zilongwang/ReadingBank huggingface dataset:
Name: Block : Date : Math 9 – Equations Homework #1 Use the coordinate plane at the bottom of the page to answer the following questions. State the coordinates of the following points. O I L E R Identify the points found at the following coordinates: (3, 3) (8, –2) (5, 5) (–7, 0) (–1, –1) 4. Plot and label the following points on the coordinate plane below: B (4,4) W (0,–2) X(–3,0) Y(8,–1) Z (–3,5)
Name : Block : Date : Math 9 – Equations Homework #2 Use the coordinate plane below to help answer the following questions Plot (–6, –6) and (6, –3) and connect them with a ruler . Label it Line A. Calculate the slope (m = ) between the two points. Plot (6, –7) and (–1, 7) and connect them with a ruler . Label it Line B. Calculate the slope (m = ) between the two points. Plot (–3, –5) and (3, 5) and connect them with a ruler . Label it Line C Calculate the slope (m = ) between the two points. Graph an equation with a slope of and a vertical intercept of 6. Label it Line D Graph an equation with a slope of – and a horizontal intercept of –5. Label it Line E Complete the Table of Values and graph each equation y = 2x – 1 x y + + 0 –
Homework: ELA SHIFTS: (USE DROP DOWN MENU TO PLACE AN “X” NEXT TO THE DIFFERENT OPTIONS. use text evidence write from sources build academic vocabulary increase text complexity balance inform /literary txts build knwldg in disciplines use text based evidence write from sources build academic vocabulary increase text complexity balance inform /literary txts build knwldg in disciplines use text based evidence write from sources build academic vocabulary increase text complexity balance inform /literary txts build knwldg in disciplines use text based evidence write from sources build academic vocabulary increase text complexity balance inform /literary txts build knwldg in disciplines use text based evidence write from sources build academic vocabulary increase text complexity balance inform /literary txts build knwldg in disciplines Math Shifts: (USE DROP DOWN MENU TO PLACE AN “X” NEXT TO THE DIFFERENT OPTIONS focus coherence rigor fluency application deep focus coherence rigor fluency application deep understanding focus coherence rigor fluency application deep understanding focus coherence rigor fluency application deep understanding focus coherence rigor fluency application deep understanding
Domain Grade 2 Grade 3 Grade 4 Counting and Cardinality Operations and Algebraic Thinking Represent and solve problems involving addition and subtraction. Add and subtract within 20. Work with equal groups of objects to gain foundations for multiplication. Represent and solve problems involving multiplication and division. Understand properties of multiplication and the relationship between multiplication and division. Multiply and divide within 100. Solve problems involving the four operations, and identify and explain patterns in arithmetic. Use the four operations with whole numbers to solve problems. Gain familiarity with factors and multiples. Generate and analyze patterns. Number and Operations in Base Ten Understand place value. Use place value understanding and properties of operations to add and subtract. Use place value understanding and properties of operations to perform arithmetic. Generalize place value understanding for multi-digit whole numbers. Use place value understanding and properties of operations to perform arithmetic. Number and Develop understanding of fractions as numbers. Extend understanding of fraction equivalence and ordering. Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. Understand decimal notation for fractions, and compare decimal fractions. Measurement and Data Measure and estimate lengths in standard units. Relate addition and subtraction to length. Work with time and money. Represent and interpret data. Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects. Represent and interpret data. Geometric measurement: understand concepts of area and relate area to multiplication and to addition. Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures. Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit. Represent and interpret data. Geometric measurement: understand concepts of angle and measure angles. Ratios and Proportional Relationships The Number System Expressions and Equations Functions
Set Theory – Combinatorics Macro Concept Concepts that are developed grade by grade Micro Concept Concepts specific to a grade level that connect to macro-concepts Depth of Knowledge Set Theory Check off the micro-concepts that students need to understand: set builder notation for domain and range interval notation for domain and range types of sets intersection of sets union of sets exclusion/inclusion other Combinatorics Check off the micro-concepts that students need to understand: fundamental counting principal permutations combinations other
Pictograph Bar Graph Pie Graph Line Graph Line Plot Tally Table Shows info using pictures Shows info using bars (horizontal or vertical) Shows info in a circle divided into parts Uses lines to connect data A graph showing the frequency of data on a number line. Shows data using tally marks Data Displays: a way to represent facts or information
To measure Unit of measurement Tools used Length Inches, feet, yards, miles, centimeters, meters, kilometers… Ruler, yard stick, measuring tape, odometer Weight Grams, ounces, pounds, tons… Scale Temperature Degrees (Celsius and Fahrenheit) Thermometer Time Seconds, minutes, hours, weeks, months… Clock Liquid capacity Cups, gallons, quarts, liters… Measuring cups, etc.
a straight figure that goes on forever Part of a line with two end points A line that extends from a point Lines that cross to form four right angles Lines that never intersect Lines that cross Measuring Circles: Diameter: the distance across a circle Circumference: the distance around a circle measured by the Diameter (D) x ∏=C Radius: the distance from the center of a circle to the edge.
Emphasis Document Major Curriculum Category Shift Grades K-8 Common Core Domains PA Standards Counting and Cardinality 2.1. Numbers, Number Systems and Number Relationships 2.2. Computation and Estimation Operations and Algebraic Thinking Ratios and Proportional Relationships The Number System Number and Operations in Base Ten Number and Operations—Fractions Measurement and Data 2.3. Measurement and Estimation 2.6. Statistics and Data Analysis 2.7. Probability and Predictions Statistics and Probability Expressions and Equations 2.8. Algebra and Functions 2.11. Concepts of Calculus Functions Geometry 2.9. Geometry 2.10. Trigonometry Mathematical Practices 2.4. Mathematical Reasoning and Connections 2.5. Mathematical Problem Solving and Communication High School Common Core Domains PA Standards Number and Quantity 2.1. Numbers, Number Systems and Number Relationships 2.2. Computation and Estimation Algebra 2.8. Algebra and Functions 2.11. Concepts of Calculus Functions Geometry 2.9. Geometry 2.10. Trigonometry Statistics and Probability 2.6. Statistics and Data Analysis 2.7. Probability and Predictions Modeling 2.4. Mathematical Reasoning and Connections 2.5. Mathematical Problem Solving and Communication Mathematical Practices
Less emphasis on: More emphasis on: Standards for Mathematical Practice Describe mathematical “habits of mind” Standards for mathematical proficiency: reasoning, problem solving, modeling, decision making, and engagement Connect with content standards in each grade Numbers & Operations Use concrete objects, drawings, diagrams or models to show the concept of a fraction as part of a whole Estimate before solving Numbers & Operations Count to 120 starting at any number Read and write numerals to 120 Solve addition and subtraction word problems Fact fluency with addition and subtraction within 20. Understand and apply properties of operations to addition and subtraction (commutative, associative) Measurement Compare weight and capacity of objects Measurement Indirectly measure and compare lengths. Geometry Identify and draw lines of symmetry Geometry Decompose shapes into equal parts (halves, quarters) Compose 2- and 3-dimensional composite shapes Algebraic Concepts Number and geometric patterns Use a rule to find a missing addend or symbol to make a number sentence true, with adult assistance. Use concrete objects, symbols and numbers to represent mathematical situations. Algebraic Concepts Determine if addition and subtraction equations are true or false
Algebraic Concepts Using rules, patterns, or concrete objects to find missing elements in an addition or subtraction number sentence. Algebraic Concepts Data Analysis and Probability Working with probability of events and predicting outcomes. Graphing and analyzing data and results of an experiment. Data Analysis and Probability Representing and interpreting data gathered from measuring lengths of several objects
toward the positive plate, this indicated that the beam had a ________________ charge. 23. Therefore a cathode ray is made of a beam of ____________________. 24. used a radioactive sample and determined that natural radiation has ______ components: alpha particles which have a _______ charge and a relatively _______________ mass, ________________ particles which have a negative charge and a mass of ______ and ________________ rays which are neutral and have ________ mass. 25. used alpha particles in his Gold Foil experiment. Because the alpha particles are relatively large and positive the fact that most of them proceeded straight through the foil proved that the atom is mostly _______________ ______________. Some of the positive alpha particles deflected directly back toward the source which indicated that the nucleus was __________________ charged Thus, Rutherford is credited with discovering the ________________. 26. Draw a simple sketch of each chemist’s model of the atom. Indicate charge where needed. Thomson Bohr Modern Model
Math notes Pythagorean Theorem, Squares and Square Roots Key vocabulary: Square number Perfect square Square root Leg (of a right triangle) Hypotenuse Pythagorean theorem Pythagorean triple What do you need to know: The side length and area of a square: (but in a square they are the same so: ) This means that the side length of a square is the square root of its area Know these perfect squares: =9 = 5 =144 = 6 49 = 7 196 = 14 = 6 The Approximate square root of a number: How do we estimate roots that are not perfect squares? what about: The roots must be between 3 and 4! We can also use a number line in order to estimate the root so must be between 1 and 2 but closer to one so I put it on the number line: Using the Pythagorean Theorem If we draw a square on each of the legs of the right triangle their total area is equal to the area of a triangle written on the hypotenuse
calculator for exams. You may NOT use cell phones or any other electronic devices. Calculators may NOT be shared during exams. Classroom Etiquette: Please, during class time, do not talk with each other. Conversations among students, especially in a class the size of ours, are always distracting. If you have a question, feel free to ask the instructor (me), preferably by first raising your hand to catch the instructor's (my) attention. The use during class time of any electronic device more advanced than a scientific calculator, such as an iphone, laptop, tablet, etc., is considered an act of rudeness by the instructor (me) and you should avoid using it. Attendance Policy: You should attend all lectures and actively participate in class. "Attendance" means arriving on time and staying until dismissed by the instructor. Roll will be taken at the beginning of each lecture by a sign-up sheet. We will also have very frequent short quizzes (usually at the beginning of the first hour and/or at the end of the second hour). You get attendance points and additional points for correct answers. Tutoring:The Math Learning Center (MLC), located in GS211, is staffed by graduate students (and instructors) in mathematics. The MLC provides the following FREE academic support services for FAU students: Drop-in tutoring during all hours of operation Monday - Thursday: 10am - 5pm Friday: 10am - 4pm Small group tutoring by appointment Email OR see the Assistant Director in GS211E eTutoring (remote online tutoring) Find the schedule at Review sessions Find announcements at www.math.fau.edu/MLC for face to face reviews Find announcements at www.math.fau.edu/MLC/remote/ for online reviews Recordings of online reviews are posted here Succeed At Methods: See your SAM Specialist at the MLC
STUDENT LEARNING OBJECTIVE (SLO) PROCESS TEMPLATE SLO is a process to document a measure of educator effectiveness based on student achievement of content standards. SLOs are a part of Pennsylvania’s multiple-measure, comprehensive system of Educator Effectiveness authorized by Act 82 (HB 1901). Classroom Context 1a. Name Sarah Davis 1b. School Harris Elementary School 1c. District Harris School District 1d. Class/ Course Title Math I 1e. Grade Level 1st Grade 1f. Total # of Students 22 1g. Typical Class Size 22 1h. Class Frequency Daily 1i. Typical Class Duration 60 minutes SLO Goal 2a. Goal Statement Mathematical relationships among numbers can be represented, compared, and communicated. 2b. PA Standards CC.2.1.2.B.1: Use place value concepts to represent amounts of tens and ones to compare three digit numbers. CC.2.1.2.B.2: Use place value concepts to read, write, and skip count to 1000. 2c. Rationale Understanding how mathematics is used to quantify, compare, represent, and model numbers is foundational for students to learn and use key mathematics concepts. Performance Measures (PM) 3a. Name PM #1: Everyday Math Assessment 3b. Type District-designed Measures and Examinations Nationally Recognized Standardized Tests Industry Certification Examinations Student Projects Student Portfolios Other:___________________________ 3c. Purpose PM #1: See Everyday Math Assessment Performance Task Framework 3d. Metric Growth (change in student performance across two or more points in time) Mastery (attainment of a defined level of achievement) Growth and Mastery 3e. Administration Frequency PM #1: Everyday Math Assessment Three times per year (1st 9-weeks, 2nd 9-weeks, 4th 9-weeks) 3f. Adaptations/ Accommodations IEP ELL Gifted IEP Other Accommodations will be afforded according to IEP, ELL, and 504 plans. 3g. Resources/ Equipment PM #1: Everyday Math Assessment No unique needs 3h. Scoring Tools PM #1: Everyday Math Assessment Score key
rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Learning Targets I can distinguish the defining attributes of shapes. (Lesson 8-1)(1.G.A.1) I can sort and identify shapes according to their properties. (Lesson 8-2) (1.G.A.1) I can create new shapes using shapes or three-dimensional shapes. (Lesson 8-3A, Topic A: Lesson 3) (1.G.A.2) I can find and name three-dimensional shapes including cone and rectangular prism, based on defining attributes of faces and points. (Topic A: Lesson 3) (1.G.A.2) Shapes Concepts of Area in Shapes Supplemental Engage NY Activities (See Topic A Lessons 1-3 zip file) (See Topic B Lessons 4-6 zip file) Suggested Tasks Guided Practice: “Do you understand?” Problem Solving: Journal entry Tasks: The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable. This may include pictorial representations in some First Grade settings. Reading Comprehension & Problem Solving Envision “The Language of Math” p.193 E-F Literature Connections Shape Space, Cathyrn Falwell Envision Interactive Math Story p. 193 G-H Additional Literature Connections The Greedy Triangle, Marilyn Burns The Shape of Things, Dayle Ann Dodds When I Line Bends…a Shape Begins, Rhonda Gowler Greene If You Were a Quadrilateral, Molly Baisdell Twizzlers Shapes and Patterns, Jerry Pallotta Additional resource for Quarter
Lesson 14: I can model numbers with more than 9 ones or 9 tens; write in expanded, unit, standard, and word forms. (2.NBT.A. 1, 2.NBT.A.3) Lesson 15: I can explore a situation with more than 9 groups of ten. (2.NBT.A. 1, 2.NBT.A.3) 17-2 Counting Hundreds, Tens, and Ones 17-3 Reading and Writing Numbers to 1,000 17-4 Changing Numbers by Hundreds and Tens 100 More/100 Less How Many Tens/How Many Hundreds Lesson 14: Sprint: Review of Subtraction in the Teens Happy Counting Up and Down by Ones Crossing 100 Lesson 15: Sprint: Expanded Notation Compare Numbers Objectives/Learning Targets: Lesson 16: I can compare two three-digit numbers using <,>, and =. (2.NBT.A.4) Lesson 17: I can compare two three-digit numbers using <,>, and = when there are more than 9 ones or 9 tens. (2.NBT.A.4) Lesson 18: I can order numbers in different form. (2.NBT.A.4) For supporting resources see the following enVision lessons: 17-6 Comparing Numbers 17-7 Before, After, and Between 17-8 Ordering Numbers Fluency Practice: Lesson 16: Sprint: Sums Crossing Ten Lesson 17: Sprint: Sums Crossing Ten (Sums and Differences to 20) Lesson 18: Sprint: Sums Crossing Ten (Sums and Differences to 20) Objectives/Learning Targets: Lesson 19: I can model and use language to tell about 1 more and 1 less, 10 more and 10 less, and 100 more and 100 less. (2.NBT.A.2) Lesson 20: I can model 1 more and 1 less, 10 more and 10 less, and 100 more and 100 less when changing the hundreds place. (2.NBT.A.2) Lesson 21: I can complete a pattern counting up and down. (2.NBT.A.2) For supporting resources see the following enVision lessons: 17-4 Changing Numbers by Hundreds and Tens Fluency Practice: Lesson 19: Sprint: Differences Lesson 20: Sprint: Differences Lesson 21: Sprint: Differences
Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. graphs of proportional or non-proportional relationships. Graphing proportional relationships represented in a table helps students recognize that the graph is a line through the origin (0,0) with a constant of proportionality equal to the slope of the line. Example(s): The perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. A student is making trail mix. Create a graph to determine if the quantities of nuts and fruit are proportional for each serving size listed in the table. If the quantities are proportional, what is the constant of proportionality or unit rate that defines the relationship? Explain how you determined the constant of proportionality and how it relates to both the table and graph. The relationship is proportional. For each of the other serving sizes there are 2 cups of fruit for every 1 cup of nuts (2:1). The constant of proportionality is shown in the first column of the table and by the slope of the line on the for 7.RP.A and 7.EE.B.4: 7.RP.A.1: IDs 41932, 41933, and 41935 7.RP.A.2: IDs 41892, 43993, 41937, & 44014 7.RP.A.3: IDs 42131 and 42138 7.EE.B.4a: IDs 41905 and 42139 7.EE.B.4b: IDs 42140, 41907, and 36800
70 = 1 Students understand this relationship from examples such as 62/62. This expression could be simplified as 36/36 = 1. Using the laws of exponents, this expression could also be written as 62–2 = 60. Combining these gives 60 = 1. (32)(33) = (32+3) = 35 = 243 (42)3 = 42x3 = 46 Students recognize perfect squares and cubes, understanding that non-perfect squares and cubes are irrational. They should also recognize that squaring a number and taking the square root of a number are inverse operations; likewise for cubing and taking the cube root. (#56, 57, 60) Tasks: Additional Resources: Correlated iReady Lessons Properties of Integer Exponents Square Roots and Cube Roots Scientific Notation ( Allow 2 week(s) for instruction, review and assessment ) Domain: Expressions and Equations Cluster: Work with radicals and integer : Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other. : Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. Use scientific notation and choose units Enduring Understandings: Real world situations involving exponential relationships can be solved using multiple representations. Essential Questions: Why would you want to use scientific notation to compare very large or very small numbers? The following Glencoe & Holt lessons do not address expressing how many times as much one number written in scientific notation is than the other, so please refer to some of the additional lessons and tasks below. Glencoe 2-2B Scientific Notation p. 113 2-2C Compute with Scientific Notation p.118 Vocabulary: scientific notation Writing in Math: Why are numbers expressed in scientific notation more efficient?
My Work Monday Tuesday Wednesday Thursday My Progress MONDAY # of questions _____ # correct _____ I need more help with… ________________________ ________________________ ________________________ TUESDAY # of questions _____ # correct _____ I need more help with… ________________________ ________________________ ________________________ WEDNESDAY # of questions _____ # correct _____ I need more help with… ________________________ ________________________ ________________________ THURSDAY # of questions _____ # correct _____ I need more help with… ________________________ ________________________ ________________________
Name: My Math Homework 9-15 to 9-21 Thursday Friday Monday Tuesday Draw enough dots to make 10. What two numbers make 10? 1+____ Draw enough dots to make 10. What two numbers make 10? ____ + 6 Add the numbers. 12 + 5 = ___ Add the dogs. Subtract the numbers. 16 - 5 = ___ Subtract the dogs. Hailey ate 4 carrots on Monday. She ate 15 more on Tuesday. How many did she eat in all? ____ + ____ = ____ Jada has 8 crayons. Two of the crayons broke. How many of her crayons are not broken? ____ - ____ = ____ Owen’s mom gave him 4 presents for his birthday. His grandma gave Owen another 13 presents. How many presents did Owen get for his birthday? ____ + ____ = ____ Zoe has 11 dollars. She spent 4 dollars on a toy for her sister. How much money does she now have? ____ - ____ = ____ How many objects do you see? Fill in the missing numbers. 77, ___, 79, ___, 81 89, ___, 91, 92, ___ How many objects do you see? Fill in the missing numbers. 83, 84, ___, ___, 87 ___, ___, 62, 63, 64 Fill in the missing numbers on the number line. Put the number cards in order from least to greatest. ____ ____ ____ ____ Fill in the missing numbers on the number line. Put the number cards in order from least to greatest. ____ ____ ____ ____ Use the shape chart to color in the bar graph. Are there more circles or squares? How many triangles and stars are there in all?
Name: Date: Class: Section 1: N.RN Questions 1 – 2: N.RN.A.2 (**calculators allowed**) Which expression is equivalent to ? I don’t know how to do this. Which expression is equivalent to ? I don’t know how to do this. Section 2: N.Q Question 3: N.Q.A.1 (**no calculators allowed**) Alex walked 1 mile in 15 minutes. Sally walked 3,520 yards in 24 minutes. In miles per hour, how much faster did Sally walk than Alex? (Note: 1 mile = 1,760 yards) Section 3: A.SSE Question 4: A.SSE.A.2 (**no calculators allowed**) Which expression is equivalent to b2 – 16? (b – 4)(b – 4) (b + 4)(b – 4) (b – 2)(b + 8) (b + 2)(b – 8) I don’t know how to do this. Question 5: A.SSE.B.3 (**no calculators allowed**) The function models the height of an object seconds after it is launched. How many seconds does it take the object to hit the ground?
Assuming the pattern continued, which function could be used to find the total number of days Alex went running at the end of week n? I don’t know how to do this. Question 35: F.BF.B.3 (**no calculators allowed**) The function f(x) = 2(3)x was replaced with f(x) + k, resulting in the function graphed below. What is the value of k? Section 9: F.LE Question 36 – 37: F.LE.A.1 (**calculators allowed**) Monica did an experiment to compare two methods of warming an object. The results are shown in the table below. Time (hours) Method 1 Temperature (°F) Method 2 Temperature (°F) 0 0 1.5 1 5 3 2 11 6 3 15 12 4 19 24 5 25 48 Which statement best describes her results? The temperature using both methods changed at a constant rate. The temperature using both methods changed exponentially. The temperature using Method 2 changed at a constant rate. The temperature using Method 2 changed exponentially. I don’t know how to do this. (**no calculators allowed**) Katie and Jennifer are playing a game. Katie and Jennifer each started with 100 points. At the end of each turn, Katie’s points doubled. At the end of each turn, Jennifer’s points increased by 200. At the start of which turn will Katie first have more points than Jennifer? Question 38: F.LE.A.2 (**calculators allowed**) There were originally 4 trees in an orchard. Each year the owner planted the same number of trees. In the 29th year, there were 178 trees in the orchard. Which function, t(n), can be used to determine the number of trees in the orchard in any year, n?
26. In order to complete the square, what number should be added to both sides of the equation below? x2 + 12x + _____ = 13 + _____ 27. What are the solutions to the quadratic equation x2 + 10x = -25? 28. What are the solutions for the equation 3x2 + 2x – 6 = 0? 29. The graph of a parabolic curve is shown below. What is the equation of the graph in standard form? 30. What are the real roots of the quadratic function in the graph below? Find the equation of the parabola 31. Vertex (4, -3) Focus (4, -7) 32. Focus (1, -4) Directrix y = 4 33. Vertex (4, 4) Directrix y = -2 Find the Focus and Directrix 34. x2 – 3x – 5y + 2 = 0 35. x2 – 4x + 8y – 5 = 0 36. x2 – 3y – 12 = 0 37. Simplify i117 38. Simplify i(2i)(-4i) 39. Simplify 40. Find a and b: 41. 42. 43. The owner of a ferry transport tourists during summer months at Outer Banks. Her profit, P, in millions of dollars, over the past several years can be modeled by the equation P = -0.56t2 +19.21t +120, where t = 0 represents 1980. What was her maximum profit? How much money did she make in 1991? 44. A rocket is shot in the air. The height in feet reached over time in seconds is given by the function f(x)= -3x2+78x+300. When will the rocket be at its maximum height? After how many seconds will it hit the ground?
Fall Jan Term Spring Summer Chem 8/9 Math 13 Eng 4 Psych 1 Math 14 Chem 10/11 Math 4 Eng 5 Sem 1 Bio 1/1L Sem 2 TRS 97 AA CG/CE/GP Bio 2/2L Math 4 UD Psych AA Bio 15/16 UD CG/CE/AD/GP UD TRS UD CP UD CG/CE/GP Bio 25/26 UD SHCU Sem 103 UD AD UD AHS WID/Science elective UD Bio UD Kines Sem 104 UD CG/CE/GP UD AHS WID/ Science elective UD Science elective UD Science elective UD
APPENDIX K1 – Bingo Cards K.CC.A.3 Transportation Bingo! 14 1 6 3 5 12 10 4 17 16 9 8 15 2 20 1 1 Transportation Bingo! 4 14 18 1 1 20 7 8 10 15 17 3 5 19 13 6 16 Transportation Bingo! 15 14 1 15 6 3 18 20 10 4 16 2 12 1 1 9 17 Transportation Bingo! 8 19 4 13 3 14 12 9 17 15 16 5 20 18 6 7
APPENDIX K1 – Bingo Cards K.CC.A.3 Transportation Bingo! 6 8 15 7 4 19 2 16 17 10 3 1 1 1 12 18 13 Transportation Bingo! 20 7 19 12 13 4 15 16 3 18 8 14 9 1 1 2 17 Transportation Bingo! 16 12 19 7 14 15 10 20 3 1 4 9 2 13 5 6 Transportation Bingo! 19 17 15 13 14 1 10 4 8 6 9 2 3 1 1 20 5
APPENDIX K1 – Bingo Cards K.CC.A.3 Transportation Bingo! 19 5 1 4 17 1 1 13 2 15 20 18 8 3 16 9 14 Transportation Bingo! 20 15 6 9 8 19 14 2 1 16 3 13 1 1 17 5 7 Transportation Bingo! 10 19 9 6 5 16 2 8 3 14 12 13 20 1 1 4 17 Transportation Bingo! 1 1 16 20 3 15 7 17 10 4 1 19 18 9 8 14 5
APPENDIX K1 – Bingo Cards K.CC.A.3 Transportation Bingo! 14 12 17 2 13 9 1 1 7 6 8 18 5 1 15 16 20 Transportation Bingo! 16 8 20 2 10 12 14 3 13 1 19 1 1 5 7 15 17 Transportation Bingo! 10 7 15 9 4 6 14 8 1 1 20 12 1 16 13 17 3 Transportation Bingo! 13 10 16 5 1 1 18 7 9 14 5 12 4 3 2 19 20
Grade 4 4.OA.A.3 Solve multi-step word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Problem 2: The Bike Store The Kinsington family is going on a bike ride this weekend and they need your help with their budget. For each problem, estimate first, and then answer the question. Adult Bikes Cost Blue Road Bike $22 Green Mountain Bike $17 Red Cruiser $15 Kid Bikes Cost Purple BMX $15 Orange Trainer $10 Yellow Tricycle $8 1) The Kinsington family wants to rent 2 Blue Road Bikes and 2 Purple BMX Bikes. If they have $70, will that be enough to rent all four bicycles? Estimated Cost? $ _ Will $70 be enough? Yes No How much will all of the bikes cost together? Show your work below. $ . 2) The Kinsington family wants to rent 4 Orange Trainer Bikes. If they have $45, will they be able to rent all 4 bikes? Estimated Cost? $ _ Will $45 be enough? Yes No How much will all of the bikes cost together? Show your work below. $ . 3) The Kinsington family has $30 to spend on 2 Green Mountain Bikes and $60 to spend on 4 Purple BMX Bikes. Will they be able to rent the Green Mountain Bikes and the Purple BMX Bikes? Estimated Cost for Mountain Bikes? $ _ Estimated Cost for Purple BMX Bikes? $ . Will $30 be enough? Yes No Will $60 be enough? Yes No How much will all of the bikes cost together? Show your work below. $ .
Grade 4 4.NF.A.1 Explain why a fraction a/b is equivalent to a fraction (n x a)/(n x b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. Problem 2: Splitting Lanes The City of Malibu is redesigning its streets! Use your knowledge of fractions to answer the questions below. Before After ========= ========= ======== ======== = = :: // = = :: // = = :: // = = :: // Bike Lane :::: Sidewalk //// Car Lane == Before After ======== ======== ========= ======== ======== = = // // // = = :: :: // = = :: :: // = = :: // // = = // // // Parking :::: Sidewalk //// Car Lane ==
Grade 4 4.NF.A.2 Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. Problem 2: Sentence Matching Equivalent Fractions Match the following sentences to the correct equivalent fraction (either visual or in number form) on the right side of the page that matches the scenario by writing the correct letter in the blank space. The answer must be in simplified form.
_____________________________________________________________________________________ _____________________________________________________________________________________ Grade 5 5.NF.B.7c Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem. For example, how much chocolate will each person get if 3 people share 1/2 lb. of chocolate equally? How many 1/3-cup servings are in 2 cups of raisins? Problem 1: Measuring Sidewalk Density The City of Santa Monica is interested in measuring the sidewalk density on Santa Monica Boulevard on the weekends. Fill in the following table with the density at each moment during a typical Saturday in the area of Santa Monica in front of the Santa Monica Public Library. The area in front of the library is square acres. Show your work in the Density section of the table. Density (Acres per person) Number of People Time of Day 8 9:00AM 15 10:00AM 26 11:00AM 25 12:00PM 42 1:00PM 19 2:00PM
Grade 5 5.MD.C.5b Apply the formulas V = l x w x h and V = b x h for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths in the context of solving real world and mathematical problems. Problem 1: Public Recycling Bins The city of Santa Monica is installing new recycling bins. The city’s transportation department is assisting by letting the city know the best and busiest streets to put the recycling bins, so the most residents see them. The city decides to start with Santa Monica Boulevard, and wants to choose the recycling bin design that has the largest volume. For each of the designs below, draw a rough sketch of the bin according to the length, width, and height inside the box provided, and then find the volume.
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Dates Monday- 3/30 Tuesday-3/31 Wednesday-4/1 Thursday-4/2 Friday-4/3 Standard See CLI unit on Measurement See CLI unit on Measurement See CLI unit on Measurement See CLI unit on Measurement No School Essential Question/ Key Question Why do we measure? Why do we measure? Why do we measure? Why do we measure? Lesson Opener Introduce the standard and vocabulary. analog clock digital clock kilogram (ball bat) liter capacity gram (paper clip) liquid volume mass metric unit milliliter time interval unit Introduce the standard and vocabulary. analog clock digital clock kilogram (ball bat) liter capacity gram (paper clip) liquid volume mass metric unit milliliter time interval unit Introduce the standard and vocabulary. analog clock digital clock kilogram (ball bat) liter capacity gram (paper clip) liquid volume mass metric unit milliliter time interval unit Introduce the standard and vocabulary. analog clock digital clock kilogram (ball bat) liter capacity gram (paper clip) liquid volume mass metric unit milliliter time interval unit
Utilization of Technology Ipads, Smartboard, Study Island, Moby Max, Front Row, Study Ladders, Engage NY, Nearpod Ipads, Smartboard, Study Island, Moby Max, Front Row, Study Ladders, Engage NY, Nearpod Ipads, Smartboard, Study Island, Moby Max, Front Row, Study Ladders, Engage NY, Nearpod Ipads, Smartboard, Study Island, Moby Max, Front Row, Study Ladders, Engage NY, Nearpod Worksheets/Graphic Organizers pg. in My Math, concept check and problem solving, Teacher pay Teacher and GADOE on related standard. Nearpod pg. in My Math, concept check and problem solving, Teacher pay Teacher and GADOE on related standard.Nearpod pg. in My Math, concept check and problem solving, Teacher pay Teacher and GADOE on related standard. Nearpod pg. in My Math, concept check and problem solving, Teacher pay Teacher and GADOE on related standard. Nearpod
Math 3M-MG 2 a 4M-MG 1 a 5M-MG 1 a Non standard measure or standard measure if modifying the activity from Boardmaker Share. Math 4M-NSCE 5 a 5M-NSCE 2 a Students take turns flipping over two cards at a time. If the array and the number sentence is a match, the student keeps the cards. If not, he has to turn them back over. The key to the game is to keep an eye on the cards that have been flipped so that when a player's turn comes up, he can flip over cards he already knows. The player that makes the most matches is the winner. Math 3M-NSCE 6 a 3M-PSPFA 2 a 3M-PSPFA 3 a 4M-NSCE 5 a 4M-PSPFA 1 a 5M-NSCE 2 a, b 5M-NSCE 3 a 6M-NSCE 5 a 6M-PSPFA 3 a 7M-NSCE 2 a,b 7M-PSPFA 2 a 8M-NSCE 1 a HSM-EO 1 a HSM-EO 2 a, b Use this project when starting a multiplication unit to teach repeated addition, groups of, commutative property, and arrays. You could also replace one with a multiplication word problem and picture. Math 3M-NSCE 6 a 3M-PSPFA 2 a 3M-PSPFA 3 a 4M-NSCE 5 a 4M-PSPFA 1 a 5M-NSCE 2 a, b 5M-NSCE 3 a 6M-NSCE 5 a This site offers a whole bunch of fun resources to help the basics of division. It contains pintables, apps, you tube videos and hands on activities.
Choose 2 or more topics in math that you are not so familiar with or you would like to review. A list of suggestions is below. This is not an exhaustive list so feel free to choose other topics that are relevant to the math commonly tutored at your campus. Annuities due (simple and general) Basic binary arithmetic Basic operations with complex numbers Boolean algebra Box plots Break-even analysis Combinations and permutations Compound interest Curve sketching Decimal, binary, octal and hexadecimal number systems Deferred annuities Derivatives Exponents and radicals Hypothesis testing Integrals (indefinite and definite) Limits Market share and market growth Mark up and mark down calculations Measures of central location Normal distribution Operations with decimals Operations with fractions Operations with whole numbers Ordinary annuities (simple and general) Output and cost calculations Percent Poisson distribution Probability laws Profit and loss statements Ratios and proportion Related rates Set operations Scientific notation Significant digits Simple interest Sine and Cosine Laws Solving non-linear one-variable equations Solving one-variable linear equations Solving quadratic equations Solving right angle triangles Solving systems of two linear equations Truth tables Unit conversions Variance, standard deviation, range Vectors Find at least two appropriate resources that you find helpful in reviewing/learning each math topic chosen. The resources can be from the TLC, textbook, website, worksheet from another Learning Centre, etc. In the space provided describe how you would explain this math concept to a tutee. Include examples, visuals and notes as appropriate. Topic 1:______________________________________
TN State Standards Essential Understandings Content & Tasks CLIP Connections Chapter 6 / Sections 3 & 4 (Allow 2 weeks for instruction, review, and assessment) S-IC Demonstrate an understanding of the Central Limit Theorem. S-MD Use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages. Recognize that there are data sets for which such a procedure is not appropriate. Use calculators, spreadsheets, and tables to estimate areas under the normal curve. 6-3 Central Limit Theorem Use the Central Limit Theorem to solve problems involving sample means for large samples. Elementary Statistics Textbook Elementary Statistics Powerpoint for Chapter 6 (see Math Tasks on C & I page) Resources in the Text Statistics Today Critical Thinking Challenges Speaking of Statistics Applying the Concepts Extending the Concepts Data Projects S-MD (See 6-3) Develop a probability distribution for a random variable defined for a sample space in which theoretical probabilities can be calculated; find the expected value. 6-4 The Normal Approximation to the Binomial Distribution Use the normal approximation to compute probabilities for a binomial variable. Elementary Statistics Powerpoint for Chapter 6 Chapter 7 (Allow 3 weeks for instruction, review, and assessment) S-IC Understand the meaning of confidence level, of confidence intervals, and the properties of confidence intervals. Construct and interpret a large sample confidence interval for a proportion and for a difference between two proportions. Construct the confidence interval for a mean and for a difference between two 7-1 Confidence Intervals for the Mean When σ is Known Find the confidence interval for the mean when σ is known and sample size is large. Determine the minimum sample size for fining a confidence interval for the mean. Elementary Statistics Powerpoint for Chapter 7
600 630 640 700 Five hundred seventy-two people attended the Backstreet Boys concert. What is this number rounded to the nearest hundred? 500 570 600 670 Sharon wants to go to the State Fair. She bought 6 tickets for $158. What is the total cost of her tickets, rounded to the nearest hundred dollars? $200 $250 $300 $350 Select the phrase to make the following true. 555 ? 549 is greater than is less than is equal to Use the symbols (>,<,=) to make the following true. 274 ? 274 > < = Use the symbols (>,<,=) to make the following true. 3,560 ? 3,605 > < = Select the phrase to make the following true. 5,555 ? 555 is greater than is less than is equal to If 9 4 = 5, then 5 + 4 = _?_ 1 3 9 10 If 6 x 7 = 42, then 42 7 = _?_ 6 7 14 35 If 15 9 = 6, then 9 + _?_ = 15. 6 7 9 17 If 8 x 5 = 40, then 40 5 = _?_ 5 8 40 45 Which addition fact is related to 13 7 = ___? 7 + 5 = 12 7 + 6 = 13 7 + 7 = 14 13 + 7 = 20 Which set of numbers can be used to make an addition and a subtraction problem? (1, 8, 4) (3, 7, 2) (4, 1, 9) (7, 2, 9)
MATH RUBRIC 4 ALL RESPONSES ARE CORRECT….INCLUDING THE CRITICAL THINKING QUESTION 3 TWO RESPONSES ARE INCORRECT CRITICAL THINKING QUESTION IS CORRECT OR INCORRECT 2 THREE RESPONSES ARE INCORRECT CRITICAL THINKING QUESTION IS CORRECT OR INCORRECT 1 FOUR OR MORE RESPONSES ARE INCORRECT CRITICAL THINKING QUESTION IS CORRECT OR INCORRECT
8th Grade 9th Grade 10th Grade 11th Grade 12th Grade 8th Grade Math Foundations of Algebra Algebra I Geometry Algebra II 8th Grade Math or Advanced 8th Grade Math Algebra 1 Geometry Algebra II *Pre-Calculus *Stat Reasoning *Advanced Math Decision Making *AP Statistics *Dual Enrollment Advanced 8th Grade Math Accelerated Algebra I/ Geometry A Accelerated Geometry B/Algebra II Accelerated Pre-Calculus *AP Calc AB *AP Calc AB/BC *AP Statistics *Dual Enrollment Accelerated Algebra I/ Geometry A Geometry Algebra II Pre-Calculus *Calculus *AP Calc AB *AP Statistics *Dual Enrollment Accelerated Algebra I/ Geometry A Accelerated Geometry B/ Algebra II Accelerated Pre-Calculus AP Calc AB/BC *DL Calculus (Georgia Tech) *AP Statistics *Dual Enrollment
6. Verify that secondary students demonstrate the ability to formulate, represent, and solve problems; logical reasoning and continuous reflection on that reasoning, and a productive disposition toward mathematics. (NCTM/CAEP Standard 5a.ii) Beginning Under the instruction of the teacher candidate, students demonstrate little or no ability to formulate, represent, or to solve problems; display little logical reasoning, engage in little continuous reflection on that reasoning, or have a productive disposition toward mathematics; or show such evidence only once. Capable Under the instruction of the teacher candidate, students demonstrate ability to formulate, represent, and to solve problems; they display logical reasoning, they engage in continuous reflection on that reasoning, and they have a productive disposition toward mathematics, showing such evidence on 3 – 5 occasions. Accomplished Under the instruction of the teacher candidate, students demonstrate a superior ability to formulate, represent, and to solve problems; they display accurate logical reasoning, they engage in continuous reflection on that reasoning, and they have a productive disposition toward mathematics, showing such evidence on more than 5 occasions. Score: __________ Comments: 7. Verify that secondary students demonstrate the application of mathematics in a variety of contexts within major mathematical domains. (NCTM/CAEP Standard 5a.iii) Beginning Under the instruction of the teacher candidate, students show little ability to apply mathematics in a variety of contexts within mathematical domains, or show such evidence only once. Capable Under the instruction of the teacher candidate, students show an ability to apply mathematics in a variety of contexts within major mathematical domains on 3 – 5 occasions. Accomplished Under the instruction of the teacher candidate, students show a superior ability to apply mathematics in a variety of contexts within major mathematical domains on more than 5 occasions. Score: __________ Comments:
Kean University Supplemental Mathematics Assessment Pre-Professional Field Experience NCTM/CAEP Standards/Element Alignment Teacher Candidate ___________________________________ Date ________________ Supervisor ____________________________________________ Date ________________ Directions: Please indicate the score (Beginning – 1; Capable – 2: Accomplished – 3) of the teacher candidate regarding their competence in the following NCTM Standards/elements. If the candidate scores a 3 (Accomplished), specific examples supporting that score must be supplied in the “comments” section. Organize mathematical thinking and use the language of mathematics to express ideas precisely, both orally and in writing, to multiple audiences. (NCTM/CAEP Standard 2d) Beginning Mathematical thinking is not organized, and uses the language of mathematics (orally or in writing) sporadically to reach audiences. Capable Teacher candidate demonstrates on 2 – 3 occasions that he/she organizes mathematical thinking clearly and uses the language of mathematics (orally or in writing) to reach multiple audiences. Accomplished Teacher candidate demonstrates on more than 4 occasions that he/she organizes mathematical thinking very well and uses the language of mathematics precisely (both orally and in writing) to reach multiple audiences. Score: __________ Comments: Apply knowledge of curriculum standards for secondary mathematics and their relationship to student learning within and across mathematical domains. (NCTM/CAEP Standard 3a) Beginning Lesson/Unit planning shows little or no knowledge of curriculum standards for secondary mathematics and how those standards apply to student learning, or demonstrates that ability on only one occasion. Capable Lesson/Unit planning shows a solid knowledge of curriculum standards for secondary mathematics and how some of those standards apply to student learning within and across mathematical domains on 2 – 3