain the use of histograms in real life situations.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Interpret a histogram.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Create a histogram.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":"ms300200.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ms300200","TOPIC_ID":"ms300200","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS300200.jpg","PUBLIC_BANNER_IMG":"ms300200.jpg","PUBLIC_VIDEO":"pvideo_ms300200.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/moUWon8HrF0","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"0","UPDATED_ON":"2018-01-12 04:08:48","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;p\u0026gt;Overview:\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;A histogram is a graph that is formed by using rectangles whose area is proportional to the frequency of a variable and whose width is equal to the class interval. It is similar to a bar graph. The only difference is that there is no gap in the class intervals or we can say, the intervals are continuous here.\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;Learning objectives\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;After completing this module, you will be able to:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Define a histogram.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Explain the use of histograms in real life situations.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Interpret a histogram.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Create a histogram.\u0026lt;\/p\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Histogram","ADMSUBJECT_ID":"560","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Mathematics","DISPLAY_NAME_AR":"NGSS New - High School - Mathematics","SUBJECT_NAME":"Mathematics","SUBJECT_NAME_AR":"Mathematics","SUBJECT_DESC":"During high school students develop a number of powerful quantitative tools. 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V=1\/3(Bh).\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to: \u003C\/div\u003E \r\n\u003Cdiv\u003E- Formulate the volume of triangular pyramid. \u003C\/div\u003E \r\n\u003Cdiv\u003E- Formulate the volume of rectangular pyramid. \u003C\/div\u003E \r\n\u003Cdiv\u003E- Formulate the volume of square based pyramid.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ms300199","TOPIC_ID":"ms300199","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS300199.jpg","PUBLIC_BANNER_IMG":"MS300199.jpg","PUBLIC_VIDEO":"pvideo_ms300199.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/TsO8AErj2ok","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"0","UPDATED_ON":"2018-01-12 04:08:48","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"Overview:\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;A pyramid is a polyhedron that has a base, which can be any polygon, and three or more triangular faces that meet at a point called the apex. The volume \u2019V\u2019 of a pyramid is one-third the area of the base \u2019B\u2019 times the height \u2019h\u2019. V=1\/3(Bh).\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;Learning objectives\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;After completing this module, you will be able to: \u0026lt;br\u0026gt;\u0026amp;nbsp;- Formulate the volume of triangular pyramid.\u0026lt;br\u0026gt;\u0026amp;nbsp;- Formulate the volume of rectangular pyramid.\u0026lt;br\u0026gt;\u0026amp;nbsp;- Formulate the volume of square based pyramid.\u0026lt;br\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Volume of pyramid","ADMSUBJECT_ID":"560","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Mathematics","DISPLAY_NAME_AR":"NGSS New - High School - Mathematics","SUBJECT_NAME":"Mathematics","SUBJECT_NAME_AR":"Mathematics","SUBJECT_DESC":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.\u003Cbr\u003E","SUBJECT_DESC_AR":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.","SUBJECT_IMG":"560.jpg","SUBJECT_BANNER_IMG":"560.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"554","CATEGORY_ID":"1","CONT_TITLE":"Volume of a Prism","CONT_SLUG":"volume-of-prism","CONT_TITLE_AR":"","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EA prism is a three-dimensional shape that has two parallel bases of the same size and shape. The volume \u0026#039;V\u0026#039; of a prism is the area of the base \u0026#039;B\u0026#039; times the height \u0026#039;h\u2019.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to: \u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify different kinds of prisms.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Calculate the volume of different kinds of prisms.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ms300198","TOPIC_ID":"ms300198","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS300198.jpg","PUBLIC_BANNER_IMG":"MS300198.jpg","PUBLIC_VIDEO":"pvideo_ms300198.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/iKho31B1T0Q","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"0","UPDATED_ON":"2018-01-12 04:08:48","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"Overview:\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;A prism is a three-dimensional shape that has two parallel bases of the same size and shape. The volume \u0026#039;V\u0026#039; of a prism is the area of the base \u0026#039;B\u0026#039; times the height \u0026#039;h\u2019.\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;Learning objectives\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;After completing this module, you will be able to: \u0026lt;br\u0026gt;- Identify different kinds of prisms.\u0026lt;br\u0026gt;- Calculate the volume of different kinds of prisms.\u0026lt;br\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Volume of prism","ADMSUBJECT_ID":"560","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Mathematics","DISPLAY_NAME_AR":"NGSS New - High School - Mathematics","SUBJECT_NAME":"Mathematics","SUBJECT_NAME_AR":"Mathematics","SUBJECT_DESC":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.\u003Cbr\u003E","SUBJECT_DESC_AR":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.","SUBJECT_IMG":"560.jpg","SUBJECT_BANNER_IMG":"560.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"552","CATEGORY_ID":"1","CONT_TITLE":"Pictogram","CONT_SLUG":"pictogram","CONT_TITLE_AR":"","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EA pictogram is a graph that uses pictures to represent data. The method of creating pictograms is same as that of bar graphs, but instead of bars of the bar graph we use pictures in the pictogram to show the numbers.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Define a pictogram.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Create a pictogram by collecting data and using pictures.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Read and interpret data on a pictogram.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ms300191","TOPIC_ID":"ms300191","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS300191.jpg","PUBLIC_BANNER_IMG":"MS300191.jpg","PUBLIC_VIDEO":"pvideo_ms300191.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/pjvFMawGX_Q","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"0","UPDATED_ON":"2018-01-12 04:08:48","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"Overview:\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;A pictogram is a graph that uses pictures to represent data. 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These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.\u003Cbr\u003E","SUBJECT_DESC_AR":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.","SUBJECT_IMG":"560.jpg","SUBJECT_BANNER_IMG":"560.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"550","CATEGORY_ID":"1","CONT_TITLE":"Use of the Pythagorean Theorem","CONT_SLUG":"use-of-pythagoras-theorem","CONT_TITLE_AR":"","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EThe Pythagorean theorem deals with the lengths of the sides of a right triangle. 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The theorem states that the sum of the squares of the lengths of the legs of a right triangle is equal to the square of the length of its hypotenuse .\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;Learning objectives\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain the Pythagorean theorem.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Calculate the unknown dimensions of any right triangle.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Apply the Pythagorean theorem in real life situations.\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Use of Pythagoras theorem","ADMSUBJECT_ID":"560","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Mathematics","DISPLAY_NAME_AR":"NGSS New - High School - Mathematics","SUBJECT_NAME":"Mathematics","SUBJECT_NAME_AR":"Mathematics","SUBJECT_DESC":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.\u003Cbr\u003E","SUBJECT_DESC_AR":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.","SUBJECT_IMG":"560.jpg","SUBJECT_BANNER_IMG":"560.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"548","CATEGORY_ID":"1","CONT_TITLE":"Solving Two Step Equations","CONT_SLUG":"solve-two-step-equations","CONT_TITLE_AR":"","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003ETwo step equation means the system of equations that can be solved only in two steps or we can say where the properties of equalities (addition, subtraction, multiplication and division) can be used only once.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Write two-step single variable equations.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Solve two-step single variable equations.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify the properties used in solving two-step equations.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Solve real-world problems using two-step equations.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ms300175","TOPIC_ID":"ms300175","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS300175.jpg","PUBLIC_BANNER_IMG":"MS300175.jpg","PUBLIC_VIDEO":"pvideo_ms300175.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/i_WOiRpwGPQ","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"0","UPDATED_ON":"2018-01-12 04:08:48","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"Overview:\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;Two step equation means the system of equations that can be solved only in two steps or we can say where the properties of equalities (addition, subtraction, multiplication and division) can be used only once.\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;Learning objectives\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Write two-step single variable equations.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Solve two-step single variable equations.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify the properties used in solving two-step equations.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Solve real-world problems using two-step equations.\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Solve two step equations","ADMSUBJECT_ID":"560","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Mathematics","DISPLAY_NAME_AR":"NGSS New - High School - Mathematics","SUBJECT_NAME":"Mathematics","SUBJECT_NAME_AR":"Mathematics","SUBJECT_DESC":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.\u003Cbr\u003E","SUBJECT_DESC_AR":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.","SUBJECT_IMG":"560.jpg","SUBJECT_BANNER_IMG":"560.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"546","CATEGORY_ID":"1","CONT_TITLE":"Rotational Symmetry","CONT_SLUG":"rotational-symmetry","CONT_TITLE_AR":"","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EA shape has rotational symmetry when it still looks the same after a rotation (of less than one full turn). If an image can be rotated to three different positions and each look the same then it will have a rotational symmetry of order 3.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Determine the order of rotational symmetry for any 2D shape.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explore rotational symmetry in real life.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ms300156","TOPIC_ID":"ms300156","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS300156.jpg","PUBLIC_BANNER_IMG":"MS300156.jpg","PUBLIC_VIDEO":"pvideo_ms300156.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/nIhLm9tcs1s","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"0","UPDATED_ON":"2018-01-12 04:08:48","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;A shape has rotational symmetry when it still looks the same after a rotation (of less than one full turn). If an image can be rotated to three different positions and each look the same then it will have a rotational symmetry of order 3.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Determine the order of rotational symmetry for any 2D shape.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explore rotational symmetry in real life.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Rotational symmetry","ADMSUBJECT_ID":"560","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Mathematics","DISPLAY_NAME_AR":"NGSS New - High School - Mathematics","SUBJECT_NAME":"Mathematics","SUBJECT_NAME_AR":"Mathematics","SUBJECT_DESC":"During high school students develop a number of powerful quantitative tools. 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These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.\u003Cbr\u003E","SUBJECT_DESC_AR":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. 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The probability of a simple event is denoted by P(E), where E is the event. \u0026lt;br\u0026gt;\u0026lt;br\u0026gt;Learning objectives\u0026lt;br\u0026gt;\u0026lt;br\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify the total number of outcomes for an event.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain the favorable outcomes of an event.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Find the probability of an event.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Probability of simple event","ADMSUBJECT_ID":"560","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Mathematics","DISPLAY_NAME_AR":"NGSS New - High School - Mathematics","SUBJECT_NAME":"Mathematics","SUBJECT_NAME_AR":"Mathematics","SUBJECT_DESC":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.\u003Cbr\u003E","SUBJECT_DESC_AR":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. 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Two step inequalities means the system of inequalities which can be solved only in two steps.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Solve inequalities in two steps.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ss300133","TOPIC_ID":"ss300133","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_SS300133.jpg","PUBLIC_BANNER_IMG":"SS300133.jpg","PUBLIC_VIDEO":"pvideo_ss300133.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/bdkNNR5Anr4","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"0","UPDATED_ON":"2018-01-12 04:08:48","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;An inequality is a sentence built from expressions using one or more of the symbols \u0026amp;lt;, \u0026amp;gt;, \u2264, or \u2265. Two step inequalities means the system of inequalities which can be solved only in two steps.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objective\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Solve inequalities in two steps.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Solve two step inequality","ADMSUBJECT_ID":"560","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Mathematics","DISPLAY_NAME_AR":"NGSS New - High School - Mathematics","SUBJECT_NAME":"Mathematics","SUBJECT_NAME_AR":"Mathematics","SUBJECT_DESC":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.\u003Cbr\u003E","SUBJECT_DESC_AR":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.","SUBJECT_IMG":"560.jpg","SUBJECT_BANNER_IMG":"560.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"532","CATEGORY_ID":"1","CONT_TITLE":"Properties of Quadrilaterals","CONT_SLUG":"properties-of-quadrilaterals","CONT_TITLE_AR":"","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EA quadrilateral is a four sided two dimensional closed figure, made up of straight sides. The sum of all the interior angles is equal to 360 degrees. Different types of quadrilaterals have different properties. For example in parallelogram, opposite sides and angles are equal and the sum of adjacent angles is 180 degree.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain the properties of different quadrilaterals.\u003C\/div\u003E","CONT_DESC_AR":"","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":null,"MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ms300122","TOPIC_ID":"ms300122","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS300122.jpg","PUBLIC_BANNER_IMG":"MS300122.jpg","PUBLIC_VIDEO":"pvideo_ms300122.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/9vST38Cr7Bw","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"0","UPDATED_ON":"2018-01-12 04:08:48","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;A quadrilateral is a four sided two dimensional closed figure, made up of straight sides. The sum of all the interior angles is equal to 360 degrees. Different types of quadrilaterals have different properties. For example in parallelogram, opposite sides and angles are equal and the sum of adjacent angles is 180 degree.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain the properties of different quadrilaterals.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Properties of quadrilateral","ADMSUBJECT_ID":"560","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Mathematics","DISPLAY_NAME_AR":"NGSS New - High School - Mathematics","SUBJECT_NAME":"Mathematics","SUBJECT_NAME_AR":"Mathematics","SUBJECT_DESC":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.\u003Cbr\u003E","SUBJECT_DESC_AR":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.","SUBJECT_IMG":"560.jpg","SUBJECT_BANNER_IMG":"560.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"401","CATEGORY_ID":"1","CONT_TITLE":"Indirect Variation","CONT_SLUG":"indirect-variation","CONT_TITLE_AR":"Indirect Variation","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EIndirect variation is a relationship between two variables in which the product remains constant. When one variable increases the other decreases in proportion, so that the product does not change. If we say, b is inversely proportional to a, the equation is of the form b = k\/a (where k is a constant).\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to: \u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain the concept of variation.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Recognize indirect variation.\u003C\/div\u003E","CONT_DESC_AR":"Indirect variation is a relationship between two variables in which the product is a constant. When one variable increases the other decreases in proportion so that the product is unchanged. If b is inversely proportional to a, the equation is of the form b = k\/a (where k is a constant)\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\nIn this simulation, you will be able to :\u0026lt;br \/\u0026gt;\n- explain the concept of variation\u0026lt;br \/\u0026gt;\n- recognize indirect variation","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ms300119","TOPIC_ID":"ms300119","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS300119.jpg","PUBLIC_BANNER_IMG":"MS300119.jpg","PUBLIC_VIDEO":"pvideo_ms300119.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/EzfNho0ncaw","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2018-01-12 04:08:48","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;h3\u0026gt;Overview:\u0026lt;\/h3\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Indirect variation is a relationship between two variables in which the product remains constant. When one variable increases the other decreases in proportion, so that the product does not change. If we say, b is inversely proportional to a, the equation is of the form b = k\/a (where k is a constant).\u0026lt;\/div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;h3\u0026gt;Learning Objectives:\u0026lt;br\u0026gt;\u0026lt;\/h3\u0026gt;\u0026lt;br\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026amp;nbsp;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain the concept of variation.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Recognize indirect variation.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Indirect variation","ADMSUBJECT_ID":"560","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Mathematics","DISPLAY_NAME_AR":"NGSS New - High School - Mathematics","SUBJECT_NAME":"Mathematics","SUBJECT_NAME_AR":"Mathematics","SUBJECT_DESC":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.\u003Cbr\u003E","SUBJECT_DESC_AR":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.","SUBJECT_IMG":"560.jpg","SUBJECT_BANNER_IMG":"560.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"380","CATEGORY_ID":"1","CONT_TITLE":"Trignometric Ratios","CONT_SLUG":"trignometric-ratios","CONT_TITLE_AR":"Trignometric Ratios","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EThe sides and angles of a triangle are related to each other. The relationships that define the connection between the angles and the sides of a right triangle are expressed in terms of six trigonometric ratios: Sine (sin), cosine (cos), tangent (tan), cosecant (cosec), secant (sec), and cotangent (cot).\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify the relationship between sides and angles of a triangle.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explore different types of trigonometric ratios.\u003C\/div\u003E","CONT_DESC_AR":"For any right triangle, there are six trig ratios: Sine (sin), cosine (cos), tangent (tan), cosecant (cosec), secant (sec), and cotangent (cot).\u0026lt;br \/\u0026gt;\nGiven a triangle, you should be able to identify all 6 ratios for all angles (except the right angle).\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objective\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nIn this topic, you will be able to explore:\u0026lt;br \/\u0026gt;\n\u0026amp;bull; different types of trigonometric ratios","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.hs300064","TOPIC_ID":"hs300064","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_HS300064.jpg","PUBLIC_BANNER_IMG":"hs300064.jpg","PUBLIC_VIDEO":"pvideo_hs300064.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/zde7q65f7F4","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2018-01-12 04:08:48","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;The sides and angles of a triangle are related to each other. The relationships that define the connection between the angles and the sides of a right triangle are expressed in terms of six trigonometric ratios: Sine (sin), cosine (cos), tangent (tan), cosecant (cosec), secant (sec), and cotangent (cot).\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify the relationship between sides and angles of a triangle.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explore different types of trigonometric ratios.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Trigonometric ratios","ADMSUBJECT_ID":"560","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Mathematics","DISPLAY_NAME_AR":"NGSS New - High School - Mathematics","SUBJECT_NAME":"Mathematics","SUBJECT_NAME_AR":"Mathematics","SUBJECT_DESC":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.\u003Cbr\u003E","SUBJECT_DESC_AR":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.","SUBJECT_IMG":"560.jpg","SUBJECT_BANNER_IMG":"560.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"379","CATEGORY_ID":"1","CONT_TITLE":"Introduction to the Integral","CONT_SLUG":"introduction-to-the-integral","CONT_TITLE_AR":"Introduction to the Integral","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAdding slices of infinitely small width leads us to find the whole. This method is called the limit of sum, which is the basic principle behind integration. Integration can be used to find areas, volumes, central points and many useful things. This module will describe the method of finding the area under a curve, using integration.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Define the definite integral as the limit of a sum.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Use definite integrals to find the area between a curve and the x-axis.\u003C\/div\u003E","CONT_DESC_AR":"Integration can be used to find areas, volumes, central points and many useful things.But it is easiest to start with finding the area under the curve of a function.\u003C\/br\u003E\u003C\/br\u003E\r\n\u003Cstrong\u003ELearning Objectives\u003C\/strong\u003E\u003C\/br\u003E\u003C\/br\u003E\r\nIn this topic, you will be able to:\u003C\/br\u003E\r\n\u2022 define the definite integral as the limit of a sum\u003C\/br\u003E\r\n\u2022 use definite integrals to find the area between a curve and the x-axis","BACKING_FILE":"ss300015.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ss300015","TOPIC_ID":"ss300015","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_SS300015.jpg","PUBLIC_BANNER_IMG":"SS300015.jpg","PUBLIC_VIDEO":"pvideo_ss300015.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/kojlvAWPJTk","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2018-01-12 04:08:48","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Adding slices of infinitely small width leads us to find the whole. 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These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.\u003Cbr\u003E","SUBJECT_DESC_AR":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.","SUBJECT_IMG":"560.jpg","SUBJECT_BANNER_IMG":"560.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"373","CATEGORY_ID":"1","CONT_TITLE":"Linear Equations in One Variable","CONT_SLUG":"linear-equation-in-one-variable","CONT_TITLE_AR":"Linear Equation in One Variable","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EA linear equation in defined as the equation of the form ax = b where a is not equal to zero. 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These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.\u003Cbr\u003E","SUBJECT_DESC_AR":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. 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These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.\u003Cbr\u003E","SUBJECT_DESC_AR":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.","SUBJECT_IMG":"560.jpg","SUBJECT_BANNER_IMG":"560.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"322","CATEGORY_ID":"1","CONT_TITLE":"Volume and Surface Area of a Cylinder","CONT_SLUG":"volume-and-surface-area-of-cylinder","CONT_TITLE_AR":"Volume and Surface Area of Cylinder","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EA right circular cylinder is a closed solid that has two circular bases connected by a curved surface. The curved surface area of a cylinder is the area of its curved surface excluding the base, while total surface area is calculated by adding the areas of curved surface and two circular bases. The volume of a cylinder is calculated by multiplying the area of the base with the height of the cylinder.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Derive the formula for the curved surface area of a right circular cylinder.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Derive the formula for the total surface area of a right circular cylinder.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Derive the formula for the volume of a right circular cylinder.\u003C\/div\u003E","CONT_DESC_AR":"Formula for curved surface area, total surface area and volume of a right circular cylinder.\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nAt the end of this simulation, you will be able to find that the\u0026lt;br \/\u0026gt;\n\u0026amp;bull; Curved surface area = 2\u0026amp;pi;rh\u0026lt;br \/\u0026gt;\n\u0026amp;bull; Total surface area = 2\u0026amp;pi;r(r+h)\u0026lt;br \/\u0026gt;\n\u0026amp;bull; Volume = \u0026amp;pi;r\u0026amp;sup2;h \u0026amp;nbsp;\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\nWhere r is the radius and h is the height of the cylinder.","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.hs300016","TOPIC_ID":"hs300016","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_HS300016.jpg","PUBLIC_BANNER_IMG":"HS300016.jpg","PUBLIC_VIDEO":"pvideo_hs300016.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/Pasy8gpnPP0","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"0","UPDATED_ON":"2018-01-12 04:08:48","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;A right circular cylinder is a closed solid that has two circular bases connected by a curved surface. The curved surface area of a cylinder is the area of its curved surface excluding the base, while total surface area is calculated by adding the areas of curved surface and two circular bases. The volume of a cylinder is calculated by multiplying the area of the base with the height of the cylinder.\u0026amp;nbsp;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Derive the formula for the curved surface area of a right circular cylinder.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Derive the formula for the total surface area of a right circular cylinder.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Derive the formula for the volume of a right circular cylinder.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Volume and surface area of cylinder","ADMSUBJECT_ID":"560","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Mathematics","DISPLAY_NAME_AR":"NGSS New - High School - Mathematics","SUBJECT_NAME":"Mathematics","SUBJECT_NAME_AR":"Mathematics","SUBJECT_DESC":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.\u003Cbr\u003E","SUBJECT_DESC_AR":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.","SUBJECT_IMG":"560.jpg","SUBJECT_BANNER_IMG":"560.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"288","CATEGORY_ID":"1","CONT_TITLE":"Combinations","CONT_SLUG":"combinations","CONT_TITLE_AR":"Combinations","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EA collection of objects, irrespective of their order is called a combination.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain combination.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Apply combination in real life.\u003C\/div\u003E","CONT_DESC_AR":"A combination is a way of selecting several things out of a larger group, where order does not matter.\u003C\/br\u003E\u003C\/br\u003E\r\n\u003Cstrong\u003ELearning Objectives\u003C\/strong\u003E\u003C\/br\u003E\u003C\/br\u003E\r\nIn this topic you will be able to:\u003C\/br\u003E\r\n- explain combinations\u003C\/br\u003E\r\n- apply combinations in real life","BACKING_FILE":"ss300068.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ss300068","TOPIC_ID":"ss300068","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_SS300068.jpg","PUBLIC_BANNER_IMG":"SS300068.jpg","PUBLIC_VIDEO":"pvideo_ss300068.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/-12-sE3Wwck","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2018-01-12 04:08:48","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;A collection of objects, irrespective of their order is called a combination.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain combination.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Apply combination in real life.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Combinations","ADMSUBJECT_ID":"560","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Mathematics","DISPLAY_NAME_AR":"NGSS New - High School - Mathematics","SUBJECT_NAME":"Mathematics","SUBJECT_NAME_AR":"Mathematics","SUBJECT_DESC":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.\u003Cbr\u003E","SUBJECT_DESC_AR":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.","SUBJECT_IMG":"560.jpg","SUBJECT_BANNER_IMG":"560.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"286","CATEGORY_ID":"1","CONT_TITLE":"Functions","CONT_SLUG":"functions","CONT_TITLE_AR":"Functions","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EA function is a special relationship where each input has a single output. It is often written as f(x), where x is the input value.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Find the domain of a square root function.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Find the domain and range of a function from the algebraic form.\u003C\/div\u003E","CONT_DESC_AR":"A function is a relationship between a set of inputs and a set of permissible outputs with the property that each input is related to exactly one output.\u0026lt;br \/\u0026gt;\nAn example is the function that relates each real number x to its square x\u0026lt;sup\u0026gt;2\u0026lt;\/sup\u0026gt;.\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\nIn this simulation, you will be able to:\u0026lt;br \/\u0026gt;\n\u0026amp;bull; find the domain of a square root function\u0026lt;br \/\u0026gt;\n\u0026amp;bull; find the domain and range of a function from the algebraic form","BACKING_FILE":"ss300081.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ss300081","TOPIC_ID":"ss300081","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_SS300081.jpg","PUBLIC_BANNER_IMG":"SS300081.jpg","PUBLIC_VIDEO":"pvideo_ss300081.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/ln5podNizPU","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2018-01-12 04:08:48","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;p\u0026gt;Overview:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;A function is a special relationship where each input has a single output. It is often written as f(x), where x is the input value.\u0026lt;\/p\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Find the domain of a square root function.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Find the domain and range of a function from the algebraic form.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Functions","ADMSUBJECT_ID":"560","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Mathematics","DISPLAY_NAME_AR":"NGSS New - High School - Mathematics","SUBJECT_NAME":"Mathematics","SUBJECT_NAME_AR":"Mathematics","SUBJECT_DESC":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.\u003Cbr\u003E","SUBJECT_DESC_AR":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.","SUBJECT_IMG":"560.jpg","SUBJECT_BANNER_IMG":"560.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"282","CATEGORY_ID":"1","CONT_TITLE":"Geometric Sequence and Series","CONT_SLUG":"introduction-to-geometric-sequence","CONT_TITLE_AR":"Introduction to Geometric Sequence","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EA sequence of numbers is said to be a geometric sequence if each term after the first term can be obtained by multiplying the previous one by a fixed, non-zero number called the common ratio. For example, the sequence 2, 4, 8, 16, is a geometric sequence with a common ratio of 2.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Define a geometric sequence.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Apply a formula for finding the n term.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Apply a formula for finding the sum of a geometric series.\u003C\/div\u003E","CONT_DESC_AR":"A geometric progression, also known as a geometric sequence, is a sequence of numbers where each term after the first is found by multiplying the previous one by a fixed, non-zero number called the common ratio.\u0026lt;br \/\u0026gt;\nFor example, the sequence 2, 6, 18, 54, is a geometric progression with a common ratio of 3.\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\nAt the end of this simulation, you will be able to:\u0026lt;br \/\u0026gt;\n\u0026amp;bull; define geometric sequence\u0026lt;br \/\u0026gt;\n\u0026amp;bull; apply a formula for finding the n\u1d57\u02b0 term\u0026lt;br \/\u0026gt;\n\u0026amp;bull; apply a formula for finding the sum of a geometric series","BACKING_FILE":"ss300069.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ss300069","TOPIC_ID":"ss300069","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_SS300069.jpg","PUBLIC_BANNER_IMG":"SS300069.jpg","PUBLIC_VIDEO":"pvideo_ss300069.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/2Q5xiWjT3hs","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2018-01-12 04:08:48","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;A sequence of numbers is said to be a geometric sequence if each term after the first term can be obtained by multiplying the previous one by a fixed, non-zero number called the common ratio. For example, the sequence 2, 4, 8, 16, is a geometric sequence with a common ratio of 2.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Define a geometric sequence.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Apply a formula for finding the n term.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Apply a formula for finding the sum of a geometric series.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Introduction to geometric sequence","ADMSUBJECT_ID":"560","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Mathematics","DISPLAY_NAME_AR":"NGSS New - High School - Mathematics","SUBJECT_NAME":"Mathematics","SUBJECT_NAME_AR":"Mathematics","SUBJECT_DESC":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.\u003Cbr\u003E","SUBJECT_DESC_AR":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.","SUBJECT_IMG":"560.jpg","SUBJECT_BANNER_IMG":"560.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"281","CATEGORY_ID":"1","CONT_TITLE":"Relations","CONT_SLUG":"relations","CONT_TITLE_AR":"Relations","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EA relation between the two sets is defined as the collection of ordered pairs containing one object from each set. For example, a relation from a set A to a set B is a set of ordered pairs \u003C x, y \u003E, where x is an element of A and y is an element of B.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter going through this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Define a relation.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Differentiate between different types of relations.\u003C\/div\u003E","CONT_DESC_AR":"A relation between two sets is a collection of ordered pairs containing one object from each set.\r\nIf the object x is from the first set and the object y is from the second set, then the objects are said to be related if the ordered pair (x, y) is in the relation.\r\nA function is a type of relation.\u003C\/br\u003E\u003C\/br\u003E\r\n\u003Cstrong\u003ELearning Objectives\u003C\/strong\u003E\u003C\/br\u003E\u003C\/br\u003E\r\nIn this simulation, you will be able to:\u003C\/br\u003E\r\n\u25cf define a relation\u003C\/br\u003E\r\n\u25cf differentiate between different types of relation","BACKING_FILE":"ss300080.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ss300080","TOPIC_ID":"ss300080","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_SS300080.jpg","PUBLIC_BANNER_IMG":"SS300080.jpg","PUBLIC_VIDEO":"pvideo_ss300080.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/i4PXH0iyvS4","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2018-01-12 04:08:48","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;p\u0026gt;Overview:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;A relation between the two sets is defined as the collection of ordered pairs containing one object from each set. For example, a relation from a set A to a set B is a set of ordered pairs \u0026amp;lt;x, y\u0026amp;gt;,\u0026amp;nbsp; where x is an element of A and y is an element of B.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;Learning Objectives:\u0026lt;\/p\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After going through this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Define a relation.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Differentiate between different types of relations.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Relations","ADMSUBJECT_ID":"560","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Mathematics","DISPLAY_NAME_AR":"NGSS New - High School - Mathematics","SUBJECT_NAME":"Mathematics","SUBJECT_NAME_AR":"Mathematics","SUBJECT_DESC":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.\u003Cbr\u003E","SUBJECT_DESC_AR":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. 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In this expression, a is the real part and b is the imaginary part of the complex number.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Define complex numbers.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Find the conjugate and the multiplicative inverse of a complex number.\u003C\/div\u003E","CONT_DESC_AR":"A complex number is a number that can be expressed in the form a + bi, where a and b are real numbers and i is the imaginary unit, satisfying the equation i^2 = \u0026amp;minus;1.\u0026lt;br \/\u0026gt;\nIn this expression, a is the real part and b is the imaginary part of the complex number.\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nAt the end of this simulation, you will able to:\u0026lt;br \/\u0026gt;\n\u0026amp;bull; explain the concept of complex numbers\u0026lt;br \/\u0026gt;\n\u0026amp;bull; find the conjugate and multiplicative inverse of a complex number","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.hs300012","TOPIC_ID":"hs300012","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_HS300012.jpg","PUBLIC_BANNER_IMG":"HS300012.jpg","PUBLIC_VIDEO":"pvideo_hs300012.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/t2ti-mqDNXU","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2018-01-12 04:08:48","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;A complex number is defined as the combination of real and an imaginary number that can be expressed in the form a + bi, where a and b are real numbers and i is the imaginary unit, satisfying the equation i^2 = \u22121. In this expression, a is the real part and b is the imaginary part of the complex number.\u0026amp;nbsp;\u0026amp;nbsp;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Define complex numbers.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Find the conjugate and the multiplicative inverse of a complex number.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Introduction to Complex Numbers","ADMSUBJECT_ID":"560","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Mathematics","DISPLAY_NAME_AR":"NGSS New - High School - Mathematics","SUBJECT_NAME":"Mathematics","SUBJECT_NAME_AR":"Mathematics","SUBJECT_DESC":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.\u003Cbr\u003E","SUBJECT_DESC_AR":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.","SUBJECT_IMG":"560.jpg","SUBJECT_BANNER_IMG":"560.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"277","CATEGORY_ID":"1","CONT_TITLE":"Linearization and Data Modeling","CONT_SLUG":"linearization-and-data-modeling","CONT_TITLE_AR":"Linearization and Data Modelling","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EData modeling is often the first step in database design and object-oriented programming, as designers first create a conceptual model of how data items relate to each other. Data modeling involves a progression from conceptual model to logical model to physical schema.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain the concept of linearization.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe data modeling.\u003C\/div\u003E","CONT_DESC_AR":"Data modeling is often the first step in database design and object-oriented programming as designers first create a conceptual model of how data items relate to each other.\u0026lt;br \/\u0026gt;\nData modeling involves a progression from conceptual model to logical model to physical schema.\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nIn this topic you will be able to:\u0026lt;br \/\u0026gt;\n\u0026amp;bull; know about concept of linearization\u0026lt;br \/\u0026gt;\n\u0026amp;bull; know about data modelling","BACKING_FILE":"hs300063.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.hs300063","TOPIC_ID":"hs300063","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_HS300063.jpg","PUBLIC_BANNER_IMG":"HS300063.jpg","PUBLIC_VIDEO":"pvideo_hs300063.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/McM47DumGy4","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2018-01-12 04:08:48","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Data modeling is often the first step in database design and object-oriented programming, as designers first create a conceptual model of how data items relate to each other. Data modeling involves a progression from conceptual model to logical model to physical schema.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain the concept of linearization.\u0026amp;nbsp;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Describe data modeling.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Linearization and Data Modeling","ADMSUBJECT_ID":"560","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Mathematics","DISPLAY_NAME_AR":"NGSS New - High School - Mathematics","SUBJECT_NAME":"Mathematics","SUBJECT_NAME_AR":"Mathematics","SUBJECT_DESC":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.\u003Cbr\u003E","SUBJECT_DESC_AR":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.","SUBJECT_IMG":"560.jpg","SUBJECT_BANNER_IMG":"560.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"274","CATEGORY_ID":"1","CONT_TITLE":"Division of Polynomials","CONT_SLUG":"division-of-polynomials-synthetic","CONT_TITLE_AR":"Division of Polynomials (synthetic)","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003ESynthetic division is a shortcut method of dividing a polynomial by another polynomial. To divide a polynomial by using synthetic division, we divide a linear expression by the leading coefficient (first number) that must be a 1. For example, you can use synthetic division to divide by x + 3 or x \u2013 6, but you cannot use synthetic division to divide by x\u00b2 + 2 or 3x\u00b2 \u2013 x + 7.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Solve the division of polynomials using the synthetic method.\u003C\/div\u003E","CONT_DESC_AR":"Synthetic division is shorthand, or a shortcut, method of polynomial division in the special case of dividing by a linear factor, and it only works in this case.\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objective\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nIn this topic you will be able to:\u0026lt;br \/\u0026gt;\n\u0026amp;bull; solve division of polynomials by the synthetic method","BACKING_FILE":"ss300059.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ss300059","TOPIC_ID":"ss300059","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_SS300059.jpg","PUBLIC_BANNER_IMG":"SS300059.jpg","PUBLIC_VIDEO":"pvideo_ss300059.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/ODtQToJDKFQ","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2018-01-12 04:08:48","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Synthetic division is a shortcut method of dividing a polynomial by another polynomial. To divide a polynomial by using synthetic division, we divide a linear expression by the leading coefficient (first number) that must be a 1. For example, you can use synthetic division to divide by x + 3 or x \u2013 6, but you cannot use synthetic division to divide by x\u00b2 + 2 or 3x\u00b2 \u2013 x + 7.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026amp;nbsp;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Solve the division of polynomials using the synthetic method.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"division of polynomials(synthetic)","ADMSUBJECT_ID":"560","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Mathematics","DISPLAY_NAME_AR":"NGSS New - High School - Mathematics","SUBJECT_NAME":"Mathematics","SUBJECT_NAME_AR":"Mathematics","SUBJECT_DESC":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.\u003Cbr\u003E","SUBJECT_DESC_AR":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.","SUBJECT_IMG":"560.jpg","SUBJECT_BANNER_IMG":"560.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"272","CATEGORY_ID":"1","CONT_TITLE":"Zeros and Factors of Polynomials","CONT_SLUG":"zeroes-and-factor-of-polynomial","CONT_TITLE_AR":"Zeroes and Factor of Polynomial","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EA polynomial is an expression containing many terms. The degree of a polynomial with one variable is the largest exponent of that variable. A root (or zero) is where the function is equal to zero or we can say where y value equals to zero.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain the different types of polynomials.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify the degree and the number of zeroes for each polynomial.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify the zeroes of polynomials from a graph.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Calculate the factors of polynomials.\u003C\/div\u003E","CONT_DESC_AR":"Polynomial means an expression containing many terms.\u003C\/br\u003E\r\nThe Degree of a Polynomial with one variable is the largest exponent of that variable.\u003C\/br\u003E\r\nA  \u0022root\u0022 (or \u0022zero\u0022) is where the function is equal to zero or we can say where y value equals to zero.\u003C\/br\u003E\u003C\/br\u003E\r\n\u003Cstrong\u003ELearning Objectives\u003C\/strong\u003E\u003C\/br\u003E\u003C\/br\u003E\r\nIn this topic you will be able to\u003C\/br\u003E\r\n- identify different polynomials\u003C\/br\u003E\r\n- identify degree and number of zeros for each polynomial\u003C\/br\u003E\r\n- find zeros of polynomials from their graphs","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ss300058","TOPIC_ID":"ss300058","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_SS300058.jpg","PUBLIC_BANNER_IMG":"SS300058.jpg","PUBLIC_VIDEO":"pvideo_ss300058.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/aI__XTvmjDs","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2018-01-12 04:08:48","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;A polynomial is an expression containing many terms. The degree of a polynomial with one variable is the largest exponent of that variable. A root (or zero) is where the function is equal to zero or we can say where y value equals to zero.\u0026amp;nbsp;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain the different types of polynomials.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify the degree and the number of zeroes for each polynomial.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify the zeroes of polynomials from a graph.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Calculate the factors of polynomials.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Zeroes and factor of polynomial","ADMSUBJECT_ID":"560","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Mathematics","DISPLAY_NAME_AR":"NGSS New - High School - Mathematics","SUBJECT_NAME":"Mathematics","SUBJECT_NAME_AR":"Mathematics","SUBJECT_DESC":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.\u003Cbr\u003E","SUBJECT_DESC_AR":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.","SUBJECT_IMG":"560.jpg","SUBJECT_BANNER_IMG":"560.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"271","CATEGORY_ID":"1","CONT_TITLE":"Composite Functions","CONT_SLUG":"composite-functions","CONT_TITLE_AR":"Composite Functions","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EFunction Composition is the applying of one function to the results of another.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003E(g \u00ba f)(x) = g(f(x)),\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EFor representing this, we substitute f(x) in place of x in g(x) and the resultant function is composite function. Some functions can be decomposed into two (or more) simpler functions.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify the composition of two functions.\u003C\/div\u003E","CONT_DESC_AR":"Function Composition is applying one function to the results of another. (g \u0026amp;ordm; f)(x) = g(f(x)),\u0026lt;br \/\u0026gt;\nFor representing this , we substitute f(x) in place of x in g(x) and the resultant function is composite function.\u0026lt;br \/\u0026gt;\nSome functions can be de-composed into two (or more) simpler functions.\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objective\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nIn this simulation, you will be able to:\u0026lt;br \/\u0026gt;\n- identify the composition of two functions","BACKING_FILE":"ss300048.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ss300048","TOPIC_ID":"ss300048","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_SS300048.jpg","PUBLIC_BANNER_IMG":"SS300048.jpg","PUBLIC_VIDEO":"pvideo_ss300048.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/ZXaDs07rbYE","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2018-01-12 04:08:48","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;Function Composition is the applying of one function to the results of another.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;(g \u00ba f)(x) = g(f(x)),\u0026amp;nbsp;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;For representing this, we substitute f(x) in place of x in g(x) and the resultant function is composite function. Some functions can be decomposed into two (or more) simpler functions.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify the composition of two functions.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Composite Functions","ADMSUBJECT_ID":"560","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Mathematics","DISPLAY_NAME_AR":"NGSS New - High School - Mathematics","SUBJECT_NAME":"Mathematics","SUBJECT_NAME_AR":"Mathematics","SUBJECT_DESC":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.\u003Cbr\u003E","SUBJECT_DESC_AR":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.","SUBJECT_IMG":"560.jpg","SUBJECT_BANNER_IMG":"560.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"269","CATEGORY_ID":"1","CONT_TITLE":"Normal Distribution","CONT_SLUG":"normal-distribution","CONT_TITLE_AR":"Normal Distribution","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003ENormal (or Gaussian) distribution is a very common continuous probability distribution. Normal distributions are important in statistics and are often used in the natural and social sciences to represent real-valued random variables whose distributions are not known.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify a normal distribution.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Calculate the z-score (z).\u003C\/div\u003E","CONT_DESC_AR":"Normal (or Gaussian) distribution is a very common continuous probability distribution.\u0026lt;br \/\u0026gt;\nNormal distributions are important in statistics and are often used in the natural and social sciences to represent real-valued random variables whose distributions are not known.\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objective\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nAt the end of this simulation, you will be able to identify a normal distribution.","BACKING_FILE":"ss300056.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ss300056","TOPIC_ID":"ss300056","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_SS300056.jpg","PUBLIC_BANNER_IMG":"SS300056.jpg","PUBLIC_VIDEO":"pvideo_ss300056.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/WBxUGkOgTS4","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"6","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2018-01-12 04:08:48","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Normal (or Gaussian) distribution is a very common continuous probability distribution. Normal distributions are important in statistics and are often used in the natural and social sciences to represent real-valued random variables whose distributions are not known.\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify a normal distribution.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Calculate the z-score (z).\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Normal Distribution","ADMSUBJECT_ID":"560","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Mathematics","DISPLAY_NAME_AR":"NGSS New - High School - Mathematics","SUBJECT_NAME":"Mathematics","SUBJECT_NAME_AR":"Mathematics","SUBJECT_DESC":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.\u003Cbr\u003E","SUBJECT_DESC_AR":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.","SUBJECT_IMG":"560.jpg","SUBJECT_BANNER_IMG":"560.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"Higher Education"},{"CONT_ID":"267","CATEGORY_ID":"1","CONT_TITLE":"Scatter Plot","CONT_SLUG":"scatter-plot","CONT_TITLE_AR":"Scatter Plot","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EScatter plot is a graph of plotted points that show the relationship between two sets of data. It is defined as a set of points plotted on a horizontal and vertical axis. The graph can depict the extent of correlation between the values of observed quantities or phenomena.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Define scatter plot.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Define positive and negative associations.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Create a scatter plot.\u003C\/div\u003E","CONT_DESC_AR":"The scatter diagram graphs pairs of numerical data, with one variable on each axis, to look for a relationship between them. Or we can say in a Scatter (XY) Plot the\u0026amp;nbsp;points shows the relationship between two sets of data.\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning objective\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nAt the end of this simulation, you will be familiar with\u0026lt;br \/\u0026gt;\n- scatter plot graph","BACKING_FILE":"hs300053.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.hs300053","TOPIC_ID":"hs300053","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_HS300053.jpg","PUBLIC_BANNER_IMG":"HS300053.jpg","PUBLIC_VIDEO":"pvideo_hs300053.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/J9k05vryu-s","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2018-01-12 04:08:48","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Scatter plot is a graph of plotted points that show the relationship between two sets of data. It is defined as a set of points plotted on a horizontal and vertical axis. The graph can depict the extent of correlation between the values of observed quantities or phenomena.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Define scatter plot.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Define positive and negative associations.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Create a scatter plot.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Scatter Plot","ADMSUBJECT_ID":"560","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Mathematics","DISPLAY_NAME_AR":"NGSS New - High School - Mathematics","SUBJECT_NAME":"Mathematics","SUBJECT_NAME_AR":"Mathematics","SUBJECT_DESC":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.\u003Cbr\u003E","SUBJECT_DESC_AR":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.","SUBJECT_IMG":"560.jpg","SUBJECT_BANNER_IMG":"560.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"266","CATEGORY_ID":"1","CONT_TITLE":"Application of Trigonometry","CONT_SLUG":"application-of-trigonometry","CONT_TITLE_AR":"Application of Trigonometry","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EThe sides and angles of a triangle are related to each other. The relationships that define the connection between the angles and the sides of a right triangle are expressed in terms of six trigonometric ratios :Sine (sin), cosine (cos), tangent (tan), cosecant (cosec), secant (sec), and cotangent (cot). By using these trigonometric ratios , we can find the unknown values like height of a building or distance of any object from any building or tower etc if angle of elevation (angle that eye of observer makes with the top of a building) or angle of depression (the angle that is formed between the eye of the observer who is standing on any top of the building with the object that is placed on the ground) are known.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain the applications of trigonometry in various fields of life.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify the angle of elevation and the angle of depression.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Determine \u0026#039;height\u0026#039; and \u0026#039;distance\u0026#039; without actually measuring them.\u003C\/div\u003E","CONT_DESC_AR":"Use of trigonometry, angle of elevation and depression. Find height and distance without actually measuring.\u003C\/br\u003E\u003C\/br\u003E\r\n\u003C\/strong\u003ELearning Objectives\u003C\/strong\u003E\u003C\/br\u003E\u003C\/br\u003E\r\nIn this topic you will be able to:\u003C\/br\u003E\r\n- use trigonometry in various fields\u003C\/br\u003E\r\n- identify the angle of elevation and depression\u003C\/br\u003E\r\n- determine height and distance without actually measuring them","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.hs300018","TOPIC_ID":"hs300018","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_HS300018.jpg","PUBLIC_BANNER_IMG":"HS300018.jpg","PUBLIC_VIDEO":"pvideo_hs300018.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/4Ht_pEMktBQ","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2018-01-12 04:08:48","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;The sides and angles of a triangle are related to each other. The relationships that define the connection between the angles and the sides of a right triangle are expressed in terms of six trigonometric ratios :Sine (sin), cosine (cos), tangent (tan), cosecant (cosec), secant (sec), and cotangent (cot). By using these trigonometric ratios , we can find the unknown values like height of a building or distance of any object from any building or tower etc if angle of elevation (angle that eye of observer makes with the top of a building) or angle of depression (the angle that is formed between the eye of the observer who is standing on any top of the building with the object that is placed on the ground) are known.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain the applications of trigonometry in various fields of life.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify the angle of elevation and the angle of depression.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Determine \u0026#039;height\u0026#039; and \u0026#039;distance\u0026#039; without actually measuring them.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Application of Trigonometry","ADMSUBJECT_ID":"560","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Mathematics","DISPLAY_NAME_AR":"NGSS New - High School - Mathematics","SUBJECT_NAME":"Mathematics","SUBJECT_NAME_AR":"Mathematics","SUBJECT_DESC":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.\u003Cbr\u003E","SUBJECT_DESC_AR":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.","SUBJECT_IMG":"560.jpg","SUBJECT_BANNER_IMG":"560.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"265","CATEGORY_ID":"1","CONT_TITLE":"Linear Function, Domain and Range","CONT_SLUG":"linear-function-domain-and-range","CONT_TITLE_AR":"Linear Function, Domain and Range","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EThe domain of a function is the complete set of possible values of the independent variable. In plain English, this definition means: the domain is the set of all possible x-values which will make the function work, and will output real y-values.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify and find the domain of a function.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify and find the range of a function.\u003C\/div\u003E","CONT_DESC_AR":"The domain of a function is the complete set of possible values of the independent variable.\u0026lt;br \/\u0026gt;\nIn plain English, this definition means: The domain is the set of all possible x-values which will make the function \u0026amp;quot;work\u0026amp;quot;, and will output real y-values.\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objective\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nIn this topic you will be able to:\u0026lt;br \/\u0026gt;\n\u0026amp;bull; find the domain and range of a function graphically","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.hs300051","TOPIC_ID":"hs300051","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_HS300051.jpg","PUBLIC_BANNER_IMG":"HS300051.jpg","PUBLIC_VIDEO":"pvideo_hs300051.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/0x50NsVhW4w","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2018-01-12 04:08:48","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;The domain of a function is the complete set of possible values of the independent variable. In plain English, this definition means: the domain is the set of all possible x-values which will make the function work, and will output real y-values.\u0026amp;nbsp;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify and find the domain of a function.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify and find the range of a function.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Linear functions, domain and range","ADMSUBJECT_ID":"560","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Mathematics","DISPLAY_NAME_AR":"NGSS New - High School - Mathematics","SUBJECT_NAME":"Mathematics","SUBJECT_NAME_AR":"Mathematics","SUBJECT_DESC":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.\u003Cbr\u003E","SUBJECT_DESC_AR":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.","SUBJECT_IMG":"560.jpg","SUBJECT_BANNER_IMG":"560.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"263","CATEGORY_ID":"1","CONT_TITLE":"Rate of Change","CONT_SLUG":"rate-of-change","CONT_TITLE_AR":"Rate of Change","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003ERate of change is defined as the value that results from dividing the change in a function of a variable by the change in the variable. The average rate of change in any function calculates the amount of change in one item divided by the corresponding amount of change in another.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Calculate the rate of change of a function from the given table and graph.\u003C\/div\u003E","CONT_DESC_AR":"Slope and Rate of Change.\u003C\/br\u003E\r\nThe word slope (gradient, incline, pitch) is used to describe the measurement of the steepness of a straight line.\u003C\/br\u003E\r\nThe higher the slope, the steeper the line.\u003C\/br\u003E\r\nThe slope of a line is a rate of change\u003C\/br\u003E\u003C\/br\u003E\r\n\u003Cstrong\u003ELearning Objectives\u003C\/strong\u003E\u003C\/br\u003E\u003C\/br\u003E\r\nIn this topic you will be able to:\u003C\/br\u003E\r\n\u2022 calculate the rate of change of a linear function from the given information as set of ordered pairs, a table, or a graph","BACKING_FILE":"ss300050.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ss300050","TOPIC_ID":"ss300050","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_SS300050.jpg","PUBLIC_BANNER_IMG":"SS300050.jpg","PUBLIC_VIDEO":"pvideo_ss300050.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/-lYGscxM51k","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2018-01-12 04:08:48","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Rate of change is defined as the value that results from dividing the change in a function of a variable by the change in the variable. The average rate of change in any function calculates the amount of change in one item divided by the corresponding amount of change in another.\u0026amp;nbsp;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Calculate the rate of change of a function from the given table and graph.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Rate of change","ADMSUBJECT_ID":"560","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Mathematics","DISPLAY_NAME_AR":"NGSS New - High School - Mathematics","SUBJECT_NAME":"Mathematics","SUBJECT_NAME_AR":"Mathematics","SUBJECT_DESC":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.\u003Cbr\u003E","SUBJECT_DESC_AR":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.","SUBJECT_IMG":"560.jpg","SUBJECT_BANNER_IMG":"560.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"258","CATEGORY_ID":"1","CONT_TITLE":"Waiting Time Distribution","CONT_SLUG":"waiting-time-distribution","CONT_TITLE_AR":"Waiting Time Distribution","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003ETo explain the concept of waiting time distribution, we use lambda where Lambda is the number of events per unit time. A graph of exponential distribution, called the probability density function (PDF), shows the distribution of time (or distance) between events. The PDF is specified in terms of lambda (events per unit time) and x (time).\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify the concept of waiting time distribution.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Find the expected value for the game of chance.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Find the expected mean for the game of chance.\u003C\/div\u003E","CONT_DESC_AR":"To explain the Concept of waiting time distribution, we use lambda where Lambda is the number of events per unit time.\u0026lt;br \/\u0026gt;\nA graph of exponential distribution, called the probability density function (PDF), shows the distribution of time (or distance) between events.\u0026lt;br \/\u0026gt;\nThe PDF is specified in terms of lambda (events per unit time) and x (time).\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nIn this simulation, you will be able to:\u0026lt;br \/\u0026gt;\n\u0026amp;bull; identify the concept of waiting time distribution\u0026lt;br \/\u0026gt;\n\u0026amp;bull; find the expected value for games of chance\u0026lt;br \/\u0026gt;\n\u0026amp;bull; find the expected mean for games of chance","BACKING_FILE":"ss300079.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ss300079","TOPIC_ID":"ss300079","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_SS300079.jpg","PUBLIC_BANNER_IMG":"SS300079.jpg","PUBLIC_VIDEO":"pvideo_ss300079.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/cNBFkGe5qeY","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"6","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2018-01-12 04:08:48","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;To explain the concept of waiting time distribution, we use lambda where Lambda is the number of events per unit time. A graph of exponential distribution, called the probability density function (PDF), shows the distribution of time (or distance) between events. The PDF is specified in terms of lambda (events per unit time) and x (time).\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify the concept of waiting time distribution.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Find the expected value for the game of chance.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Find the expected mean for the game of chance.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Waiting time distribution","ADMSUBJECT_ID":"560","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Mathematics","DISPLAY_NAME_AR":"NGSS New - High School - Mathematics","SUBJECT_NAME":"Mathematics","SUBJECT_NAME_AR":"Mathematics","SUBJECT_DESC":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.\u003Cbr\u003E","SUBJECT_DESC_AR":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.","SUBJECT_IMG":"560.jpg","SUBJECT_BANNER_IMG":"560.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"Higher Education"},{"CONT_ID":"256","CATEGORY_ID":"1","CONT_TITLE":"Solving a System of Equations Using the Matrix Method","CONT_SLUG":"solving-system-of-equations-by-matrix-method","CONT_TITLE_AR":"Solving System of Equations by Matrix Method","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EWe are already familiar with the method of solving system of equations in two variables. But what if we have system of equations with three variables. In such situations, matrix method is the easiest method to get the value of variables. In this method, we have a variable matrix (X), a coefficient matrix (A) and a constant matrix (B). The matrix equation used to get the value of variable is X=A-1B.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain the concept of solving a system of equations by the matrix method.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain this method in relatable terms.\u003C\/div\u003E","CONT_DESC_AR":"The Matrix Solution.\u003C\/br\u003E\r\nThis states that we can find the values of x, y and z (the X matrix) by multiplying the inverse of the A matrix by the B matrix. First, we need to find the inverse of the A matrix.\u003C\/br\u003E\u003C\/br\u003E\r\n\u003Cstrong\u003ELearning Objectives\u003C\/strong\u003E\u003C\/br\u003E\u003C\/br\u003E\r\nIn this simulation, you will be able to:\u003C\/br\u003E\r\n\u2022 know the concept of solving system of equations by matrix method\u003C\/br\u003E\r\n\u2022 explain it in real life terms","BACKING_FILE":"ss300078.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ss300078","TOPIC_ID":"ss300078","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_SS300078.jpg","PUBLIC_BANNER_IMG":"SS300078.jpg","PUBLIC_VIDEO":"pvideo_ss300078.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/uLyaKm4YSIQ","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"6","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2018-01-12 04:08:48","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;p\u0026gt;Overview:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;We are already familiar with the method of solving system of equations in two variables. But what if we have system of equations with three variables. In such situations, matrix method is the easiest method to get the value of variables. In this method, we have a variable matrix (X), a coefficient matrix (A) and a constant matrix (B). The matrix equation used to get the value of variable is X=A-1B.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;Learning Objectives:\u0026lt;\/p\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain the concept of solving a system of equations by the matrix method.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain this method in relatable terms.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Solving system of equations by matrix method","ADMSUBJECT_ID":"560","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Mathematics","DISPLAY_NAME_AR":"NGSS New - High School - Mathematics","SUBJECT_NAME":"Mathematics","SUBJECT_NAME_AR":"Mathematics","SUBJECT_DESC":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.\u003Cbr\u003E","SUBJECT_DESC_AR":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.","SUBJECT_IMG":"560.jpg","SUBJECT_BANNER_IMG":"560.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"Higher Education"},{"CONT_ID":"254","CATEGORY_ID":"1","CONT_TITLE":"Solving Systems of Equations in Two Variables","CONT_SLUG":"solving-system-of-equations-in-two-variables","CONT_TITLE_AR":"Solving System of Equations in Two Variables","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EA linear equation in two variable is defined as a first-degree equation that can be written in the form ax + by = c, where both a and b are not equal to zero and a, b, and c are real numbers. The graph of any equation of this form is a straight line.To solve the system of equations graphically, first of all we graph both the lines and then find the point of intersection. If the lines intersect at only one point, it is known as unique solutions. If the line coincides with each other, then they have infinitely many solutions and if the two lines are parallel, then no solution exists for those equations.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Solve a linear equation in two variables using the graphical method.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Differentiate and construct a unique solution.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Differentiate and construct infinitely many solutions.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Differentiate and construct no solution.\u003C\/div\u003E","CONT_DESC_AR":"Solving systems of equations with two variables.\u003C\/br\u003E\r\nA system of a linear equation is comprised of two or more equations, used to find a common solution to the equations.\u003C\/br\u003E\u003C\/br\u003E\r\n\u003Cstrong\u003ELearning Objectives\u003C\/strong\u003E\u003C\/br\u003E\u003C\/br\u003E\r\nAt the end of this simulation, you will be able to:\u003C\/br\u003E\r\n\u2022 solve linear equation in two variable using graphical method\u003C\/br\u003E\r\n\u2022 differentiate and construct unique solution\u003C\/br\u003E\r\n\u2022 differentiate and construct infinitely many solution\u003C\/br\u003E\r\n\u2022 differentiate and construct no solution","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.hs300076","TOPIC_ID":"hs300076","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_HS300076.jpg","PUBLIC_BANNER_IMG":"hs300076.jpg","PUBLIC_VIDEO":"pvideo_hs300076.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/tc7Z4gGoOwU","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2018-01-12 04:08:48","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;A linear equation in two variable is defined as a first-degree equation that can be written in the form ax + by = c, where both a and b are not equal to zero and \u0026amp;nbsp;a, b, and c are real numbers. The graph of any equation of this form is a straight line.To solve the system of equations graphically, first of all we graph both the lines and then find the point of intersection. If the lines intersect at only one point, it is known as unique solutions. If the line coincides with each other, then they have infinitely many solutions and if the two lines are parallel, then no solution exists for those equations.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Solve a linear equation in two variables using the graphical method.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Differentiate and construct a unique solution.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Differentiate and construct infinitely many solutions.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Differentiate and construct no solution.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Solving system of equations in two variables","ADMSUBJECT_ID":"560","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Mathematics","DISPLAY_NAME_AR":"NGSS New - High School - Mathematics","SUBJECT_NAME":"Mathematics","SUBJECT_NAME_AR":"Mathematics","SUBJECT_DESC":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.\u003Cbr\u003E","SUBJECT_DESC_AR":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.","SUBJECT_IMG":"560.jpg","SUBJECT_BANNER_IMG":"560.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"251","CATEGORY_ID":"1","CONT_TITLE":"Binomial Theorem","CONT_SLUG":"binomial-theorem","CONT_TITLE_AR":"Binomial Theorem","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EBinomial coefficients appear as the entries of Pascal\u0026#039;s triangle where each entry is the sum of the two above it. In elementary algebra, the binomial theorem (or binomial expansion) describes the algebraic expansion of powers of a binomial.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- State and prove the binomial theorem for positive integral values.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain Pascal\u0026#039;s triangle.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Compute the value of a given number using the binomial theorem.\u003C\/div\u003E","CONT_DESC_AR":"Binomial coefficients appear as the entries of Pascals triangle where each entry is the sum of the two above it.\u0026lt;br \/\u0026gt;\nIn elementary algebra, the binomial theorem (or binomial expansion) describes the algebraic expansion of powers of a binomial.\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nIn this topic, you will be able to:\u0026lt;br \/\u0026gt;\n- state and prove the binomial theorem for positive integral values\u0026lt;br \/\u0026gt;\n- explain Pascal\u0026amp;#39;s triangle\u0026lt;br \/\u0026gt;\n- compute the value of a given number using the binomial theorem","BACKING_FILE":"ss300066.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ss300066","TOPIC_ID":"ss300066","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_SS300066.jpg","PUBLIC_BANNER_IMG":"SS300066.jpg","PUBLIC_VIDEO":"pvideo_ss300066.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/_WPsvKBX-5o","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2018-01-12 04:08:48","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Binomial coefficients appear as the entries of Pascal\u0026#039;s triangle where each entry is the sum of the two above it. 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These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.\u003Cbr\u003E","SUBJECT_DESC_AR":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.","SUBJECT_IMG":"560.jpg","SUBJECT_BANNER_IMG":"560.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"249","CATEGORY_ID":"1","CONT_TITLE":"Equation of Circle","CONT_SLUG":"equation-of-circle","CONT_TITLE_AR":"Equation of Circle","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E  \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EThe center-radius form of the circle equation is in the format (x \u2013 h)\u003Csup\u003E2\u003C\/sup\u003E + (y \u2013 k)\u003Csup\u003E2\u003C\/sup\u003E = r\u003Csup\u003E2\u003C\/sup\u003E, with center (h, k) and the radius r.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E  \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E  \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Define a circle.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Find the equation of a circle with its center at the origin.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Find the equation of a circle with any arbitrary origin.\u003C\/div\u003E","CONT_DESC_AR":"The center-radius form of the circle equation is in the format (x-h)\u0026lt;sup\u0026gt;2\u0026lt;\/sup\u0026gt; + (y-k)\u0026lt;sup\u0026gt;2\u0026lt;\/sup\u0026gt; = r\u0026lt;sup\u0026gt;2\u0026lt;\/sup\u0026gt;, with center \u0026amp;nbsp;(h, k) and the radius \u0026amp;quot;r\u0026amp;quot;.\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nAt the end of this simulation, you will be able to:\u0026lt;br \/\u0026gt;\n- define a circle\u0026lt;br \/\u0026gt;\n- find the equation of a circle with the centre at origin\u0026lt;br \/\u0026gt;\n- find the equation of a circle with any arbitary origin","BACKING_FILE":"ss300074.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ss300074","TOPIC_ID":"ss300074","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_SS300074.jpg","PUBLIC_BANNER_IMG":"SS300074.jpg","PUBLIC_VIDEO":"pvideo_ss300074.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/BxeJ-iSh6gc","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2018-01-12 04:08:48","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;p\u0026gt;Overview:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;The center-radius form of the circle equation is in the format\u0026amp;nbsp;\u0026lt;span style=\u0026quot;font-size: 10pt; line-height: 107%; font-family: Roboto; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;\u0026quot;\u0026gt;(x \u2013 h)\u0026lt;sup\u0026gt;2\u0026lt;\/sup\u0026gt; + (y \u2013 k)\u0026lt;sup\u0026gt;2\u0026lt;\/sup\u0026gt; = r\u0026lt;sup\u0026gt;2\u0026lt;\/sup\u0026gt;\u0026lt;\/span\u0026gt;, with center\u0026amp;nbsp; (h, k) and the radius r.\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;Learning Objectives:\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;div\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Define a circle.\u0026lt;div\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Find the equation of a circle with its center at the origin.\u0026lt;div\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Find the equation of a circle with any arbitrary origin.\u0026lt;div\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Equation of circle","ADMSUBJECT_ID":"560","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Mathematics","DISPLAY_NAME_AR":"NGSS New - High School - Mathematics","SUBJECT_NAME":"Mathematics","SUBJECT_NAME_AR":"Mathematics","SUBJECT_DESC":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.\u003Cbr\u003E","SUBJECT_DESC_AR":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.","SUBJECT_IMG":"560.jpg","SUBJECT_BANNER_IMG":"560.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"248","CATEGORY_ID":"1","CONT_TITLE":"Hyperbola","CONT_SLUG":"hyperbola","CONT_TITLE_AR":"Hyperbola","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EA hyperbola is a type of smooth curve that has two pieces, called connected components or branches, that are mirror images of each other and resemble two infinite bows. The hyperbola is one of the three kinds of conic section, formed by the intersection of a plane and a double cone.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Find the center, vertices, and foci of a hyperbola.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Find the equation of the hyperbola from the given information.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify different types of hyperbolae.\u003C\/div\u003E","CONT_DESC_AR":"A hyperbola is a type of smooth curve that has two pieces, called connected components or branches, that are mirror images of each other and resemble two infinite\u0026amp;nbsp;bows. The hyperbola is one of the three kinds of conic section, formed by the intersection of a plane and a double cone.\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nAt the end of this simulation you will be able to:\u0026lt;br \/\u0026gt;\n\u0026amp;bull; find the centre, vertices, foci and end points of the conjugate axis\u0026lt;br \/\u0026gt;\n\u0026amp;bull; find the aymptote of a hyperbola\u0026lt;br \/\u0026gt;\n\u0026amp;bull; sketch the graph of a hyperbola\u0026lt;br \/\u0026gt;\n\u0026amp;bull; find the equation of a hyperbola from given information","BACKING_FILE":"ss300072.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ss300072","TOPIC_ID":"ss300072","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_SS300072.jpg","PUBLIC_BANNER_IMG":"SS300072.jpg","PUBLIC_VIDEO":"pvideo_ss300072.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/BsSd5OSGhsw","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2018-01-12 04:08:48","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;A hyperbola\u0026amp;nbsp; is a type of smooth curve that has two pieces, called connected components or branches, that are mirror images of each other and resemble two infinite bows. The hyperbola is one of the three kinds of conic section, formed by the intersection of a plane and a double cone.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;span style=\u0026quot;font-size: 13px;\u0026quot;\u0026gt;After completing this module, you will be able to:\u0026lt;\/span\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;span style=\u0026quot;font-size: 13px;\u0026quot;\u0026gt;- Find the center, vertices, and foci of a hyperbola.\u0026lt;\/span\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;span style=\u0026quot;font-size: 13px;\u0026quot;\u0026gt;- Find the equation of the hyperbola from the given information.\u0026lt;\/span\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;span style=\u0026quot;font-size: 13px;\u0026quot;\u0026gt;- Identify different types of hyperbolae.\u0026lt;\/span\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Hyperbola","ADMSUBJECT_ID":"560","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Mathematics","DISPLAY_NAME_AR":"NGSS New - High School - Mathematics","SUBJECT_NAME":"Mathematics","SUBJECT_NAME_AR":"Mathematics","SUBJECT_DESC":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.\u003Cbr\u003E","SUBJECT_DESC_AR":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.","SUBJECT_IMG":"560.jpg","SUBJECT_BANNER_IMG":"560.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"244","CATEGORY_ID":"1","CONT_TITLE":"Ellipse","CONT_SLUG":"ellipse","CONT_TITLE_AR":"Ellipse","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EA regular oval shape, traced by a point moving in a plane so that the sum of its distances from two other points (the foci) is constant, or resulting when a cone is cut by an oblique plane which does not intersect the base. A circle is a \u0026quot;special case\u0026quot; of an ellipse where both foci are at the same point (the center).\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Find the center, vertices, foci, and co-vertices.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Sketch the graph of an ellipse.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Find the equation of an ellipse from the given information.\u003C\/div\u003E","CONT_DESC_AR":"A regular oval shape, traced by a point moving in a plane so that the sum of its distances from two other points (the foci) is constant, or resulting when a cone is cut by an oblique plane which does not intersect the base.\u0026lt;br \/\u0026gt;\nA\u0026amp;nbsp;circle\u0026amp;nbsp;is a \u0026amp;quot;special case\u0026amp;quot; of an\u0026amp;nbsp;ellipse where both foci are at the same point (the center).\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\nIn this simulation you will be able to:\u0026lt;br \/\u0026gt;\n\u0026amp;bull; find the center, vertices, foci, and endpoints of the \u0026amp;nbsp;\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;conjugate axis\u0026lt;br \/\u0026gt;\n\u0026amp;bull; sketch the graph of the ellipse\u0026lt;br \/\u0026gt;\n\u0026amp;bull; find the equation of a ellipse from given information","BACKING_FILE":"ss300071.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ss300071","TOPIC_ID":"ss300071","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_SS300071.jpg","PUBLIC_BANNER_IMG":"SS300071.jpg","PUBLIC_VIDEO":"pvideo_ss300071.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/Oy-vC0_2ZFY","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2018-01-12 04:08:48","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;A regular oval shape, traced by a point moving in a plane so that the sum of its distances from two other points (the foci) is constant, or resulting when a cone is cut by an oblique plane which does not intersect the base. A circle is a \u0026quot;special case\u0026quot; of an ellipse where both foci are at the same point (the center).\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Find the center, vertices, foci, and co-vertices.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Sketch the graph of an ellipse.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Find the equation of an ellipse from the given information.\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Ellipse","ADMSUBJECT_ID":"560","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Mathematics","DISPLAY_NAME_AR":"NGSS New - High School - Mathematics","SUBJECT_NAME":"Mathematics","SUBJECT_NAME_AR":"Mathematics","SUBJECT_DESC":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.\u003Cbr\u003E","SUBJECT_DESC_AR":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.","SUBJECT_IMG":"560.jpg","SUBJECT_BANNER_IMG":"560.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"243","CATEGORY_ID":"1","CONT_TITLE":"Linear Equations in Two Variables","CONT_SLUG":"linear-equations-in-two-variables","CONT_TITLE_AR":"Linear Equations in Two Variables","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EA linear equation in two variable is defined as a first-degree equation that can be written in the form ax + by = c, where both a and b are not equal to zero and a, b, and c are real numbers. The graph of any equation of this form is a straight line.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Express a linear equation in the form of ax + by + c = 0.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Write a linear equation in two variables to represent a given statement.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Match a graph with its equation.\u003C\/div\u003E","CONT_DESC_AR":"Solving systems of equations with two variables.A system of a linear equation is comprised of two or more equations, used to find a common solution to the equations.\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nAt the end of this simulation you will be able to:\u0026lt;br \/\u0026gt;\n\u0026amp;bull; express the linear equation in form of ax+by+c=0\u0026lt;br \/\u0026gt;\n\u0026amp;bull; write linear equation in two variable to represent given statement\u0026lt;br \/\u0026gt;\n\u0026amp;bull; match the graph with it\u0026amp;rsquo;s equation","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.hs300027","TOPIC_ID":"hs300027","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_HS300027.jpg","PUBLIC_BANNER_IMG":"hs300027.jpg","PUBLIC_VIDEO":"pvideo_hs300027.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/960TQM0oUso","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2018-01-12 04:08:48","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;A linear equation in two variable is defined as a first-degree equation that can be written in the form ax + by = c, where both a and b are not equal to zero and \u0026amp;nbsp;a, b, and c are real numbers. The graph of any equation of this form is a straight line.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Express a linear equation in the form of ax + by + c = 0.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Write a linear equation in two variables to represent a given statement.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Match a graph with its equation.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Linear equations in two variables","ADMSUBJECT_ID":"560","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Mathematics","DISPLAY_NAME_AR":"NGSS New - High School - Mathematics","SUBJECT_NAME":"Mathematics","SUBJECT_NAME_AR":"Mathematics","SUBJECT_DESC":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.\u003Cbr\u003E","SUBJECT_DESC_AR":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.","SUBJECT_IMG":"560.jpg","SUBJECT_BANNER_IMG":"560.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"241","CATEGORY_ID":"1","CONT_TITLE":"Quadratic Equations","CONT_SLUG":"quadratic-equations","CONT_TITLE_AR":"Quadratic Equations","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E  \r\n\u003Cdiv\u003EA quadratic equation is a second-order polynomial equation in a single variable x\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003E ax\u00b2+bx+c=0, where a is not equal to zero.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify the standard form of a quadratic equation.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Check whether the given equation is a quadratic equation.\u003C\/div\u003E","CONT_DESC_AR":"A quadratic equation is a second-order polynomial equation in a single variable x\u0026amp;nbsp;ax\u0026lt;sup\u0026gt;2\u0026lt;\/sup\u0026gt;+bx+c=0, where a is not equal to zero.\u0026lt;br \/\u0026gt;\nBecause it is a second-order polynomial equation, the fundamental theorem of algebra guarantees that it has two solutions. These solutions may be both real, or both complex.\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nIn this simulation, you will be able to:\u0026lt;br \/\u0026gt;\n\u0026amp;bull; identify the standard form of a quadratic equation\u0026lt;br \/\u0026gt;\n\u0026amp;bull; check whether the given equation is a quadratic equation","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.hs300052","TOPIC_ID":"hs300052","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_HS300052.jpg","PUBLIC_BANNER_IMG":"hs300052.jpg","PUBLIC_VIDEO":"pvideo_hs300052.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/qduDz-yP9Kk","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2018-01-12 04:08:48","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;p\u0026gt;Overview:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;A quadratic equation is a second-order polynomial equation in a single variable x\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt; ax\u00b2+bx+c=0, where a is not equal to zero.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;Learning Objectives:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;After completing this module, you will be able to:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Identify the standard form of a quadratic equation.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Check whether the given equation is a quadratic equation.\u0026lt;\/p\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Quadratic Equations","ADMSUBJECT_ID":"560","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Mathematics","DISPLAY_NAME_AR":"NGSS New - High School - Mathematics","SUBJECT_NAME":"Mathematics","SUBJECT_NAME_AR":"Mathematics","SUBJECT_DESC":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.\u003Cbr\u003E","SUBJECT_DESC_AR":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.","SUBJECT_IMG":"560.jpg","SUBJECT_BANNER_IMG":"560.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"239","CATEGORY_ID":"1","CONT_TITLE":"Volume of a Cone","CONT_SLUG":"volume-of-a-cone","CONT_TITLE_AR":"Volume of a Cone","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EThe volume of a cone is the amount of space that will fit inside it. The volume of a cone is one-third of the volume of cylinder.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify and formulate the volume of cone.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Apply the formula of volume of cone in real life situations.\u003C\/div\u003E","CONT_DESC_AR":"The volume of a cone is the amount of space that will fit inside it. We use the formula for the volume of a cone is one-third of the volume of cylinder.\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nIn this simulation you will be able to:\u0026lt;br \/\u0026gt;\n\u0026amp;bull; determine the volume of a cone\u0026lt;br \/\u0026gt;\n\u0026amp;bull; apply the formula of the volume of a cone","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.hs300025","TOPIC_ID":"hs300025","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_HS300025.jpg","PUBLIC_BANNER_IMG":"HS300025.jpg","PUBLIC_VIDEO":"pvideo_hs300025.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/Sx8Sn7O6-_c","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2018-01-12 04:08:48","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;The volume of a cone is the amount of space that will fit inside it. The volume of a cone is one-third of the volume of cylinder.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify and formulate the volume of cone.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Apply the formula of volume of cone in real life situations.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Volume of a cone","ADMSUBJECT_ID":"560","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Mathematics","DISPLAY_NAME_AR":"NGSS New - High School - Mathematics","SUBJECT_NAME":"Mathematics","SUBJECT_NAME_AR":"Mathematics","SUBJECT_DESC":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.\u003Cbr\u003E","SUBJECT_DESC_AR":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.","SUBJECT_IMG":"560.jpg","SUBJECT_BANNER_IMG":"560.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"236","CATEGORY_ID":"1","CONT_TITLE":"Coordinate Geometry","CONT_SLUG":"coordinate-geometry","CONT_TITLE_AR":"Co-ordinate Geometry","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EA plane formed by two perpendicular intersecting lines is called a 2D coordinate plane and the lines are called axes. The position of a point is calculated by measuring its perpendicular distance from the two axes.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Plot a point in two dimensional coordinate geometry.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify and formulate the distance between two points on a plane.\u003C\/div\u003E","CONT_DESC_AR":"Plotting a point in two dimensional coordinate geometry in four quadrants: \u0026amp;nbsp;I, II, III, IV.For two points in a plane we will find the distance between two points in a plane.\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nIn this topic you will be able to:\u0026lt;br \/\u0026gt;\n\u0026amp;bull; plot a point in two dimensional coordinate geometry\u0026lt;br \/\u0026gt;\n\u0026amp;bull; identify and formulate the distance between two points in a plane","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.hs300023","TOPIC_ID":"hs300023","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_HS300023.jpg","PUBLIC_BANNER_IMG":"hs300023.jpg","PUBLIC_VIDEO":"pvideo_hs300023.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/mQg5tevIJL4","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2018-01-12 04:08:48","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;A plane formed by two perpendicular intersecting lines is called a 2D coordinate plane and the lines are called axes. The position of a point is calculated by measuring its perpendicular distance from the two axes.\u0026amp;nbsp;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Plot a point in two dimensional coordinate geometry.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify and formulate the distance between two points on a plane.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Co-ordinate Geometry","ADMSUBJECT_ID":"560","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Mathematics","DISPLAY_NAME_AR":"NGSS New - High School - Mathematics","SUBJECT_NAME":"Mathematics","SUBJECT_NAME_AR":"Mathematics","SUBJECT_DESC":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.\u003Cbr\u003E","SUBJECT_DESC_AR":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.","SUBJECT_IMG":"560.jpg","SUBJECT_BANNER_IMG":"560.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"235","CATEGORY_ID":"1","CONT_TITLE":"Circle","CONT_SLUG":"circle","CONT_TITLE_AR":"Circle","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EA circle is defined as a round closed figure whose boundary consists of points equidistant from a fixed point.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EIts radius is the line connecting the center to the outer boundary of circle and diameter is twice of the radius. The circumference of a circle is defined as the outer boundary of circle. The formula for calculating circumference is 2\u03c0r and for calculating area is \u03c0r\u00b2.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAt the end of this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Define a circle.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify and define the radius and diameter of a circle.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Calculate the circumference and the area of a circle.\u003C\/div\u003E","CONT_DESC_AR":"Circle : - A round closed figure whose boundary consists of points equidistant from a fixed point.\u0026lt;br \/\u0026gt;\nRadius : - Line connecting the centre to the outer boundary of circle.\u0026lt;br \/\u0026gt;\nDiameter : - Twice of the radius is diameter of the circle.\u0026lt;br \/\u0026gt;\nCircumference: - Outer boundary of circle.\u0026lt;br \/\u0026gt;\nFormula to calculate circumference is 2\u0026amp;pi;r\u0026lt;br \/\u0026gt;\nArea \u0026amp;nbsp;: - Formula for finding area of circle is \u0026amp;pi;r\u0026lt;sup\u0026gt;2\u0026lt;\/sup\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nAt the end of this simulation, you will be able to:\u0026lt;br \/\u0026gt;\n\u0026amp;bull; define a circle\u0026lt;br \/\u0026gt;\n\u0026amp;bull; identify the radius and diameter of a circle\u0026lt;br \/\u0026gt;\n\u0026amp;bull; calculate the circumference and area of a circle","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ms300042","TOPIC_ID":"ms300042","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS300042.jpg","PUBLIC_BANNER_IMG":"MS300042.jpg","PUBLIC_VIDEO":"pvideo_ms300042.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/xKAEF2qfW3g","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2018-01-12 04:08:48","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;A circle is defined as a round closed figure whose boundary consists of points equidistant from a fixed point.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Its radius is the line connecting the center to the outer boundary of circle and diameter is twice of the radius. The circumference of a circle is defined as the outer boundary of circle. The formula for calculating circumference is 2\u03c0r and for calculating area is \u03c0r\u00b2.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;At the end of this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Define a circle.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify and define the radius and diameter of a circle.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Calculate the circumference and the area of a circle.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Circle","ADMSUBJECT_ID":"560","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Mathematics","DISPLAY_NAME_AR":"NGSS New - High School - Mathematics","SUBJECT_NAME":"Mathematics","SUBJECT_NAME_AR":"Mathematics","SUBJECT_DESC":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.\u003Cbr\u003E","SUBJECT_DESC_AR":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.","SUBJECT_IMG":"560.jpg","SUBJECT_BANNER_IMG":"560.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"225","CATEGORY_ID":"1","CONT_TITLE":"Area Related to Circle","CONT_SLUG":"area-related-to-circles","CONT_TITLE_AR":"Area Related to Circles","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EA sector is the part of a circle enclosed by two radii and an intercepted arc of that circle. The segment of a circle is the region bounded by a chord. An annulus is a flat ring shaped object. To find the area of an annulus, a sector, and a segment we actually need to find the fractional part of the area of the entire circle.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Find the area of a sector.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Find the area of a segment.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Find the area of an annulus.\u003C\/div\u003E","CONT_DESC_AR":"When finding the area of an annulus, sector, and segment you are actually finding a fractional part of the area of the entire circle.\u003C\/br\u003E\u003C\/br\u003E\r\n\u003Cstrong\u003ELearning Objectives\u003C\/strong\u003E\u003C\/br\u003E\u003C\/br\u003E\r\nAt the end of this simulation, you will be able to apply the formula of:\u003C\/br\u003E\r\n\u2022 the area of a sector\u003C\/br\u003E\r\n\u2022 the area of a segment\u003C\/br\u003E\r\n\u2022 the area of an annulus","BACKING_FILE":"hs300020.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.hs300020","TOPIC_ID":"hs300020","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_HS300020.jpg","PUBLIC_BANNER_IMG":"HS300020.jpg","PUBLIC_VIDEO":"pvideo_hs300020.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/z4XP6Ift0Yc","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2018-01-12 04:08:48","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;A sector is the part of a circle enclosed by two radii and an intercepted arc of that circle. The segment of a circle is the region bounded by a chord. An annulus is a flat ring shaped object. To find the area of an annulus, a sector, and a segment we actually need to find the fractional part of the area of the entire circle.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Find the area of a sector.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Find the area of a segment.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Find the area of an annulus.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Area related to circles","ADMSUBJECT_ID":"560","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Mathematics","DISPLAY_NAME_AR":"NGSS New - High School - Mathematics","SUBJECT_NAME":"Mathematics","SUBJECT_NAME_AR":"Mathematics","SUBJECT_DESC":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.\u003Cbr\u003E","SUBJECT_DESC_AR":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.","SUBJECT_IMG":"560.jpg","SUBJECT_BANNER_IMG":"560.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"223","CATEGORY_ID":"1","CONT_TITLE":"Similarity of Triangles","CONT_SLUG":"similarity-of-triangles","CONT_TITLE_AR":"Similarity of Triangles","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003ETwo triangles are said to be similar if and only if the corresponding sides are in proportion and the corresponding angles are congruent. To prove that two triangles are similar, it is sufficient to show that two angles of one triangle are congruent (equal) to the two angles of the other triangle.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explore similar triangles.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify similar triangles.\u003C\/div\u003E","CONT_DESC_AR":"Two triangles are similar if and only if the corresponding sides are in proportion and the corresponding angles are congruent. To show two triangles are similar, it is sufficient to show that two angles of one triangle are congruent (equal) to two angles of the other triangle.\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nIn this topic you will be able to:\u0026lt;br \/\u0026gt;\n\u0026amp;bull; explore similar triangles\u0026lt;br \/\u0026gt;\n\u0026amp;bull; identify similar triangles","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ms300046","TOPIC_ID":"ms300046","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS300046.jpg","PUBLIC_BANNER_IMG":"MS300046.jpg","PUBLIC_VIDEO":"pvideo_ms300046.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/CpSXEC0sJxU","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2018-01-12 04:08:48","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Two triangles are said to be similar if and only if the corresponding sides are in proportion and the corresponding angles are congruent. To prove that two triangles are similar, it is sufficient to show that two angles of one triangle are congruent (equal) to the two angles of the other triangle.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explore similar triangles.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify similar triangles.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Similarity of Triangles","ADMSUBJECT_ID":"560","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Mathematics","DISPLAY_NAME_AR":"NGSS New - High School - Mathematics","SUBJECT_NAME":"Mathematics","SUBJECT_NAME_AR":"Mathematics","SUBJECT_DESC":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.\u003Cbr\u003E","SUBJECT_DESC_AR":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.","SUBJECT_IMG":"560.jpg","SUBJECT_BANNER_IMG":"560.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"221","CATEGORY_ID":"1","CONT_TITLE":"Lines","CONT_SLUG":"lines","CONT_TITLE_AR":"Lines","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EA line is defined as a line of points that extend infinitely in two directions. A part of a line that is bounded by two distinct end points is defined as line segment. A ray is defined as a line with one endpoint.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Define intersecting lines.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Define parallel lines.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Define a point.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Define rays and line segments.\u003C\/div\u003E","CONT_DESC_AR":"A line is defined as a line of points that extends infinitely in two directions. It has one dimension, length. Points that are on the same line are called collinear points\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\nIn this topic, you will be able to:\u0026lt;br \/\u0026gt;\n\u0026amp;bull; explore intersecting lines\u0026lt;br \/\u0026gt;\n\u0026amp;bull; explore parallel lines\u0026lt;br \/\u0026gt;\n\u0026amp;bull; explore what a point is\u0026lt;br \/\u0026gt;\n\u0026amp;bull; explore rays and line segments","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ms300045","TOPIC_ID":"ms300045","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS300045.jpg","PUBLIC_BANNER_IMG":"MS300045.jpg","PUBLIC_VIDEO":"pvideo_ms300045.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/qsCqLjwf7P8","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2018-01-12 04:08:48","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;A line is defined as a line of points that extend infinitely in two directions. A part of a line that is bounded by two distinct end points is defined as line segment. A ray is defined as a line with one endpoint.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Define intersecting lines.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Define parallel lines.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Define a point.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Define rays and line segments.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Lines","ADMSUBJECT_ID":"560","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Mathematics","DISPLAY_NAME_AR":"NGSS New - High School - Mathematics","SUBJECT_NAME":"Mathematics","SUBJECT_NAME_AR":"Mathematics","SUBJECT_DESC":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.\u003Cbr\u003E","SUBJECT_DESC_AR":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.","SUBJECT_IMG":"560.jpg","SUBJECT_BANNER_IMG":"560.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"219","CATEGORY_ID":"1","CONT_TITLE":"Sets","CONT_SLUG":"sets","CONT_TITLE_AR":"Sets","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EA set is defined as the collection of similar types of objects. It can be defined in two ways: set builder and roster form. The union of two sets is a new set that contains all of the elements that are in at least one of the two sets. The union is written as A \u222a B and the intersection of two sets is a new set that contains all the elements that are in both sets.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Learn about the concept and formation of sets.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Differentiate between set builder and roster forms of a set.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Differentiate between the union and intersection of sets.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Learn about the elements of a set.\u003C\/div\u003E","CONT_DESC_AR":"Set is defined as the collection of similar types of objects. Set can be defined in two ways: set builder and roster form.\u0026lt;br \/\u0026gt;\nThe union of two sets is a new set that contains all of the elements that are in at least one of the two sets.\u0026lt;br \/\u0026gt;\nThe union is written as A \u0026amp;cup; B and the intersection of two sets is a new set that contains all of the elements that are in both sets.\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\nIn this topic you will be able to:\u0026lt;br \/\u0026gt;\n\u0026amp;bull; know about the concept and formation of sets.\u0026lt;br \/\u0026gt;\n\u0026amp;bull; differentiate between set builder and roster form of a set.\u0026lt;br \/\u0026gt;\n\u0026amp;bull; differentiate between union and intersection of sets.\u0026lt;br \/\u0026gt;\n\u0026amp;bull; know about element of a set.\u0026lt;br \/\u0026gt;\n\u0026amp;bull; form Subsets of a set.","BACKING_FILE":"ss300008.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ss300008","TOPIC_ID":"ss300008","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_SS300008.jpg","PUBLIC_BANNER_IMG":"SS300008.jpg","PUBLIC_VIDEO":"pvideo_ss300008.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/_JFbmbP_9Qw","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2018-01-12 04:08:48","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;p\u0026gt;Overview:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;A set is defined as the collection of similar types of objects. It can be defined in two ways: set builder and roster form. The union of two sets is a new set that contains all of the elements that are in at least one of the two sets. The union is written as A \u222a B and the intersection of two sets is a new set that contains all the elements that are in both sets.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;Learning Objectives:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;After completing this module you will be able to:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Learn about the concept and formation of sets.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Differentiate between set builder and roster forms of a set.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Differentiate between the union and intersection of sets.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Learn about the elements of a set.\u0026lt;\/p\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Sets","ADMSUBJECT_ID":"560","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Mathematics","DISPLAY_NAME_AR":"NGSS New - High School - Mathematics","SUBJECT_NAME":"Mathematics","SUBJECT_NAME_AR":"Mathematics","SUBJECT_DESC":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.\u003Cbr\u003E","SUBJECT_DESC_AR":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.","SUBJECT_IMG":"560.jpg","SUBJECT_BANNER_IMG":"560.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"215","CATEGORY_ID":"1","CONT_TITLE":"Exponents and Powers","CONT_SLUG":"exponents-and-powers","CONT_TITLE_AR":"Exponents and Powers","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EA power is represented with a base number and an exponent. An exponent is defined as the number of times a base number is multiplied by itself.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Define the concepts of exponents and powers.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Apply the rules for simplifying exponents and powers.\u003C\/div\u003E","CONT_DESC_AR":"An expression that represents repeated multiplication of the same factor is called a power, as in 52.\u0026lt;br \/\u0026gt;\nThe number 5 is called the base, and the number 2 is called the exponent.\u0026lt;br \/\u0026gt;\nThe exponent corresponds to the number of times the base is used as a factor.\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nAt the end of this simulation, you will be able to:\u0026lt;br \/\u0026gt;\n\u0026amp;bull; define concepts of exponents and powers\u0026lt;br \/\u0026gt;\n\u0026amp;bull; applying rules for simplifying exponents and powers","BACKING_FILE":"ms300065.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ms300065","TOPIC_ID":"ms300065","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS300065.jpg","PUBLIC_BANNER_IMG":"MS300065.jpg","PUBLIC_VIDEO":"pvideo_ms300065.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/WO1WJ181gSE","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2018-01-12 04:08:48","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;p\u0026gt;Overview:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;A power is represented with a base number and an exponent. An exponent is defined as the number of times a base number is multiplied by itself.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;Learning Objectives:\u0026lt;\/p\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Define the concepts of exponents and powers.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Apply the rules for simplifying exponents and powers.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Exponents and Powers","ADMSUBJECT_ID":"560","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Mathematics","DISPLAY_NAME_AR":"NGSS New - High School - Mathematics","SUBJECT_NAME":"Mathematics","SUBJECT_NAME_AR":"Mathematics","SUBJECT_DESC":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.\u003Cbr\u003E","SUBJECT_DESC_AR":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.","SUBJECT_IMG":"560.jpg","SUBJECT_BANNER_IMG":"560.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"214","CATEGORY_ID":"1","CONT_TITLE":"Regression and Correlation","CONT_SLUG":"regression-and-correlation","CONT_TITLE_AR":"Regression and Correlation","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003ERegression analysis involves identifying the relationship between a dependent variable and one or more independent variables. A model of this relationship is hypothesized, and estimates of the parameter values are then used to develop an estimated regression equation.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Define regression and correlation.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Apply the formulas for regression and correlation in real life.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Apply the formula for finding the equation of a line.\u003C\/div\u003E","CONT_DESC_AR":"Regression analysis involves identifying the relationship between a dependent variable and one or more independent variables.\u0026lt;br \/\u0026gt;\nA model of this relationship is hypothesized, and estimates of the parameter values are used to develop an estimated regression equation.\u0026lt;br \/\u0026gt;\nRegression and correlation formulas and their usage in finding the equation of a line.\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\nLearning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\nin this topic you will be able to:\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026amp;bull; define regression and correlation\u0026lt;br \/\u0026gt;\n\u0026amp;bull; apply the formulas for regression and correlation in real life\u0026lt;br \/\u0026gt;\n\u0026amp;bull; apply the formula for finding the equation of a line\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;","BACKING_FILE":"ss300070.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ss300070","TOPIC_ID":"ss300070","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_SS300070.jpg","PUBLIC_BANNER_IMG":"SS300070.jpg","PUBLIC_VIDEO":"pvideo_ss300070.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/USFehzuvA7o","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"6","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2018-01-12 04:08:48","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Regression analysis involves identifying the relationship between a dependent variable and one or more independent variables. A model of this relationship is hypothesized, and estimates of the parameter values are then used to develop an estimated regression equation.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Define regression and correlation.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Apply the formulas for regression and correlation in real life.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Apply the formula for finding the equation of a line.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Regression and correlation","ADMSUBJECT_ID":"560","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Mathematics","DISPLAY_NAME_AR":"NGSS New - High School - Mathematics","SUBJECT_NAME":"Mathematics","SUBJECT_NAME_AR":"Mathematics","SUBJECT_DESC":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.\u003Cbr\u003E","SUBJECT_DESC_AR":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.","SUBJECT_IMG":"560.jpg","SUBJECT_BANNER_IMG":"560.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"Higher Education"},{"CONT_ID":"212","CATEGORY_ID":"1","CONT_TITLE":"Equations of a Straight Line","CONT_SLUG":"equation-of-a-straight-line","CONT_TITLE_AR":"Equations of Straight Line","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EThe general equation of a straight line is y = mx + c, where m is the gradient, and c is the value where the line cuts the y-axis. The value of c is called the intercept on the y-axis.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Define point-slope form.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Define slope-intercept form.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Define standard form.\u003C\/div\u003E","CONT_DESC_AR":"The general equation of a straight line is y = mx + c, where m is the gradient, and c is the value where the line cuts the y-axis.\u0026lt;br \/\u0026gt;\nThe value of c is called the intercept on the y-axis.\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\nIn this simulation, you will be able to explore linear equations written in:\u0026lt;br \/\u0026gt;\n\u0026amp;bull; \u0026amp;nbsp;point-slope form\u0026lt;br \/\u0026gt;\n\u0026amp;bull; \u0026amp;nbsp;slope-intercept form\u0026lt;br \/\u0026gt;\n\u0026amp;bull; \u0026amp;nbsp;standard form","BACKING_FILE":"ms300073.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ms300073","TOPIC_ID":"ms300073","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS300073.jpg","PUBLIC_BANNER_IMG":"MS300073.jpg","PUBLIC_VIDEO":"pvideo_ms300073.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/M6FZ3P3hQJs","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2018-01-12 04:08:48","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;The general equation of a straight line is y = mx + c, where m is the gradient, and c is the value where the line cuts the y-axis. The value of c is called the intercept on the y-axis.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;span style=\u0026quot;font-size: 13px;\u0026quot;\u0026gt;After completing this module, you will be able to:\u0026lt;\/span\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;span style=\u0026quot;font-size: 13px;\u0026quot;\u0026gt;- Define point-slope form.\u0026lt;\/span\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;span style=\u0026quot;font-size: 13px;\u0026quot;\u0026gt;- Define slope-intercept form.\u0026lt;\/span\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;span style=\u0026quot;font-size: 13px;\u0026quot;\u0026gt;- Define standard form.\u0026lt;\/span\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Equations of straight Line","ADMSUBJECT_ID":"560","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Mathematics","DISPLAY_NAME_AR":"NGSS New - High School - Mathematics","SUBJECT_NAME":"Mathematics","SUBJECT_NAME_AR":"Mathematics","SUBJECT_DESC":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.\u003Cbr\u003E","SUBJECT_DESC_AR":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.","SUBJECT_IMG":"560.jpg","SUBJECT_BANNER_IMG":"560.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"209","CATEGORY_ID":"1","CONT_TITLE":"Parabola","CONT_SLUG":"parabola","CONT_TITLE_AR":"Parabola","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EA parabola is defined as a curve where any point is at an equal distance from\u003C\/div\u003E \r\n\u003Cdiv\u003Ea fixed point called focus and a fixed straight line called directrix of that parabola. A parabola is obtained by the intersection of a right circular cone with a plane parallel to an element of the cone. \u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe the relationship between the focus, the directrix, and the points of a parabola.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Define the focal length of a parabola.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe the appearance of parabolas with different focal lengths.\u003C\/div\u003E","CONT_DESC_AR":"A symmetrical open plane curve formed by the intersection of a cone with a plane parallel to its side.\u0026lt;br \/\u0026gt;\nThe path of a projectile under the influence of gravity follows a curve of this shape.\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\nAt the end of the simulation you will be able to describe:\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026amp;bull; the relationship between the focus, the directrix, and the points of a parabola\u0026lt;br \/\u0026gt;\n\u0026amp;bull; the focal length of a parabola\u0026lt;br \/\u0026gt;\n\u0026amp;bull; the appearance of parabolas with different focal lengths\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;","BACKING_FILE":"ss300014.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ss300014","TOPIC_ID":"ss300014","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_SS300014.jpg","PUBLIC_BANNER_IMG":"SS300014.jpg","PUBLIC_VIDEO":"pvideo_ss300014.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/URYaLi4XSHk","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2018-01-12 04:08:48","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;A parabola is defined as a curve where any point is at an equal distance from\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;a fixed point called focus and a fixed straight line called directrix of that parabola. 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These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.\u003Cbr\u003E","SUBJECT_DESC_AR":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.","SUBJECT_IMG":"560.jpg","SUBJECT_BANNER_IMG":"560.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"207","CATEGORY_ID":"1","CONT_TITLE":"Solving a System of Inequalities Graphically","CONT_SLUG":"solving-system-of-inequalities-graphically","CONT_TITLE_AR":"Solving System of Inequalities Graphically","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EA linear inequality is an inequality which involves a linear function. A linear inequality contains one of the symbols of inequality: \u003C is less than, \u003E is greater than, \u2264 is less than or equal to, \u2265 is greater than or equal to. Linear inequality in two variables can be solved in a similar manner as we solve linear inequality.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain the concept of inequality.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Distinguish between graphs of inequalities.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Solve a system of linear inequalities graphically.\u003C\/div\u003E","CONT_DESC_AR":"A linear inequality is an inequality which involves a linear function.\u003C\/br\u003E\r\nA linear inequality contains one of the symbols of inequality: \u003C is less than, \u003E is greater than, \u2264 is less than or equal to.\u003C\/br\u003E\r\nLinear inequality in two variables can be solved in a similar manner as we solve system of linear equations.\u003C\/br\u003E\u003C\/br\u003E\r\n\u003Cstrong\u003ELearning Objectives\u003C\/strong\u003E\u003C\/br\u003E\u003C\/br\u003E\r\nIn this simulation,you will be able to:\u003C\/br\u003E\r\n\u2022 explain the concept of inequality\u003C\/br\u003E\r\n\u2022 distinguish between the graphs of inequalities\u003C\/br\u003E\r\n\u2022 solve the system of linear inequalities graphically","BACKING_FILE":"ss300049.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ss300049","TOPIC_ID":"ss300049","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_SS300049.jpg","PUBLIC_BANNER_IMG":"SS300049.jpg","PUBLIC_VIDEO":"pvideo_ss300049.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/H6wES_wtrQ4","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2018-01-12 04:08:48","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;A linear inequality is an inequality which involves a linear function. A linear inequality contains one of the symbols of inequality: \u0026amp;lt; is less than, \u0026amp;gt; is greater than, \u2264 is less than or equal to, \u2265 is greater than or equal to. Linear inequality in two variables can be solved in a similar manner as we solve linear inequality.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain the concept of inequality.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Distinguish between graphs of inequalities.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Solve a system of linear inequalities graphically.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Solving system of inequalities graphically","ADMSUBJECT_ID":"560","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Mathematics","DISPLAY_NAME_AR":"NGSS New - High School - Mathematics","SUBJECT_NAME":"Mathematics","SUBJECT_NAME_AR":"Mathematics","SUBJECT_DESC":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.\u003Cbr\u003E","SUBJECT_DESC_AR":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.","SUBJECT_IMG":"560.jpg","SUBJECT_BANNER_IMG":"560.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"205","CATEGORY_ID":"1","CONT_TITLE":"Probability","CONT_SLUG":"probability","CONT_TITLE_AR":"Probability","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EProbability is defined as the chance that something is likely to happen. This is defined as the ratio of favorable cases to the total number of cases.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Define probability.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Differentiate between favorable cases and unfavorable cases.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Apply the formula for finding probability.\u003C\/div\u003E","CONT_DESC_AR":"Probability is the quality or state of being probable; the extent to which something is likely to happen, or be the case. This is defined as the ratio of favourable cases to the total number of cases.\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nIn this topic you will be able to:\u0026lt;br \/\u0026gt;\n\u0026amp;bull; define probability\u0026lt;br \/\u0026gt;\n\u0026amp;bull; differentiate between favourable cases and unfavourable cases\u0026lt;br \/\u0026gt;\n\u0026amp;bull; apply the formula for finding probability","BACKING_FILE":"hs300017.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.hs300017","TOPIC_ID":"hs300017","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_HS300017.jpg","PUBLIC_BANNER_IMG":"HS300017.jpg","PUBLIC_VIDEO":"pvideo_hs300017.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/DTJVgsSfs4M","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2018-01-12 04:08:48","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Probability is defined as the chance that something is likely to happen. This is defined as the ratio of favorable cases to the total number of cases.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Define probability.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Differentiate between favorable cases and unfavorable cases.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Apply the formula for finding probability.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Probability","ADMSUBJECT_ID":"560","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Mathematics","DISPLAY_NAME_AR":"NGSS New - High School - Mathematics","SUBJECT_NAME":"Mathematics","SUBJECT_NAME_AR":"Mathematics","SUBJECT_DESC":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.\u003Cbr\u003E","SUBJECT_DESC_AR":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.","SUBJECT_IMG":"560.jpg","SUBJECT_BANNER_IMG":"560.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"203","CATEGORY_ID":"1","CONT_TITLE":"Three Dimensional Geometric Figures","CONT_SLUG":"three-dimensional-geometric-figures","CONT_TITLE_AR":"Three Dimesional Geometric Figures","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAn object having three dimensions such as height, width and depth is known as a three dimensional object. Few common examples of 3-D figure are cube, cuboid, sphere, prism, pyramid etc.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Differentiate between different types of three dimensional figures.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify their number of vertices.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify their number of edges.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify their number of faces.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify their net shape.\u003C\/div\u003E","CONT_DESC_AR":"Different types of three dimensional figures include: \u0026amp;nbsp;cube,cuboid,sphere,prism,pryamid and etc.\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nIn this topic you will be able to:\u0026lt;br \/\u0026gt;\n\u0026amp;bull; differentiate types of three-dimensional figures\u0026lt;br \/\u0026gt;\n\u0026amp;bull; identify their number of vertices\u0026lt;br \/\u0026gt;\n\u0026amp;bull; identify their number of edges\u0026lt;br \/\u0026gt;\n\u0026amp;bull; identify their number of faces\u0026lt;br \/\u0026gt;\n\u0026amp;bull; identify their net shape","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ms300038","TOPIC_ID":"ms300038","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS300038.jpg","PUBLIC_BANNER_IMG":"MS300038.jpg","PUBLIC_VIDEO":"pvideo_ms300038.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/hDY0cPoKW6o","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2018-01-12 04:08:48","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;An object having three dimensions such as height, width and depth is known as a three dimensional object. Few common examples of 3-D figure are cube, cuboid, sphere, prism, pyramid etc.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Differentiate between different types of three dimensional figures.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify their number of vertices.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify their number of edges.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify their number of faces.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify their net shape.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Three dimensional geometric figures","ADMSUBJECT_ID":"560","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Mathematics","DISPLAY_NAME_AR":"NGSS New - High School - Mathematics","SUBJECT_NAME":"Mathematics","SUBJECT_NAME_AR":"Mathematics","SUBJECT_DESC":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.\u003Cbr\u003E","SUBJECT_DESC_AR":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.","SUBJECT_IMG":"560.jpg","SUBJECT_BANNER_IMG":"560.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"202","CATEGORY_ID":"1","CONT_TITLE":"Slope of a Straight Line","CONT_SLUG":"slope-of-straight-line","CONT_TITLE_AR":"Slope of Straight Line","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EThe slope of a straight line is defined as the measure of steepness of a line.\u003C\/div\u003E \r\n\u003Cdiv\u003EThere are three methods of finding slope.\u003C\/div\u003E \r\n\u003Cdiv\u003E1. When the angle of inclination is given, slope m is calculated by using the formula:\u003C\/div\u003E \r\n\u003Cdiv\u003Em= tan\u03b8, \u003C\/div\u003E \r\n\u003Cdiv\u003E2. When rise and run are given , slope m is calculated by using the formula:\u003C\/div\u003E \r\n\u003Cdiv\u003Em = rise\/run, \u003C\/div\u003E \r\n\u003Cdiv\u003E3. When coordinates of any two points on a line are given, slope m is calculated by using the formula: \u003C\/div\u003E \r\n\u003Cdiv\u003Em= (x2-x1)\/(y2-y1).\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Find the slope of a line when the angle of inclination is given.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Find the slope of a line when the rise and run are given.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Find the slope of a line when coordinates of any two points on the line are given.\u003C\/div\u003E","CONT_DESC_AR":"To find the slope of a line when the angle of inclination is given, m=tan\u03b8, rise and run m = rise\/run, coordinates of any two points m= (x2-x1)\/(y2-y1) on the line are given.\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nIn this topic you will be able to:\u0026lt;br \/\u0026gt;\n- find the slope of a line when the angle of inclination is given\u0026lt;br \/\u0026gt;\n- find the slope of a line when the rise and run are given\u0026lt;br \/\u0026gt;\n- find the slope of a line when coordinates of any two points on the line are given","BACKING_FILE":"hs300010.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.hs300010","TOPIC_ID":"hs300010","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_HS300010.jpg","PUBLIC_BANNER_IMG":"HS300010.jpg","PUBLIC_VIDEO":"pvideo_hs300010.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/kM8TgBK92JY","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2018-01-12 04:08:48","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;The slope of a straight line is defined as the measure of steepness of a line.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;There are three methods of finding slope.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;1. When the angle of inclination is given, slope m is calculated by using the formula:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;m= tan\u03b8,\u0026amp;nbsp;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;2. When rise and run are given , slope m is calculated by using the formula:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;m = rise\/run,\u0026amp;nbsp;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;3. When coordinates of any two points on a line are given, slope m is calculated by using the formula:\u0026amp;nbsp;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;m= (x2-x1)\/(y2-y1).\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Find the slope of a line when the angle of inclination is given.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Find the slope of a line when the rise and run are given.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Find the slope of a line when coordinates of any two points on the line are given.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Slope of Straight Line","ADMSUBJECT_ID":"560","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Mathematics","DISPLAY_NAME_AR":"NGSS New - High School - Mathematics","SUBJECT_NAME":"Mathematics","SUBJECT_NAME_AR":"Mathematics","SUBJECT_DESC":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.\u003Cbr\u003E","SUBJECT_DESC_AR":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.","SUBJECT_IMG":"560.jpg","SUBJECT_BANNER_IMG":"560.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"199","CATEGORY_ID":"1","CONT_TITLE":"Matrices","CONT_SLUG":"matrices","CONT_TITLE_AR":"Matrices","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EA matrix is a rectangular array of numbers, symbols, or expressions, arranged in rows and columns. Matrices can be added, subtracted and multiplied. There are different types of matrices: row matrix, column matrix, identity matrix, zero matrix, diagonal matrix, symmetric matrix and skew symmetric matrix.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Create a matrix.\u003C\/div\u003E \r\n\u003Cdiv\u003E- List types of matrices.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Transpose a matrix.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Distinguish between a symmetric and a skew symmetric matrices.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Perform operations on a matrix.\u003C\/div\u003E","CONT_DESC_AR":"A matrix is a rectangular array of numbers, symbols, or expressions, arranged in rows and columns.\u0026lt;br \/\u0026gt;\nMatrices can be added, subtracted and multiplied.\u0026lt;br \/\u0026gt;\nThere are different types of matrices: row matrix, column matrix, identity matrix, zero matrix, diagonal matrix, symmetric matrix and skew symmetric matrix.\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nIn this simulation, You will be able to:\u0026lt;br \/\u0026gt;\n\u0026amp;bull; create a matrix\u0026lt;br \/\u0026gt;\n\u0026amp;bull; list types of matrices\u0026lt;br \/\u0026gt;\n\u0026amp;bull; transpose a matrix\u0026lt;br \/\u0026gt;\n\u0026amp;bull; distinguish between symmetric and skew symmetric matrices\u0026lt;br \/\u0026gt;\n\u0026amp;bull; perform operations on a matrix","BACKING_FILE":"ss300009.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ss300009","TOPIC_ID":"ss300009","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_SS300009.jpg","PUBLIC_BANNER_IMG":"SS300009.jpg","PUBLIC_VIDEO":"pvideo_ss300009.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/aCPP3rt6pYM","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2018-01-12 04:08:48","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;A matrix is a rectangular array of numbers, symbols, or expressions, arranged in rows and columns. Matrices can be added, subtracted and multiplied. There are different types of matrices: row matrix, column matrix, identity matrix, zero matrix, diagonal matrix, symmetric matrix and skew symmetric matrix.\u0026amp;nbsp;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Create a matrix.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- List types of matrices.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Transpose a matrix.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Distinguish between a symmetric and a skew symmetric matrices.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Perform operations on a matrix.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Matrices","ADMSUBJECT_ID":"560","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Mathematics","DISPLAY_NAME_AR":"NGSS New - High School - Mathematics","SUBJECT_NAME":"Mathematics","SUBJECT_NAME_AR":"Mathematics","SUBJECT_DESC":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.\u003Cbr\u003E","SUBJECT_DESC_AR":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.","SUBJECT_IMG":"560.jpg","SUBJECT_BANNER_IMG":"560.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"197","CATEGORY_ID":"1","CONT_TITLE":"Sum of Arithmetic Sequence and Series","CONT_SLUG":"sum-of-arithmetic-sequence-and-series","CONT_TITLE_AR":"Sum of Arithmetic Sequence and Series","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003ETo find the sum of all arithmetic sequences, we apply the formula for sum of n terms, Sn= (n\/2)(2a+(n-1000)d).\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify the formula for the sum of \u0026#039;n\u0026#039; terms.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Assess the application of the sum of \u0026#039;n\u0026#039; terms in the real world.\u003C\/div\u003E","CONT_DESC_AR":"To find the sum of all arithmetic sequences, we apply the formula for sum of n terms, Sn= n\/2(2a+(n-1)d).\u0026lt;br \/\u0026gt;\nLearn the application of the sum of (n) terms in the real world.\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nIn this topic you will be able to:\u0026lt;br \/\u0026gt;\n\u0026amp;bull; identify the formula for the sum of n terms\u0026lt;br \/\u0026gt;\n\u0026amp;bull; assess the application of the sum of n terms in the real world","BACKING_FILE":"ss300043.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ss300043","TOPIC_ID":"ss300043","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_SS300043.jpg","PUBLIC_BANNER_IMG":"SS300043.jpg","PUBLIC_VIDEO":"pvideo_ss300043.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/FBQUvWlgIWw","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2018-01-12 04:08:48","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;To find the sum of all arithmetic sequences, we apply the formula for sum of n terms,\u0026amp;nbsp; S\u0026lt;span style=\u0026quot;font-size: 9.75px; line-height: 0; position: relative; vertical-align: baseline; bottom: -0.25em; color: rgb(0, 77, 64); font-family: \u0026amp;quot;Open Sans\u0026amp;quot;, \u0026amp;quot;Lucida Sans\u0026amp;quot;, sans-serif; text-align: justify;\u0026quot;\u0026gt;n\u0026lt;\/span\u0026gt;= (n\/2)(2a+(n-1)d).\u0026amp;nbsp;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify the formula for the sum of \u0026#039;n\u0026#039; terms.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Assess the application of the sum of \u0026#039;n\u0026#039; terms in the real world.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Sum of Arithmetic sequence and series","ADMSUBJECT_ID":"560","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Mathematics","DISPLAY_NAME_AR":"NGSS New - High School - Mathematics","SUBJECT_NAME":"Mathematics","SUBJECT_NAME_AR":"Mathematics","SUBJECT_DESC":"During high school students develop a number of powerful quantitative tools. 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Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.","SUBJECT_IMG":"560.jpg","SUBJECT_BANNER_IMG":"560.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"196","CATEGORY_ID":"1","CONT_TITLE":"Graphing Linear Inequalities in One Variable","CONT_SLUG":"graphing-linear-inequalities-in-one-variable","CONT_TITLE_AR":"Graphing Linear Inequalities in One Variable","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EA linear inequality in one variable is defined as an algebraic statement that relates a linear expression (with one variable) with a constant by \u003E, \u003C, \u2265, and \u2264 sign instead of =. For example, x \u2264 5. x + 3 \u003E \u2212 9. a \u2265 \u2212 11. \u003C\/div\u003E \r\n\u003Cdiv\u003EThe graph of a linear inequality in one variable is a number line in which we use open circle for \u003C and \u003E and a closed circle for \u2264 and \u2265. \u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Define an inequality in one variable.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Relate a linear equation with a linear inequality in one variable.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Use different methods of graphing an inequality in one variable to find its solution.\u003C\/div\u003E","CONT_DESC_AR":"A linear inequality is an inequality which involves a linear function.\u003C\/br\u003E\r\nA linear inequality contains one of the symbols of inequality, \u003C is less than,  \u003E is greater than.\u003C\/br\u003E\r\n\u2264 is less than or equal to.\u003C\/br\u003E\r\nA linear inequality in one variable can be solved in a similar way as we solved a linear equation with one variable.\u003C\/br\u003E\u003C\/br\u003E\r\n\u003Cstrong\u003ELearning Objectives\u003C\/strong\u003E\u003C\/br\u003E\u003C\/br\u003E\r\nIn this simulation, you will be able to:\u003C\/br\u003E\r\n\u2022 define inequality\u003C\/br\u003E\r\n\u2022 relate linear equations with linear inequality\u003C\/br\u003E\r\n\u2022 use different methods of graphing inequality in one variable to find its solution","BACKING_FILE":"ss300007.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ss300007","TOPIC_ID":"ss300007","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_SS300007.jpg","PUBLIC_BANNER_IMG":"SS300007.jpg","PUBLIC_VIDEO":"pvideo_ss300007.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/ZXP9i7B47ec","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2018-01-12 04:08:48","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;A linear inequality in one variable is defined as an algebraic statement that relates a linear expression (with one variable) with a constant by \u0026amp;gt;, \u0026amp;lt;, \u2265, and \u2264\u0026amp;nbsp; sign instead of\u0026amp;nbsp; =. For example, x \u2264 5. x + 3 \u0026amp;gt; \u2212 9. a \u2265 \u2212 11.\u0026amp;nbsp;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;The graph of a linear inequality in one variable is a number line in which we use open circle for \u0026amp;lt; and \u0026amp;gt; and a closed circle for \u2264 and \u2265.\u0026amp;nbsp;\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Define an inequality in one variable.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Relate a linear equation with a linear inequality in one variable.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Use different methods of graphing an inequality in one variable to find its solution.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Graphing Linear Inequalities in One Variable","ADMSUBJECT_ID":"560","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Mathematics","DISPLAY_NAME_AR":"NGSS New - High School - Mathematics","SUBJECT_NAME":"Mathematics","SUBJECT_NAME_AR":"Mathematics","SUBJECT_DESC":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.\u003Cbr\u003E","SUBJECT_DESC_AR":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.","SUBJECT_IMG":"560.jpg","SUBJECT_BANNER_IMG":"560.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"195","CATEGORY_ID":"1","CONT_TITLE":"Line and Plane of Symmetry","CONT_SLUG":"line-and-plane-of-symmetry","CONT_TITLE_AR":"Line and Plane of Symmetry","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003ESymmetry is defined as the quality of having similar parts that match each other in 2-D shapes or figures. A line of symmetry divides a figure into two mirror-image halves. On the other hand, a plane that divides a 3-D figure into two halves, such that the two halves are mirror images of each other is known as plane of symmetry.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify lines of symmetry and planes of symmetry.\u003C\/div\u003E","CONT_DESC_AR":"Symmetry is the quality of being made up of exactly similar parts facing each other or around an axis.\u0026lt;br \/\u0026gt;\nLine of symmetry: A line which divides a figure into two mirror-image halves.\u0026lt;br \/\u0026gt;\nPlane of symmetry: The plane which divides a 3-D figure into two halves, such that the two halves are mirror images of each other.\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objective\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nIn this simulation, you will be able to:\u0026lt;br \/\u0026gt;\n\u0026amp;bull; explain line of symmetry and plane of symmetry\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;","BACKING_FILE":"ms300035.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ms300035","TOPIC_ID":"ms300035","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS300035.jpg","PUBLIC_BANNER_IMG":"MS300035.jpg","PUBLIC_VIDEO":"pvideo_ms300035.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/XhsDlCwv9rQ","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2018-01-12 04:08:48","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Symmetry is defined as the quality of having similar parts that match each other in 2-D shapes or figures. A line of symmetry divides a figure into two mirror-image halves. \u0026amp;nbsp;On the other hand, a plane that divides a 3-D figure into two halves, such that the two halves are mirror images of each other is known as plane of symmetry.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objective\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify lines of symmetry and planes of symmetry.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Line and Plane of Symmetry","ADMSUBJECT_ID":"560","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Mathematics","DISPLAY_NAME_AR":"NGSS New - High School - Mathematics","SUBJECT_NAME":"Mathematics","SUBJECT_NAME_AR":"Mathematics","SUBJECT_DESC":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.\u003Cbr\u003E","SUBJECT_DESC_AR":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.","SUBJECT_IMG":"560.jpg","SUBJECT_BANNER_IMG":"560.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"194","CATEGORY_ID":"1","CONT_TITLE":"Fundamental Principle of Counting","CONT_SLUG":"fundamental-principle-of-counting","CONT_TITLE_AR":"Fundamental Principle of Counting","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EThe Fundamental Counting Principle is the method to find out the number of outcomes in a probability problem. It is of two types: the multiplication principle which states that if one event has (m) possible outcomes and a second independent event has (n) possible outcomes, then there are (mn) total possible outcomes for the two events together. Another one is the addition principle which states that if there are two events which can occur independently by (m) and (n) ways, then either of the two events can occur in (m+n) ways. \u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify and use the fundamental principle of multiplication.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify and use the fundamental principle of addition.\u003C\/div\u003E","CONT_DESC_AR":"The Fundamental Counting Principle is of two types: the Multiplication Principle which states that if one event has (m) possible outcomes and a second independent event has (n) possible outcomes, then there are (mn) total possible outcomes for the two events together.\u0026lt;br \/\u0026gt;\nAnother one is the Addition Principle which states that if there are two events which can occur independently by (m) and (n) ways, then either of the two events can occur in (m+n) ways.\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nIn this simulation, you will be able to:\u0026lt;br \/\u0026gt;\n\u0026amp;bull; explain the fundamental principle of multiplication\u0026lt;br \/\u0026gt;\n\u0026amp;bull; explain the fundamental principle of addition","BACKING_FILE":"ss300011.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ss300011","TOPIC_ID":"ss300011","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_SS300011.jpg","PUBLIC_BANNER_IMG":"SS300011.jpg","PUBLIC_VIDEO":"pvideo_ss300011.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/O8YlkaAEQKo","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2018-01-12 04:08:48","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;The Fundamental Counting Principle is the method to find out the number of outcomes in a probability problem. It is of two types: the multiplication principle which states that if one event has (m) possible outcomes and a second independent event has (n) possible outcomes, then there are (mn) total possible outcomes for the two events together.\u0026amp;nbsp; Another one is the addition principle which states that if there are two events which can occur independently by (m) and (n) ways, then either of the two events can occur in (m+n) ways.\u0026amp;nbsp;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify and use the fundamental principle of multiplication.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify and use the fundamental principle of addition.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Fundamental principle of counting","ADMSUBJECT_ID":"560","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Mathematics","DISPLAY_NAME_AR":"NGSS New - High School - Mathematics","SUBJECT_NAME":"Mathematics","SUBJECT_NAME_AR":"Mathematics","SUBJECT_DESC":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.\u003Cbr\u003E","SUBJECT_DESC_AR":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.","SUBJECT_IMG":"560.jpg","SUBJECT_BANNER_IMG":"560.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"193","CATEGORY_ID":"1","CONT_TITLE":"Lines and Angles","CONT_SLUG":"lines-and-angles","CONT_TITLE_AR":"Lines and Angles","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EA transversal defined as a line or a line segment that intersects two or more other lines or line segments. When a transversal intersects two parallel lines,we will get eight different angles which are classified as corresponding angles, alternate interior angles, alternate exterior angles, vertically opposite angles and linear pair. The corresponding angles, alternate interior angles and alternate exterior angles are equal. The pair of interior angles on the same side of the transversal is supplementary.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify corresponding angles.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify alternate interior angles.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify alternate exterior angles.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify interior angles formed by the transversal.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify exterior angles formed by the transversal.\u003C\/div\u003E","CONT_DESC_AR":"When a transversal intersects two parallel lines, the corresponding angles are equal.\u0026lt;br \/\u0026gt;\nThe alternate exterior angles are equal.\u0026lt;br \/\u0026gt;\nThe pair of interior angles on the same side of the transversal is supplementary.\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nIn this simulation you will be able to:\u0026lt;br \/\u0026gt;\n\u0026amp;bull; identify linear pairs of an angle\u0026lt;br \/\u0026gt;\n\u0026amp;bull; learn the concept of vertical opposite angles, corresponding angles, and alternate interior angles\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ms300033","TOPIC_ID":"ms300033","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS300033.jpg","PUBLIC_BANNER_IMG":"MS300033.jpg","PUBLIC_VIDEO":"pvideo_ms300033.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/VaNpb6114iI","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2018-01-12 04:08:48","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;A transversal defined as a line or a line segment that intersects two or more other lines or line segments. When a transversal intersects two parallel lines,we will get eight different angles which are classified as corresponding angles, alternate interior angles, alternate exterior angles, vertically opposite angles and linear pair. The corresponding angles, alternate interior angles and alternate exterior angles are equal. The pair of interior angles on the same side of the transversal is supplementary.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify corresponding angles.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify alternate interior angles.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify alternate exterior angles.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify interior angles formed by the transversal.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify exterior angles formed by the transversal.\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Lines and Angles","ADMSUBJECT_ID":"560","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Mathematics","DISPLAY_NAME_AR":"NGSS New - High School - Mathematics","SUBJECT_NAME":"Mathematics","SUBJECT_NAME_AR":"Mathematics","SUBJECT_DESC":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.\u003Cbr\u003E","SUBJECT_DESC_AR":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.","SUBJECT_IMG":"560.jpg","SUBJECT_BANNER_IMG":"560.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"189","CATEGORY_ID":"1","CONT_TITLE":"Venn Diagram","CONT_SLUG":"venn-diagram","CONT_TITLE_AR":"Venn Diagram","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EA Venn diagram is a diagram representing mathematical or logical sets pictorially as circles or closed curves within an enclosed rectangle (the universal set), with common elements of the different sets being represented by intersections of the circles.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Form Venn diagrams of sets.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Form Venn diagrams for real life situations.\u003C\/div\u003E","CONT_DESC_AR":"A Venn diagram is a diagram representing mathematical or logical sets pictorially as circles or closed curves within an enclosed rectangle (the universal set), with common elements of the different sets being represented by intersections of the circles.\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nIn this topic you will be able to:\u0026lt;br \/\u0026gt;\n\u0026amp;bull; make a Venn diagram of sets\u0026lt;br \/\u0026gt;\n\u0026amp;bull; determine a Venn diagram in real life situations\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;","BACKING_FILE":"ss300004.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ss300004","TOPIC_ID":"ss300004","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_SS300004.jpg","PUBLIC_BANNER_IMG":"SS300004.jpg","PUBLIC_VIDEO":"pvideo_ss300004.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/6cwmDQ6Ajuo","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2018-01-12 04:08:48","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;A Venn diagram is a diagram representing mathematical or logical sets pictorially as circles or closed curves within an enclosed rectangle (the universal set), with common elements of the different sets being represented by intersections of the circles.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Form Venn diagrams of sets.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Form Venn diagrams for real life situations.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Venn Diagram","ADMSUBJECT_ID":"560","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Mathematics","DISPLAY_NAME_AR":"NGSS New - High School - Mathematics","SUBJECT_NAME":"Mathematics","SUBJECT_NAME_AR":"Mathematics","SUBJECT_DESC":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.\u003Cbr\u003E","SUBJECT_DESC_AR":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.","SUBJECT_IMG":"560.jpg","SUBJECT_BANNER_IMG":"560.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"187","CATEGORY_ID":"1","CONT_TITLE":"Median, Mode, Mean \u0026 Range","CONT_SLUG":"mean-mode-median-and-range-of-ungrouped-data","CONT_TITLE_AR":"Mean, Mode, Median, and Range of Ungrouped Data","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EMean is defined as the average of a set of numbers that can be calculated by adding all the numbers and dividing the sum by the total number of terms. Median is defined as the middle value in a given set of numbers. To find the median, list all the numbers in increasing or decreasing order. The mode is the value that occurs most frequently in a given set of numbers. Range is the difference between the lowest and highest values in a given set of numbers.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify the median of ungrouped data.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify the mode of ungrouped data.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify the mean of ungrouped data.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify the range of ungrouped data.\u003C\/div\u003E","CONT_DESC_AR":"The mean is the average, where you add up all the numbers and then divide by the sum of numbers. The median is the middle value in this list of numbers. To find the median, \u0026amp;nbsp;numbers need to be listed in ascending or descending order.\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nIn this topic you will be able to:\u0026lt;br \/\u0026gt;\n\u0026amp;bull; know and identify the median of ungrouped data\u0026lt;br \/\u0026gt;\n\u0026amp;bull; know and identify the mode of ungrouped data\u0026lt;br \/\u0026gt;\n\u0026amp;bull; know and identify the mean of ungrouped data\u0026lt;br \/\u0026gt;\n\u0026amp;bull; know and identify the range of ungrouped data","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ms300031","TOPIC_ID":"ms300031","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS300031.jpg","PUBLIC_BANNER_IMG":"MS300031.jpg","PUBLIC_VIDEO":"pvideo_ms300031.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/S2taGqPcih0","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2018-01-12 04:08:48","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Mean is defined as the average of a set of numbers that can be calculated by adding all the numbers and dividing the sum by the total number of terms. Median is defined as the middle value in a given set of numbers. To find the median, list all the numbers in increasing or decreasing order. The mode is the value that occurs most frequently in a given set of numbers.\u0026amp;nbsp;Range is the difference between the lowest and highest values in a given set of numbers.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify the median of ungrouped data.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify the mode of ungrouped data.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify the mean of ungrouped data.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify the range of ungrouped data.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Mean, Mode, Median, and range of ungrouped data","ADMSUBJECT_ID":"560","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Mathematics","DISPLAY_NAME_AR":"NGSS New - High School - Mathematics","SUBJECT_NAME":"Mathematics","SUBJECT_NAME_AR":"Mathematics","SUBJECT_DESC":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.\u003Cbr\u003E","SUBJECT_DESC_AR":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.","SUBJECT_IMG":"560.jpg","SUBJECT_BANNER_IMG":"560.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"186","CATEGORY_ID":"1","CONT_TITLE":"Introduction to Vectors","CONT_SLUG":"introduction-to-vectors","CONT_TITLE_AR":"Introduction to Vectors","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EA vector is a quantity having direction as well as magnitude. Vectors can be added and subtracted, and their magnitudes can also be calculated. \u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Add and subtract vectors\u003C\/div\u003E \r\n\u003Cdiv\u003E- Represent a vector in space\u003C\/div\u003E \r\n\u003Cdiv\u003E- Calculate the magnitude of a vector.\u003C\/div\u003E","CONT_DESC_AR":"A vector is a quantity having direction as well as magnitude.\u0026lt;br \/\u0026gt;\nVectors can be added and subtracted, and their magnitudes can also be calculated.\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nIn this simulation, you will be able to:\u0026lt;br \/\u0026gt;\n\u0026amp;bull; perform addition and subtraction of vectors\u0026lt;br \/\u0026gt;\n\u0026amp;bull; represent vectors by breaking them\u0026lt;br \/\u0026gt;\ninto x, y or x, y, z components for two or three\u0026lt;br \/\u0026gt;\ndimensions respectively\u0026lt;br \/\u0026gt;\n\u0026amp;bull; calculate the magnitude of a vector in two and three\u0026lt;br \/\u0026gt;\ndimensions\u0026lt;br \/\u0026gt;\n\u0026amp;bull; perform the numerical addition of two vectors","BACKING_FILE":"ss300003.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ss300003","TOPIC_ID":"ss300003","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_SS300003.jpg","PUBLIC_BANNER_IMG":"ss300003.jpg","PUBLIC_VIDEO":"pvideo_ss300003.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/-4_wqM20-kM","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2018-01-12 04:08:48","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;A vector is a quantity having direction as well as magnitude. Vectors can be added and subtracted, and their magnitudes can also be calculated.\u0026amp;nbsp;\u0026amp;nbsp;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Add and subtract vectors\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Represent a vector in space\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Calculate the magnitude of a vector.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Introduction to Vectors","ADMSUBJECT_ID":"560","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Mathematics","DISPLAY_NAME_AR":"NGSS New - High School - Mathematics","SUBJECT_NAME":"Mathematics","SUBJECT_NAME_AR":"Mathematics","SUBJECT_DESC":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.\u003Cbr\u003E","SUBJECT_DESC_AR":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.","SUBJECT_IMG":"560.jpg","SUBJECT_BANNER_IMG":"560.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"183","CATEGORY_ID":"1","CONT_TITLE":"Introduction to Arithmetic Sequence","CONT_SLUG":"introduction-to-arithmetic-sequence-and-series","CONT_TITLE_AR":"Introduction to Arithmetic Sequence and Series","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAn arithmetic sequence is a sequence in which the successive terms have common differences. With the first term (a), common difference (d) and (n) number of terms, we can find the last term using the formula, an = a+(n-1)d. Arithmetic mean between two numbers is a+b\/2 and if the sequence is a, A1, A2, A3, A4, b then A1, A2, A3, A4 are four arithmetic mean between a and b.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Assess arithmetic sequence and series.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Apply a formula for arithmetic sequence and series.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Describe the concept of arithmetic sequence and series.\u003C\/div\u003E","CONT_DESC_AR":"An arithmetic sequence is a sequence in which the successive terms have common differences.\u0026lt;br \/\u0026gt;\nWith the first term (a), common difference (d) and (n) number of terms, we can find the last term using the formula, an = a+(n-1)d. Arithmetic mean between two numbers is a+b\/2 and if the sequence is a, A1, A2, A3, A4, b then A1, A2, A3, A4 are four arithmetic mean between a and b.\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\nLearning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nIn this simulation, you will be able to:\u0026lt;br \/\u0026gt;\n\u0026amp;bull; assess arithmetic sequence and series\u0026lt;br \/\u0026gt;\n\u0026amp;bull; apply a formula for arithmetic sequence and series\u0026lt;br \/\u0026gt;\n\u0026amp;bull; describe the concept of arithmetic sequence and series\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;","BACKING_FILE":"ss300002.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ss300002","TOPIC_ID":"ss300002","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_SS300002.jpg","PUBLIC_BANNER_IMG":"ss300002.jpg","PUBLIC_VIDEO":"pvideo_ss300002.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/A8TSAmwj-ac","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2018-01-12 04:08:48","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;An arithmetic sequence is a sequence in which the successive terms have common differences. With the first term (a), common difference (d) and (n) number of terms, we can find the last term using the formula, a\u0026lt;span style=\u0026quot;font-size: 9.75px; line-height: 0; position: relative; vertical-align: baseline; bottom: -0.25em; color: rgb(0, 77, 64); font-family: \u0026amp;quot;Open Sans\u0026amp;quot;, \u0026amp;quot;Lucida Sans\u0026amp;quot;, sans-serif; text-align: justify;\u0026quot;\u0026gt;n\u0026lt;\/span\u0026gt;\u0026amp;nbsp;= a+(n-1)d. Arithmetic mean between two numbers is a+b\/2 and if the sequence is a, A1, A2, A3, A4, b then A1, A2, A3, A4 are four arithmetic mean between a and b.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Assess arithmetic sequence and series.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Apply a formula for arithmetic sequence and series.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Describe the concept of arithmetic sequence and series.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Introduction to Arithmetic sequence and series","ADMSUBJECT_ID":"560","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Mathematics","DISPLAY_NAME_AR":"NGSS New - High School - Mathematics","SUBJECT_NAME":"Mathematics","SUBJECT_NAME_AR":"Mathematics","SUBJECT_DESC":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.\u003Cbr\u003E","SUBJECT_DESC_AR":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.","SUBJECT_IMG":"560.jpg","SUBJECT_BANNER_IMG":"560.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"182","CATEGORY_ID":"1","CONT_TITLE":"Pythagorean Theorem","CONT_SLUG":"pythagorean-theorem","CONT_TITLE_AR":"Pythagorean Theorem","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EPythagorean theorem states that the square of the hypotenuse (the side opposite to the right angle) is equal to the sum of the squares of the other two sides in a right triangle. By using this theorem, we can find the length of unknown side if any two side lengths are given.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain the Pythagorean theorem.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Use the Pythagorean theorem to find the side lengths of a right triangle.\u003C\/div\u003E","CONT_DESC_AR":"Pythagoras theorem is a fundamental relationship in Euclidean geometry among the three sides of a right triangle.\u0026lt;br \/\u0026gt;\nIt states that the square of the hypotenuse (the side opposite the right angle) is equal to the sum of the squares of the other two sides.\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nAt the end of the simulation you will be able to:\u0026lt;br \/\u0026gt;\n\u0026amp;bull; define the Pythagorean theorem\u0026lt;br \/\u0026gt;\n\u0026amp;bull; use the Pythagorean theorem to find the lengths of the sides of right triangles\u0026lt;br \/\u0026gt;\n\u0026amp;bull; use the Pythagorean theorem to find the areas of right triangles\u0026lt;br \/\u0026gt;\n\u0026amp;bull; apply the Pythagorean theorem to find the perimeter and area of triangles on a grid","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ms300029","TOPIC_ID":"ms300029","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS300029.jpg","PUBLIC_BANNER_IMG":"ms300029.jpg","PUBLIC_VIDEO":"pvideo_ms300029.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/73FuqeMHDv4","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2018-01-12 04:08:48","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Pythagorean theorem states that the square of the hypotenuse (the side opposite to the right angle) is equal to the sum of the squares of the other two sides in a right triangle. By using this theorem, we can find the length of unknown side if any two side lengths are given.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module, you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain the Pythagorean theorem.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Use the Pythagorean theorem to find the side lengths of a right triangle.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Pythagorean Theorem","ADMSUBJECT_ID":"560","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Mathematics","DISPLAY_NAME_AR":"NGSS New - High School - Mathematics","SUBJECT_NAME":"Mathematics","SUBJECT_NAME_AR":"Mathematics","SUBJECT_DESC":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.\u003Cbr\u003E","SUBJECT_DESC_AR":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.","SUBJECT_IMG":"560.jpg","SUBJECT_BANNER_IMG":"560.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"180","CATEGORY_ID":"1","CONT_TITLE":"Conic Section","CONT_SLUG":"conic-section","CONT_TITLE_AR":"Conic Section","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EA conic section is a figure formed by the intersection of a plane and a circular cone. Conic sections are of four types: a circle, ellipse, parabola, or hyperbola, depending on the angle of the plane with respect to the cone. When we degenerate the conic section it becomes a point, line and two intersecting lines, respectively.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Differentiate between different conic sections.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify circles, parabolas, ellipses, and hyperbolas.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain what a degenerate section is.\u003C\/div\u003E","CONT_DESC_AR":"A conic section is a figure formed by the intersection of a plane and a circular cone.\u0026lt;br \/\u0026gt;\nConic sections are of four types: a circle, ellipse, parabola, or hyperbola, depending on the angle of the plane with respect to the cone.\u0026lt;br \/\u0026gt;\nWhen we degenerate the conic section it becomes a point, line and two intersecting lines, respectively.\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nIn this topic you will be able to:\u0026lt;br \/\u0026gt;\n\u0026amp;bull; differentiate different conic sections\u0026lt;br \/\u0026gt;\n\u0026amp;bull; identify circles, parabola, ellipses and hyperbola\u0026lt;br \/\u0026gt;\n\u0026amp;bull; know what a degenerate section is","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ss300001","TOPIC_ID":"ss300001","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_SS300001.jpg","PUBLIC_BANNER_IMG":"SS300001.jpg","PUBLIC_VIDEO":"pvideo_ss300001.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/wF_02X1jLLQ","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2018-01-12 04:08:48","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;div\u0026gt;Overview:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;A conic section is a figure formed by the intersection of a plane and a circular cone. Conic sections are of four types: a circle, ellipse, parabola, or hyperbola, depending on the angle of the plane with respect to the cone. When we degenerate the conic section it becomes a point, line and two intersecting lines, respectively.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;Learning Objectives:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;span style=\u0026quot;font-size: 13px;\u0026quot;\u0026gt;After completing this module, you will be able to:\u0026lt;\/span\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;span style=\u0026quot;font-size: 13px;\u0026quot;\u0026gt;- Differentiate between different conic sections.\u0026lt;\/span\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;span style=\u0026quot;font-size: 13px;\u0026quot;\u0026gt;- Identify circles, parabolas, ellipses, and hyperbolas.\u0026lt;\/span\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;span style=\u0026quot;font-size: 13px;\u0026quot;\u0026gt;- Explain what a degenerate section is\u0026lt;\/span\u0026gt;.\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Conic Section","ADMSUBJECT_ID":"560","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Mathematics","DISPLAY_NAME_AR":"NGSS New - High School - Mathematics","SUBJECT_NAME":"Mathematics","SUBJECT_NAME_AR":"Mathematics","SUBJECT_DESC":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.\u003Cbr\u003E","SUBJECT_DESC_AR":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.","SUBJECT_IMG":"560.jpg","SUBJECT_BANNER_IMG":"560.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"177","CATEGORY_ID":"1","CONT_TITLE":"Types of Quadrilaterals","CONT_SLUG":"types-of-quadrilaterals","CONT_TITLE_AR":"Types of Quadrilateral","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EA quadrilateral is a four sides closed figure. A quadrilateral is called a parallelogram, if both pairs of its opposite sides are parallel. A parallelogram is called a rectangle if all of its angles are right angles. A rhombus is a simple quadrilateral whose four sides are of same length. A square is a quadrilateral, such that it has four equal sides and four equal angles of 90 degrees. A quadrilateral with at least one pair of parallel sides is known as a trapezium. A kite is a quadrilateral whose four sides can be grouped into two pairs of equal length sides that are adjacent to each other.\u003C\/div\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module, you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify a quadrilateral.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Differentiate between different types of quadrilaterals.\u003C\/div\u003E","CONT_DESC_AR":"Different types of quadrilaterals are introduced with a definition and its properties, along with the diagram.\u0026lt;br \/\u0026gt;\nA quadrilateral is called a parallelogram, if both pairs of its opposite sides are parallel.\u0026lt;br \/\u0026gt;\nA parallelogram is called a rectangle if all of its angles are right angles.\u0026lt;br \/\u0026gt;\nA rhombus is a simple quadrilateral whose four sides are of same length.\u0026lt;br \/\u0026gt;\nA square is a quadrilateral, such that it has four equal sides and four equal angles are of 90-degrees.\u0026lt;br \/\u0026gt;\nA quadrilateral with at least one pair of parallel sides is known as a trapezium.\u0026lt;br \/\u0026gt;\nA kite is a quadrilateral whose four sides can be grouped into two pairs of equal-length sides that are adjacent to each other.\u0026lt;br \/\u0026gt;\n\u0026amp;nbsp;\u0026lt;br \/\u0026gt;\n\u0026lt;strong\u0026gt;Learning Objectives\u0026lt;\/strong\u0026gt;\u0026lt;br \/\u0026gt;\n\u0026lt;br \/\u0026gt;\nIn this topic you will be able to:\u0026lt;br \/\u0026gt;\n\u0026amp;bull; explore and identify quadrilaterals\u0026lt;br \/\u0026gt;\n\u0026amp;bull; differentiate types of quadrilater","BACKING_FILE":null,"FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ms300028","TOPIC_ID":"ms300028","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS300028.jpg","PUBLIC_BANNER_IMG":"ms300028.jpg","PUBLIC_VIDEO":"pvideo_ms300028.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/A_Z3ZAAkY8g","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2018-01-12 04:08:48","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;p\u0026gt;Overview:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;A quadrilateral is a four sides closed figure. A quadrilateral is called a parallelogram, if both pairs of its opposite sides are parallel. A parallelogram is called a rectangle if all of its angles are right angles. A rhombus is a simple quadrilateral whose four sides are of same length. A square is a quadrilateral, such that it has four equal sides and four equal angles of 90 degrees. A quadrilateral with at least one pair of parallel sides is known as a trapezium. A kite is a quadrilateral whose four sides can be grouped into two pairs of equal length sides that are adjacent to each other.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;Learning Objectives:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;After completing this module, you will be able to:\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Identify a quadrilateral.\u0026lt;\/p\u0026gt;\u0026lt;p\u0026gt;- Differentiate between different types of quadrilaterals.\u0026lt;\/p\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Types of Quadrilateral","ADMSUBJECT_ID":"560","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Mathematics","DISPLAY_NAME_AR":"NGSS New - High School - Mathematics","SUBJECT_NAME":"Mathematics","SUBJECT_NAME_AR":"Mathematics","SUBJECT_DESC":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.\u003Cbr\u003E","SUBJECT_DESC_AR":"During high school students develop a number of powerful quantitative tools. These include Numbers, Quantities and Geometry, Statistics, Probability and Mathematical Modeling, and Algebra, including Calculus. Such tools are applicable beyond the classroom and can be better understood by relating them to real-life situations. Our aim here is to give students a clear road map for how they can prepare themselves for the quantitative demands of college and their future careers.","SUBJECT_IMG":"560.jpg","SUBJECT_BANNER_IMG":"560.jpg","SUBJECT_PRICE":"0.00","IS_FEATURED":"N","COURSE_NAME":"High School","COUNTRY_ID":"287","SHORT_NAME":"NGSS","DOMAIN_NAME":"STEM"},{"CONT_ID":"20","CATEGORY_ID":"1","CONT_TITLE":"Time and Clock","CONT_SLUG":"time-and-clock","CONT_TITLE_AR":"Time and Clock","CONT_DESC":"\u003Ch3\u003EOverview:\u003C\/h3\u003E \r\n\u003Cdiv\u003E \r\n \u003Cbr\u003E \r\n\u003C\/div\u003E \r\n\u003Cdiv\u003EA clock is defined as a mechanical or electrical device used for measuring time by indicating hours, minutes, and sometimes seconds by hands. There are two types of time measuring clocks: analog and digital.\u003C\/div\u003E \r\n\u003Cdiv\u003E\u003Cbr\u003E\u003C\/div\u003E \r\n\u003Ch3\u003ELearning Objectives:\u003C\/h3\u003E \r\n\u003Cdiv\u003E\u003Cbr\u003E\u003C\/div\u003E \r\n\u003Cdiv\u003EAfter completing this module you will be able to:\u003C\/div\u003E \r\n\u003Cdiv\u003E- Identify the placement of numbers on a digital clock, and the hour and minute hands on an analog clock.\u003C\/div\u003E \r\n\u003Cdiv\u003E- Explain the meanings of expressions such as half past, a quarter past, and a quarter to\/till.\u003C\/div\u003E","CONT_DESC_AR":"Time elapsed between two events can be calculated by finding the difference between initial time \u0026 final time.\u003C\/br\u003E\u003C\/br\u003E\r\n\u003Cstrong\u003ELearning Objectives\u003C\/strong\u003E\u003C\/br\u003E\u003C\/br\u003E\r\nIn this topic, you will be able to:\u003C\/br\u003E\r\n\u2022 identify the placement of numerals in a digital clock and hands on an analog clock\u003C\/br\u003E\r\n\u2022 explain the meanings of expressions such as half past, a quarter past, and a quarter to\/till)","BACKING_FILE":"ms300082.apk","FILE_UID":null,"SCORM_COURSE_ID":null,"CONT_SRC":"","MOD_FILES":null,"FOLDER_NAME":null,"CONTTYPE_ID":"9","ANDROID_PKG":"com.umety.vr.ms300082","TOPIC_ID":"ms300082","IS_PUBLISH":"Y","IS_PUBLIC":"Y","CONT_PRICE":null,"PUBLIC_IMG":"thumb_MS300082.jpg","PUBLIC_BANNER_IMG":"MS300082.jpg","PUBLIC_VIDEO":"pvideo_ms300082.mp4","PUBLIC_VIDEO_URL":"https:\/\/youtu.be\/u9Dw-Rs_h9g","DIST":"AF,AX,AL,DZ,AS,AD,AO,AI,AG,AR,AM,AW,AU,AT,AZ,BS,BH,BD,BB,BY,BE,BZ,BJ,BM,BT,BO,BQ,BA,BW,BR,IO,BN,BG,BF,BI,KH,CM,CA,KY,CF,TD,CL,CN,CX,CC,CO,KM,CG,CR,HR,CU,CW,CY,CZ,CD,DK,DJ,DM,DO,EC,EG,SV,GQ,ER,EE,ET,FK,FJ,FI,FR,GF,PF,GA,GM,GE,DE,GH,GI,GR,GL,GD,GP,GU,GT,GG,GN,GW,GY,HT,HN,HK,HU,IS,IN,ID,IR,IQ,IE,IM,IT,JM,JP,JE,JO,KZ,KE,KI,XK,KW,KG,LA,LV,LB,LS,LR,LY,LI,LT,LU,MO,MK,MG,MW,MY,MV,ML,MT,MH,MQ,MR,MU,YT,MX,FM,MD,MC,MN,ME,MS,MA,MZ,MM,NA,NR,NP,NL,NC,NZ,NI,NE,NG,NU,NF,KP,MP,NO,OM,PK,PW,PS,PA,PG,PY,PE,PH,PN,PL,PT,PR,QA,RE,RO,RU,RW,BL,SH,KN,LC,MF,PM,VC,WS,SM,ST,SA,SN,RS,SC,SL,SG,SX,SK,SI,SB,SO,ZA,GS,KR,SS,ES,LK,SD,SR,SJ,SZ,SE,CH,SY,TW,TJ,TZ,TH,TL,TG,TK,TO,TT,TN,TR,TM,TC,TV,UG,UA,AE,GB,US,UY,UZ,VU,VA,VE,VN,WF,YE,ZM,ZW","SHOW_ON_HOME":"N","CONTROLLER_REQUIRED":"Y","DOMAIN":"3","CONCEPT":"0","STATUS":"A","EXPIRY_DAYS":"365","CREATED_ON":"0000-00-00 00:00:00","CREATED_BY":"1","UPDATED_ON":"2018-01-12 04:08:48","UPDATED_BY":"2","CONT_ORDER":"0","X_ROTATION":null,"Y_ROTATION":null,"Z_ROTATION":null,"BG_COLOR":"0x000000","X_POSITION":null,"Y_POSITION":null,"Z_POSITION":null,"TEMP_DESC":"\u0026lt;h3\u0026gt;Overview:\u0026lt;\/h3\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;A clock is defined as a mechanical or electrical device used for measuring time by indicating hours, minutes, and sometimes seconds by hands. There are two types of time measuring clocks: analog and digital.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;h3\u0026gt;Learning Objectives:\u0026lt;\/h3\u0026gt;\u0026lt;div\u0026gt;\u0026lt;br\u0026gt;\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;\u0026lt;div\u0026gt;After completing this module you will be able to:\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Identify the placement of numbers on a digital clock, and the hour and minute hands on an analog clock.\u0026lt;\/div\u0026gt;\u0026lt;div\u0026gt;- Explain the meanings of expressions such as half past, a quarter past, and a quarter to\/till.\u0026lt;\/div\u0026gt;\u0026lt;\/div\u0026gt;","IS_ANALYTICS":"Y","VR_ENABLE":"Y","VR_SESSION_ENABLE":"Y","YOUTUBE_URL":null,"CONT_TYPE":"VR Module","CAT_NAME":"Time and Clock","ADMSUBJECT_ID":"560","ADMCOURSE_ID":"192","DISPLAY_NAME":"NGSS New - High School - Mathematics","DISPLAY_NAME_AR":"NGSS New - High School - Mathematics","SUBJECT_NAME":"Mathematics","SUBJECT_NAME_AR":"Mathematics","SUBJECT_DESC":"During high school students develop a number of powerful quantitative tools. 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