Main idea and supporting details worksheets: Main Idea & Details Worksheets

Students read a passage from Rudyard Kipling’s book, The Jungle Book, and write the main idea in the large oval and two supporting ideas in the small, linked ovals.

Grade Levels:

2nd and 3rd Grade, Grades K-12

CCSS Code(s):

RI.3.2

Students read about the fascinating Meerkat and write down the main idea and supporting ideas.

Grade Levels:

2nd and 3rd Grade, Grades K-12

CCSS Code(s):

RI.3.2

Learning how to properly structure an essay can be difficult. With this Main Idea Tree, students will create an outline that allows them to better understand the different parts of a five paragraph essay. Students will be asked to write their introduction, a main idea, three topic sentences, three supporting details for each topic sentence, and a conclusion.

Grade Levels:

2nd and 3rd Grade, 4th and 5th Grade, Grades K-12

CCSS Code(s):

RI.3.2, RI.4.2, W.3.1, W.4.1

Students read about the dolphins and write the main idea and two supporting ideas on the lines provided.

Grade Levels:

4th and 5th Grade, Grades K-12

CCSS Code(s):

RI.5.2

Students read about the Louisiana Purchase and write the main idea and two supporting ideas on the lines provided.

Grade Levels:

4th and 5th Grade, Grades K-12

CCSS Code(s):

RI. 5.2

Students write the main idea and three supporting ideas after reading a short passage from the book,The Wonderful Wizard of Oz.

Grade Levels:

4th and 5th Grade, Grades K-12

CCSS Code(s):

RL.5.1

A main idea worksheet about the book, 20,000 Leagues Under The Sea. Students write the main idea and two supporting ideas.

Grade Levels:

6th — 8th Grade, Grades K-12

A reading passage about Ben Franklin. Students read and write the main idea and supporting ideas.

Grade Levels:

6th — 8th Grade, Grades K-12

After reading a passage from “Black Beauty” by Anna Sewell, students write the main idea and two supporting ideas.

Grade Levels:

6th — 8th Grade, Grades K-12

Students read a passage from Louisa May Alcott’s book, Little Women, and write the main idea and two supporting ideas.

Grade Levels:

6th — 8th Grade, Grades K-12

CCSS Code(s):

RL. 8.2

Students read a passage from The Legend of Sleepy Hollow and write the main idea and supporting ideas.

Grade Levels:

6th — 8th Grade, Grades K-12

CCSS Code(s):

RL.6.2, RL.7.1,RL.8.1

Students write the main idea and up to 5 supporting ideas after reading a short passage from the book, The Adventures of Tom Sawyer, by Mark Twain.

Grade Levels:

6th — 8th Grade, Grades K-12

CCSS Code(s):

RL.6.1, RL.7.1, RL.8.1

One passage about the U.S. Constitution and one about the sport of soccer. Students read both, circle the main idea and write a supporting idea.

Grade Levels:

6th — 8th Grade, Grades K-12

After reading a passage from “Call of the Wild” by Jack London, students write the main idea and two supporting ideas.

Grade Levels:

9th — 12th Grade, Grades K-12

A worksheet about the major art movements. Students write the main idea and 4 supporting ideas.

Grade Levels:

9th — 12th Grade, Grades K-12

Worksheets of the 18th day. Business plan for 30 days. A Step-by-Step Guide to Successful Business Planning and Starting Your Own Business

Day 18 Worksheets. Business plan for 30 days. A Step-by-Step Guide to Successful Business Planning and Starting Your Own Business

WikiReading

Business plan for 30 days. A Step-by-Step Guide to Successful Business Planning and Starting Your Own Business
Patsula Peter J.

Contents

Day 18 Worksheets

Create a business card project. Write a slogan.

Sales strategies

Brainstorming.
Using key words and phrases, state the main principles of your sales strategy.

Business cards

Tell us how you would like business cards to be perceived.
Like
will you use them? Mark the essential and desirable information that you would like to include on your business card. Provide additional information.

Sketch two possible business card designs (front and back).

Sketch the final design of your business card.

Company slogans

Write three slogans according to the following pattern:
company name
or
product + benefit
(use the checkered format as in the previous two tables).

Write 6 more variations using the «great slogan» techniques listed in Day 18 (eg, «creating new views», «listing details», etc. ). Test your slogans by showing them to friends, relatives, colleagues, consumers. Choose the top three.

Choose and write the best slogan for your company.

This text is an introduction.

Day 1 Worksheets

Day 1 Worksheets
Come up with a name for your company. Write a mission statement. Write a business plan for day 1.

Company name

Brainstorm.
List the most important aspects and strategic goals that you

Day 14 Worksheets

Day 14 Worksheets
Determine organizational, managerial, and employee needs Find and select professional consultants.

organizational plan

Specify the most important provisions

Day 15 Worksheets

Day 15 Worksheets
Research the market and industry trends. Specify what market needs you intend to satisfy.

Description and analysis of the market

Brainstorm.
Briefly describe your market and industry using keywords,

Day 16 Worksheets

Day 16 Worksheets
Describe and analyze your target market. Predict market share. Explain how you plan to secure repeat purchases.

Description of the target market

Brainstorm.
Underline the questions on

Day 17 Worksheets

Day 17 Worksheets
Study the competitors. Compare the advantages and disadvantages. State your competitive advantage.

Description of competitors

Describe your main competitors (see Competitors Characteristics Table,

Day 18 Worksheets

Day 18 Worksheets
Create a business card project. Write a slogan.

Sales strategies

Brainstorm.
Using keywords and phrases, state the main principles of your sales strategy.

Business cards

Day 19 Worksheets

Worksheets 19day
Draw up a customer service plan and a credit plan State the principles of customer service.

Customer Service Plan

Describe how you handle pre-sales and after-sales

Worksheets of the 20th day

Day 20 Worksheets
Describe how you will distribute your products or services. Specify how you will test the market.

Distribution plan

Brainstorm.
Mark marketing channels and
distribution channels,

Worksheets 21st day

Day 21 Worksheets
Set up a pricing system.

Price policy

Check the main questions that your pricing policy considers:
? cost of goods sold? overhead? target profit? market

Day 22 Worksheets

Day 22 Worksheets
Develop a promotion plan. Create a promotion budget. Write a press release.

Promotion plan

List the essential components of your promotion plan. What is your promotion package?

Day 23 Worksheets

Day 23 Worksheets
Develop a packaging concept. List your guarantees. Summarize your marketing approach.

Packaging concept

Describe the factors that influence your packaging. Summarize your concept

Worksheets 24th day

Day 24 Worksheets
Determine start-up capital. Summarize sources of capital, required loans, use of funds.

Financial plan

Please indicate which financial statements you will include in your business plan (highlighted in bold

Worksheets Day 25

Day 25 Worksheets

Prepare revenue projections for 12 months and three years. Prepare a cash flow statement. Present your assumptions.

MAKE A LIST

IV. Financial plan

Worksheets of the 27th day

Day 27 Worksheets
Prepare income statement, balance sheet and current assets statement. Calculate financial ratios.

income statement

Describe the positive and negative aspects of your income statement (see report format,

Worksheets 28th day

Day 28 Worksheets
Describe how you will maximize profits and reduce costs. Present an exit strategy and plans for investing and paying taxes.

Cost Reduction Techniques

Specify how you are going to cut

Worksheets 29th day

Day 29 Worksheets
Predict the reaction of competitors. Make an insurance plan and a risk management plan.

Risk assessment

Risk types.
List and evaluate the degree and likelihood of occurrence of risks that may

How to reduce the weight and cost of the product and improve the quality of its work?

Proceedings of the 3rd conference «TRIZ. The practice of using methodological tools».

How to reduce the weight and cost of the product and improve the quality of its work?

Skuratovich Alexander Ivanovich

Independent consultant and trainer on TRIZ, FSA and Lean Manufacturing

“There are hidden reserves of improvement in any system.”

Postulate of the FSA+TRIZ method

In my consulting practice, there are situations when a customer wants to reduce the weight and / or cost of manufacturing a product without compromising the quality of its functioning. Sometimes, in parallel with this, it is required to eliminate the shortcomings of the product and increase the reliability of its operation. At the same time, as a rule, the customer is not ready and does not want to change the principle of operation of the product, cannot use modern durable and lightweight materials, and is deprived of the possibility of using modern technological equipment.

The customer knows and actively uses well-known typical engineering techniques and ways to reduce weight and cost, but this is not enough. How can TRIZ and FSA help in this case?

The arsenal of TRIZ and FSA has accumulated many tools and techniques that allow revealing hidden reserves to reduce the weight and cost of the product. These techniques can significantly complement and expand the capabilities of technology developers. For example, these are such techniques and procedures as: identifying and eliminating duplication of functions, eliminating redundancy in the level of performance of functions, the procedure for “folding” the product structure, Sobolev’s element-by-element economic analysis, introducing “emptiness” into materials and parts, some methods for eliminating technical contradictions, and others.

The best way to reduce the weight and cost of a product is to remove parts of the product as «unnecessary». No detail — no mass, no manufacturing process, it costs nothing! Sometimes it is possible to restructure the structure of the product so that its components or the product itself become “unnecessary”.

In 2007, my TRIZ and FSA colleague Petr Chuksin and I took part in a project to improve stripper harvesters of the British company Shelbourne Reynolds for grain harvesters. The stripping header implements a promising technology for harvesting grain crops — stripping plants. Its essence is that only ears with grain are harvested, and the stems of plants remain on the field. Combines equipped with such headers consume 40% less fuel, and their productivity increases by 2-3 times. These harvesters are in demand in the USA, Australia, Brazil, European countries. But the use of Shelbourne Reynolds stripper headers in Russian fields is limited by a small number of powerful foreign combines. Most Popular Overseas 9- meter stripping header weighs about 3 tons (Fig. 1). Not all Russian harvesters can work with it. Therefore, our Russian customer and co-owner of Shelbourne Reynolds was tasked with finding ways to reduce the weight of stripper headers and adapt the lightest of them with a working width of 5. 4 meters to the Russian NIVA combine.

Fig. 1. Shelbourne Reynolds stripping header on a John Deere combine.

The Shelbourne Reynolds staff were surprised at the challenge. They have been perfecting the header for many years, they know it to the last nut. The design looks logical and optimal. The harvester does not break, it has proven itself well, farmers are happy to buy it. The company is a leader in the production of stripping headers. And then engineers from Russia come and say that it is necessary to reduce its weight! But how? For what? Nothing can be thrown out of the harvester! All knots and parts needed!

This header’s lead designer and company owner, Keith Shelbourne, said that if we reduce the weight by even 5%, he will personally shake hands with us. But when we started working together, our British colleagues became convinced in practice of the effectiveness of TRIZ and FSA methods. As a result, we found ways to reduce the weight by 20 and even 30% (see Fig. 8 at the end of the article), and Shelburne not only shook hands with us, but also took a picture with us against the backdrop of the company banner (Fig. 2).

Fig. 2. From left to right: consultants Alexander Skuratovich and Petr Chuksin, chief technologist of Shelbourne Reynolds Eric Taylor and company owner Keith Shelbourne.

This result was achieved by actively applying the well-known in TRIZ procedure of “folding” to the auxiliary elements of the header design. But not all auxiliary parts can be removed from the design of the machine. How to reduce the cost of the product in this case?

In this case, Sobolev’s element-by-element economic analysis helps a lot. The main idea of ​​this method is the selection of the main and auxiliary elements of a part or assembly and the removal or change of auxiliary elements in such a way that the mass of the part, the laboriousness of its manufacture or its cost become lower.

For example, while studying the manufacturing process of the stripping tine sections of the header rotor (Figure 3), we found that 36% of expensive stainless steel is wasted (Figure 4).

Fig. 3. Stripping teeth section.

Fig. 4. Waste sheet steel.

Such a large amount of waste indicates an inefficient use of material and leads to an increase in the cost of manufacturing sections and the entire header.

We set out to find ways to make better use of sheet metal space and reduce waste.

If you look at the stripping tine sections, you can see that the elements that perform the main function are the teeth, and the auxiliary part of the section is the opposite straight side, through the holes in which the sections are attached to the stripper rotor.

The shape of the gear profile has been “suffered through” by numerous calculations, experiments and tests of prototypes made by previous generations of researchers and practitioners. It is clear that changing the profile of the teeth is impossible and the company’s engineers will not take such a risk. How to be?

The tooth profile is regular and in order for the sections to take up less space on the sheet, the teeth of one section can be tried to be placed between the teeth of another and partially pushed into each other. This idea is obvious and it occurred to many, but the gain was small.

And what if we “admit the unacceptable”, as the respected TRIZ master Vladimir Mikhailovich Gerasimov teaches us, and push the toothed sections into each other to the end?

But then the “suffered” profile will change! And you can’t change it!

Yes, it will change, but a little — each tooth of the section will need to be made thinner by 1 mm — 0.5 mm per side, and they will fit into each other like in a puzzle (Fig. 5).

Fig. 5. Serrated sections nested within each other.

As a result, 44 sections can be placed on a sheet of metal instead of 34! And this is already a very significant savings in metal. At a meeting with the developers of the header, it was decided that thinning the profile by such an insignificant amount should not lead to a strong weakening of the teeth.

But the passion so disassembled us and the developers of the harvester that the next day, independently of each other, an even more economical option was found. On the rectilinear auxiliary part of the section, the location of the mounting holes cannot be changed, but the material between them can take any shape that is beneficial to achieve our goals. And if so, then you can «press» the sections into each other and auxiliary parts, while maintaining the distance between the mounting holes. What came out of this can be seen in Fig. 6.

Fig. 6. Sections «pressed» into each other by auxiliary parts.

As a result, it turned out that 48 sections can be cut out of one sheet instead of 34! It was even more incredible! As a result, it turned out that it is possible to significantly reduce the amount of purchased expensive steel. Metal waste decreased from 36% to 10% (see Fig. 7).

Fig. 7. Waste sheet steel after cutting nested sections.

What’s more, the laser cutter now cut not just one side of one section, but two sides of different sections in one pass. As a result, the performance of the section cutting operation has increased, and the waste and cutting time per section have been significantly reduced (Table 1). The technological operation of cutting sections has become more ideal. This proposal was implemented within a week.

Table 1. Characteristics of the original and new section cutting technology.

Now this solution seems obvious. But then, no one in the company saw this problem and did not try to solve it. No one set the task of reducing the cost of the harvester by reducing the waste of materials. It was a normal typical part manufacturing process with the usual level of waste.

As a result of our work, more than 60 proposals were made to simplify the design and manufacturing technology of the harvester and reduce its weight. The proposals were divided into two groups.

The first group — proposals for the implementation of which do not require major changes in the design of the harvester and its manufacturing technology. The implementation of these proposals has reduced the weight of the harvester by 20%.

The second group of proposals led to more radical changes in the design of the header, to the need to use lighter and stronger materials. But the implementation of these proposals made it possible to reduce the weight of the harvester by 30% (Fig. 8).

Fig. 8. Possible weight reduction of the harvester from the first and second groups of proposals.

Figure 9 shows a modified Shelbourne Reynolds header for the Niva combine. Its weight and dimensions are significantly lower than the serial ones, while the dimensions and relative position of the main working bodies remain the same. In Figure 9, behind the modified header, the bodies of serial headers are clearly visible, which have larger vertical and horizontal dimensions than the modified one. Table 2 compares the original and new 5.4 meter Shelboure headers.

Fig. 9. Modified Shelbourne Reynolds header for the Niva combine.

Table 2. Specifications for Original and Modified 5.4m Headers.

Conclusion

The work to reduce the weight, dimensions and cost of the stripping header once again showed the high efficiency of the joint use of such TRIZ and FSA tools as the procedure for “folding” the product structure and Sobolev’s element-by-element economic analysis.

Literature

1. Gerasimov V.M., Kalish V.S., Karpunin M.G., Kuzmin A.M., Litvin S.S. The main provisions of the methodology for conducting functional and cost analysis: Guidelines. M.: Inform-FSA, 1991.
2. Sobolev Yu.M. Constructor and economics. Perm book publishing house, 1987.
3. Sobolev Yu.M. Element analysis method, http://www.metodolog.ru/00291/00291.html
4. “Russian Style of Invention in Europe”, interview with Alexander Skuratovich, Business Excellence magazine No. 3, 2008, http://www.