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🇬🇧→🌍→🌏→🌎❓English is spoken just about everywhere today. But why did English spread so fast? And will it remain the word's lingua franca? The answers may shock you!
📺 WATCH NEXT:
10 Reasons English is Ridiculously Hard
👉🏼 https://youtu.be/DrlX-L4o2KM
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Get my free "Rules of Language Learning" guide and discover the key 25 principles you need to learn a new language quickly and naturally through stories. 👉🏼 https://bit.ly/rulesoflanguage
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✍🏼 BLOG VERSION:
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⏱ TIMESTAMPS:
0:00 - English as 1st vs. 2nd Language
0:22 - Languages Come and Go
0:57 - Language Spread: Aramaic vs. Hebrew
1:30 - The First Global Lingua Franca
1:54 - Why Did English Go Viral?
3:12 - The Role of the British Empire
3:36 - Right Place, Right Time
4:40 - The Rules of Language Learning
5:01 - What Role Did the U.S. Play?
5:59 - The Role of Technology
6:24 - Will English Remain the World’s Lingua Franca?
7:16 - What About Mandarin Chinese?
8:04 - The Next Lingua Franca?
📜 SOURCES & ATTRIBUTIONS:
Wikipedia contributors. "List of languages by total number of speakers." Wikipedia, The Free Encyclopedia. Wikipedia, The Free Encyclopedia, 15 Dec. 2021. Web.
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Hello! Ni hao! Ciao!
Here are some whole new fun and exciting world adventure songs from Kizcastle!
Are you ready to go on a fantastic world trip to meet our friends all over the world? Then sing along with these exciting songs and chants.
Let's go!
*Lyrics
“Do you know how to say
Hello in different languages?
Let's find out!”
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In France, it’s Bonjour .
It’s great to say Hello!
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In Italy, it’s Ciao.
It’s great to say Hello!
In Germany, it’s Guten-tag.
In Spain, it’s Hola.
In UAE, it’s Marhaban.
It’s great to say Hello!
Even though our languages are
different different different
Even though our skin colors are
different different
It’s great to see you!
“It’s great to see you!”
In India, it’s Namaste.
In Vietnam, it’s Xin chao.
In Thailand, it’s Sawadee kha.
“Men say Sawadee khrap!”
“I see!”
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It’s great to say Hello!
Even though our languages are
different different different
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It’s great to say Hello!
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#matematikbulmacası #mathpuzzle
Stjernekast er et hurtigt og sjovt spil. Det er let at tage med sig, da det ikke fylder og kan spilles mange gange. Man tæller og tæller og plusser og plusser.
Chancetræ - Hvad er det? Hvordan bruger man det til at regne?
Få svaret og en forklaring her hurtigt og let :)
Lær hvordan man bruger et chancetræ til at hjælpe med at regne med sandsynlighed. Videoen forklarer brugen af chancetræ og arbejder med forståelse samt eksempler.
Folkeskolematematik
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Peter viser, hvordan man ganger to 2-cifrede tal - det er ikke så svært, som det virker.
Hvordan dividere man i hovedet. Lær at dividere med decimaltal i hovedet. Brug metoden med brøk til blandet tal. Hvordan omskriver man brøk til decimaltal. Husk at en brøk, bare er at dividere. Hvordan omskriver man uægte brøker til decimaltal.
Gratis matematik opgaver:
https://indd.adobe.com/view/e7....e66380-d9eb-4871-9ef
#matematikerlet
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#gratismatematikopgaver
#brøkregning
#brøker
Her lærer du hva du gjør ved divisjon med to brøker. Du får også se hva du gjør når du dividerer et helt tall med en brøk. Læreren er Tom Olav Moen.
Se flere mattevideoer med Tom Olav: https://www.nrk.no/skole/?page=search&q=matteskolen
Presenter: Elizabeth Peyser, Curriculum Associates
Number lines are a lovely sense-making model from early elementary to secondary mathematics, but often the construction and understanding are a bit elusive to students and educators! Join us for hands-on learning to build and use this important tool. Participants will experience and practice the strategies to add, subtract, multiply,and divide fractions using number lines. Digital tools and hands-on manipulatives will be explored.
Go Here For Free Practice: http://[a]www.ilearn.com%2Ffractions[/a]
iLearn provides professionally designed math instruction for all markets, including home, K-12, and college. Our instructional programs combine the best scientifically-designed curriculum with state-of-the art delivery systems. Our specialty is providing easy-to-use, highly effective support, for students who have difficulty learning math. It’s the easiest and fastest way to understand math and master math procedures.
This video is one of over 800 similar lessons from iLearn on math topics ranging from kindergarten through high school math.
• Subscribe to our channel and have access to all of our lessons here on YouTube.
• Share this video with your friends via your favorite social site.
For free access to unlimited online practice and tests, along with free access to these lessons, go to:
http://[a]www.ilearn.com%2Ffractions[/a]
For more information, contact us at: www.ilearn.com
1-877-789-2088 ext. 128 (toll free)
If you prefer to read, rather than watch this video, here’s the transcript:
Title: Equivalent Fractions: Least Common Multiple (LCM)
You already know one way to find a common denominator for any two fractions and one way to find a common denominator for some fractions. In this and the next lesson, you’ll learn another way to find a common denominator for any two fractions. This method uses what is called the least common multiple. In this lesson, you’ll learn to find the least common multiple for two numbers. In the next lesson, you’ll learn to use the least common multiple as the common denominator for two fractions.
Consider these two numbers, 6 and 4. We want to find the smallest number that’s a multiple of each of these numbers. Let’s look at these numbers on a number line.
Let’s start with the multiples of 6. Six times one is 6.
Six times 2 is 12.
Six times 3 is 18.
Six times 4 is 24.
Now let’s look at the multiples of 4. Four times one is 4.
Four times 2 is 8.
Four times 3 is 12.
Four times 4 is 16.
Four times 5 is 20.
Four times 6 is 24.
Notice that there are two places where the multiples of 4 and 6 are the same. The first one is here, at 12.
Twelve is a multiple of both 6 and 4.
The second place where multiples of 4 and 6 are the same is here, at 24.
For our purposes, what we want is the smallest number that’s a multiple of both 6 and 4. That number is 12.
We call this the “least common multiple” of 6 and 4.
We can also find the least common multiple of two numbers without using a number line. Here’s an example, 5 and 4. First, we list several multiples of 5 in order:
Now we list several multiples of 4 in order.
We can see that there’s a common multiple, which is 20.
Since this is the smallest number that’s a multiple of both 5 and 4, this is the least common multiple.
Another example, 6 and 9. First, we list several multiples of 6
Next, we list several multiples of 9.
The smallest number that’s a multiple of both 6 and 9 is 18.
Last example, 2 and 9. First, we list multiples of 2.
Then we list multiples of 9.
The smallest number that’s a multiple of both 2 and 9 is 18.
In the remainder of this lesson, you’ll find the least common multiple of two numbers like these.
http://[a]www.ilearn.com%2Ffractions[/a]
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For Free Practice Go To: http://[a]www.ilearn.com%2Ffractions[/a]
iLearn provides professionally designed math instruction for all markets, including home, K-12, and college. Our instructional programs combine the best scientifically-designed curriculum with state-of-the art delivery systems. Our specialty is providing easy-to-use, highly effective support, for students who have difficulty learning math. It’s the easiest and fastest way to understand math and master math procedures.
This video is one of over 800 similar lessons from iLearn on math topics ranging from kindergarten through high school math.
• Subscribe to our channel and have access to all of our lessons here on YouTube.
• Share this video with your friends via your favorite social site.
For free access to unlimited online practice and tests, along with free access to these lessons, go to:
http://[a]www.ilearn.com%2Ffractions[/a]
For more information, contact us at: www.ilearn.com
1-877-789-2088 ext. 128 (toll free)
If you prefer to read, rather than watch this video, here’s the transcript:
Title: Equivalent Fractions: Rewriting With Smaller Denominator - Fast And Easy Math Learning Videos
You already know that when you find an equivalent fraction with a larger denominator it’s called expanding the fraction. In this lesson you’re going to learn how to find an equivalent fraction with a smaller denominator.
This is called reducing the fraction.
For example, suppose we want to find a fraction that’s equivalent to six-eighths but has a denominator of 4. We can do this using the number line.
First we find six-eighths on the number line.
There are eight parts in each whole unit, and six parts are counted. So this fraction represents six eighths on the number line. Since we want our equivalent fraction to have a denominator of 4, we want each whole unit to have 4 parts instead of 8. We’ll show this on another number line, like this.
Each unit is divided into four parts.
When we compare the number line we see that each fourth here is the same size as two eighths here.
So each fourth of a unit represents 2 eighths of a unit. Now let’s look at the parts that are counted in the fraction six eighths.
When we show the same fraction on the line for fourths, we have only 3 total parts representing the fraction.
Since there are half as many parts in each whole, there are half as many parts counted. In other words, we have divided the numerator and denominator of our original fraction by the same number. In this case, we divided by 2.
This gives us four in the denominator and 3 in the numerator. Since the point on the number line is the same after dividing by 2 the fractions are equivalent. So, six-eights can be reduced and rewritten as the equivalent fraction three-fourths.
Now let’s look at an example without using the number line. In this case, we want to reduce the fraction nine-fifteenths by writing it with a denominator of 5.
First, we want to determine which number we need to divide the original denominator, 15, by to get the new denominator, 5
We know that 15 divided by 3 is 5.
So, we also divide the numerator by 3 to get an equivalent fraction.
9 divided by 3 equals 3.
So the fraction nine-fifteenths can be rewritten as the equivalent fraction - three-fifths.
In this case, we say that the fraction nine-fifteenths is reduced to three fifths. The number represented by the fraction is still the same, but the numerator and denominator are both smaller numbers.
One last example. Here we want to reduce three-twelfths to an equivalent fraction with a denominator of 4.
First, we find the number we need to divide 12 by to get 4.
We know that 12 divided by 3 is 4, so we divide the numerator by 3 also.
Three divided by 3 equals 1, so the numerator of the reduced fraction is 1.
The fraction three-twelfths is reduced to the equivalent fraction one-fourth.
In the remainder of this lesson you’ll practice reducing fractions like these.
http://[a]www.ilearn.com%2Ffractions[/a]
https://youtu.be/7wYPdTeb5R8
Go here for Free Practice: http://www.iLearn.com/fractions
iLearn provides professionally designed math instruction for all markets, including home, K-12, and college. Our instructional programs combine the best scientifically-designed curriculum with state-of-the art delivery systems. Our specialty is providing easy-to-use, highly effective support, for students who have difficulty learning math. It’s the easiest and fastest way to understand math and master math procedures.
This video is one of over 800 similar lessons from iLearn on math topics ranging from kindergarten through high school math.
• Subscribe to our channel and have access to all of our lessons here on YouTube.
• Share this video with your friends via your favorite social site.
For free access to unlimited online practice and tests, along with free access to these lessons, go to:
http://[a]www.ilearn.com%2Ffractions[/a]
For more information, contact us at: www.ilearn.com
1-877-789-2088 ext. 128 (toll free)
If you prefer to read, rather than watch this video, here’s the transcript:
Title: Dividing Fractions
You know that the multiplication of both whole numbers and fractions can be represented using an array that looks like this. This example shows four-fifths multiplied by two-thirds.
The product of multiplying the fractions is eight-fifteenths.
You also know that division is just another way of writing multiplication when one of the factors is unknown. That’s easy to see using this array. Let’s assume that you know the total size of the array, which is eight-fifteenths, and you know one of the factors in the multiplication, four-fifths.
But you don’t know the other factor, which we’ll now call X.
X is the number you need to multiply by four-fifths to get eight-fifteenths.
We can represent this situation with two different number sentences.
The first number sentence is written as multiplication. We know that four-fifths is multiplied by some number on this side called X.
And the result is eight-fifteenths.
We can also describe exactly the same situation with a division number sentence like this.
We know that we have eight-fifteenths, which is divided by four-fifths.
But we don’t know the length of this side of the array, which is the value for X.
So, these equations tell us exactly the same thing because they represent the same situation shown by the array.
The X in both equations represents the same number – it’s the missing value for the length of one side of the array.
While this array is helpful in seeing what a division problem represents, it’s not very helpful in finding out the number we need on this side, because we don’t know how many parts to divide each whole unit into. So how do we find this number? The best way is to use what we know about algebraic reasoning, using these two equations to describe the array.
We’ll start by finding the value of X in the multiplication equation.
This will help us later in understanding how to solve the division equation.
You know that you can multiply both sides of an equation by the same number and it doesn’t change the equation. We can use this to our advantage if we choose the right number to multiply by. We want a number that will give us one X instead of four-fifths X on the left side of the equation.
You know that multiplying any number by its reciprocal gives you 1. Let’s multiply fourth-fifths by its reciprocal like this.
Five-fourths times four-fifths is one, so the left side of the equation now becomes 1 times X, which we write as just X. You also know that if you multiply one side of an equation by a number you have to multiply the other side by the same number.
So, we multiply the right side of the equation by five-fourths.
When we multiply, we get forty-sixtieths.
We can divide both terms by 20, to see that X equals two thirds.
When we compare this to the multiplication problem we started with, we see that two-thirds is the correct answer, because two-thirds times fourth-fifths is indeed eight-fifteenths.
But how does this help us understand how to divide fractions? It’s actually very simple. Let’s look at these two statements from the equations.
Remember that X represents the same number in both equations. It’s the length of this line in the aray.
The equation on the right says you can find X by dividing eight-fifteenths by four-fifths. The eqution on the left says you can find X by multiplying eight-fifteenths by the reciprocal of four-fifths.
Using what you already know about algebra, you can prove that this same approach always works, but we won’t go through that proof here. It means that dividing any number by a fraction and multiplying that number by its reciprocal gives you the same result.
We’ll just look at a couple of examples to verify that this works.
We’ll start with this multiplication statement. Three-fourths times five-eighths equals fifteen-thirty-seconds.
http://www.iLearn.com/fractions
https://youtu.be/ncad2bziX5s
This video covers how to find the "Highest Common Factor" of a group of numbers. We cover 2 methods. The first is the easier method, which involves listing out the factors of each number and picking the highest factor shared by all the numbers. The second involves using prime factors.
This video is suitable for maths courses around the world.
UK:
KS3 - Only need to know the first method (up to 1:55)
GCSE Foundation - Only need to know the first method (up to 1:55)
GCSE Higher - All suitable
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https://www.youtube.com/watch?v=--dIBinUdeU&list=PLidqqIGKox7X5UFT-expKIuR-i-BN3Q1g
GCSE Physics Playlist:
https://www.youtube.com/watch?v=aHVJfRxeAxo&list=PLidqqIGKox7UVC-8WC9djoeBzwxPeXph7
This lesson explains how to compare fractions with the same numerator. For more videos and instructional resources, visit TenMarks.com. TenMarks is a standards-based program to complement any math curriculum with scaffolded lessons, guided practice, inquiry-based tasks, assessments and interventions.
