zilongwang/ReadingBank huggingface dataset:
Life Skills No Date Assessment Task Total Assessment Form PSW 1 11 – 13/10 Draw a poster on road safety 20 Rubric 2 18 – 20/10 Draw a poster showing bad teeth and how they result 20 Rubric 3 25 -27/10 Make a flow chart about land pollution 10 Rubric 4 1 – 3/11 Make a poster on HIV and prevention 20 Rubric Performance Arts 1 11 – 12/10 Perform a Gumboot dance 10 Rubric 2 18 – 19/10 Sing a Thank you song 10 Rubric Visual Arts 1 13/10 Create in 3D: Make a bird feeder 20 Rubric Physical Education 1 23 – 27/10 Movement Performance 30 Rubric Exam 20/11 Final Exam 60 Memo Social Science – Geography No Date Assessment Task Total Assessment Form 1 20/10/2017 Group Assignment (Make a poster) Water use in South Africa-Saving water 50 Rubric 2 14/11/2017 End Of Year Exam 50 Memo Social Science – History No Date Assessment Task Total Assessment Form 1 20/10/2017 Group Assignment (Make a poster) Your personal computer & the internet. 50 Rubric 2 14/11/2017 End Of Year Exam 50 Memo
0507.3.1 Demonstrate how living things rely on the process of photosynthesis to obtain energy. Essential Questions What scientific information explains how matter and energy flow through the biosphere? Cross Cutting Concept Develop a model to describe phenomena, the movement of matter among plants, animals, decomposers, and the environment. Emphasis is on the idea that matter which is not food (air, water, decomposed materials in soil) is changed by plants into matter that is food. Examples of systems could include organisms, ecosystems, and the Earth. I can explain how living things use the energy gained from photosynthesis. (Science and Engineering Practice 1 & 4) I can construct a 3-D model that shows the process of photosynthesis. (Science and Engineering Practice 2) SPI’s SPI 0507.3.1 Identify photosynthesis as the food manufacturing process in plants. SPI 0507.3.2 Compare how plants and animals obtain energy. MacMillan/McGraw-Hill: A Closer Look Grade 5 Lesson 3: Photosynthesis pp. 52-63 Lab & Investigations Explore: Do plants use carbon dioxide? (TE) p. 53 Quick Lab: The Food in leaves (TE) p. 59 Chapter 1 Lesson 3: From Cells to Ecosystems Activity Lab Book pp. 21-24 Quick Lab: The food in Leaves p. 59 Online resources Science Close Up will understand how Video resources Photosynthesis, Photosynthesis in plants, Photosynthesis – Biology basics for children Academic Vocabulary stomata, carbohydrate, cellular respiration, energy pyramid, photosynthesis Performance Tasks Through this informational text students will explore . They will compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. Science Fair Ideas Students will demonstrate knowledge of how all living things rely on photosynthesis to obtain energy. They will create a of the process of photosynthesis. The students are to draw a plant in its ecosystem and incorporate each element needed for the plant to undergo the process of photosynthesis. i.e., sun, water, wind, food, animals. pp. 36-48 - Hands- on investigations that introduce basic concepts of solar energy and how solar energy can power the water cycle, produce wind, and create heat and electricity. Students will replicate their understanding by building a Solar House pp. 44-48.
December Break Assignment Directions: Choose ONE of the following assignments (all are attached): Analyzing videos or pictures Writing a children’s picture book about math Creating an Instagram profile and post for a math idea Due Date: Wednesday, January 4th. Grading: You will get extra credit based on this rubric: Completion Less than half of the chosen assignment is complete. Over half of the chosen assignment is complete. All of the chosen assignment is complete. Effort Little to no effort is evident. Some effort is evident. Final product represents satisfactory effort. Directions Directions were not followed. Some directions were followed, but not all directions. All of the directions are followed.
Grade-Level Standards- Crosswalk Current Tennessee Standards Previous Tennessee Standards 5.FL.PWR.3- Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text. RF.5.3- Know and apply grade-level phonics and word analysis skills in decoding words. 5.FL.WC.4- Know and apply grade-level phonics and word analysis skills when encoding words; write legibly. New Standard 5.FL.F.5- Read with sufficient accuracy and fluency to support comprehension. RF.5.4- Read with sufficient accuracy and fluency to support comprehension. 5.FL.SC.6- Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation when writing. L.5.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.5.2- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 5.FL.VA.7- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. L.5.4- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. Assessments Summative Assessment Formative Tasks Extension Activities Writing Journal Published Student Work Benchmark Assessments Cold Reads Informal Assessment Ongoing Formative Assessments- Spelling Development Fluency Self-Assessment MAPP Approach (Modeling, Assistance, Practice, Performance) Writing Journal Reading Logs Have word lists for sorting, games, and activities that are based on the stages of spelling development (syllables and affixes, and derivational relations) Provide studies of common Greek and Latin roots, as well as prefixes and suffixes and how they affect the meanings of words Include activities that allow students to determine spelling patterns and learn syllabication
Unit 2 Topic Work Expectations Sept 27 Distance on the plane I (distance to the origin) Distance to the origin P151 #2, 3, 6—11, 14 2 B(ii) Sept 30 Distance on the plane II () (Quiz) Distance Between Two Points P162 #2(a-f), 3, 4, 5, 8, 11 2 B(ii) 2 B(v) Oct 1 Midpoint of a Line Segment P173 #2acegh, 4, 5, 8, 12, 13 2 B(i) 2 B(v) Oct 2 The Equation of a Circle, P155 #1, 2, 4, 5, 9, 11, 12, 15 2 B(iii) 2 B(iv) Oct 3 The Equation of a Circle, Equation of a Circle with Centre (0, 0) Review HW: Perpendicular Lines 2 B(iii) 2 B(iv) Oct 4 Introducing: - interior angles and exterior angles - medians vs altitudes - perpendicular bisectors vs angle bisectors - centroid, orthocentre, circumcentre, incentre optional P31 #1, 2, 4, 5 Triangle Centres P34 #1—8 2 C(i) Oct 7 Analytic Geometry (putting it together) Median, Altitude & Perpendicular Bisector Analytic Geometry Toolbox Medians Altitudes Perpendicular Bisectors 2 C(i) 2 C(ii) Oct 8 Cartesian Median & Centroid Geometer Sketchpad Assignment work period 1 Cartesian Median & Centroid 2 b(v) 2 C(i) 2 C(ii) Oct 9 Cartesian Triangles Geometer Sketchpad Assignment work period 2 P195 #6, 8, 10, 12—17 2 C(i) 2 C(ii) Oct 10 more Triangles Cartesian Triangles - A Summary 2 C(i) 2 C(ii) Oct 15 Review: - properties of quadrilaterals P37 #1, 2, 3, 4, 6, 7 P39 #1, 2, 4, 5, 6
Degree Required? Is Special Training Required? Minimal training yes Long Term or Short Term? Usually short term Long term Working to an end goal? Not necessarily yes List some jobs (in column 1) and professions (in column 1) Answers will vary but may include: Sales clerk Grocery Bagger Dog Walker Babysitter Fast Food Worker Assembly Line Worker Gas Station Attendant Answers will vary but may include: Engineer Doctor Lawyer Teacher Nurse Pilot Scientist
US Securities and Exchange Commission Website: How to Save and Invest Youtube video introducing the Stock Market INVESTING IN THE STOCK MARKET DIRECTIONS: You have just been given $1000.00 to invest in one of the following stocks. Let’s find out which stock will yield the greatest return in a three month period. Use PowerPoint slide 11 to track your stocks activity. Facebook NYSE: $106.80 (0.46)(0.42%) Chevron NYSE: $90.69 (0.55)(0.60%) Disney NYSE: $106.54 (0.54)(0.50%) McDonalds NYSE: $119.70 (0.37)(0.31%) Apple NYSE: $107.71 (1.03)(0.95%) Amazon NYSE: $688.50 (5.47)(0.79%) Stock # of Shares & Price Month 1 Month 2 Month 3 Profit/Loss @ Sale Shares (0.46) (0.32) (0.14) Price
Scenario 1: Auto Insurance Name: Lucas Age: 34 Type: Convertible Sports Car Make/Model: (Mustang) History: Safe Driver Annual Premium: ________ Name: Maria Age: 35 Type: Four Door Sedan Make/Model: (Toyota) History: Speeding, Accident Annual Premium: ________ Name: Dylan Age: 37 Type: Four Door Sedan Make/Model: (Honda) History: Safe Driver Annual Premium: ________ Possible Premiums: $1000 per year, $1500 per year, $2000 per year Rationale for Assigning Insurance Premium: $1000 Annual Premium: Dylan would pay the least because he is the oldest and does not have a history of tickets or accidents. $1500 Annual Premium: Lucas would pay more than Dylan because he drives a sports car and is more likely to speed, posing a greater risk of a collision. $2000 Annual Premium: Maria would pay the most because she has a history of traffic citations which put her at higher risk of a collision.
Scenario 4: Home Insurance Name: Blake Value of Home: $200,000 Living Area: 1200 sq. ft. Area Statistics: Low Crime Security: Impact Windows, Security Alarm, Fire Alarm Annual Premium: ________ Name: Evan Value of Home: $250,000 Living Area: 1500 sq. ft. Area Statistics: Low Crime, Flood Zone Security: Storm Shutters Annual Premium: ________ Name: Cecille Value of Home: $150,000 Living Area: 1100 sq. ft. Area Statistics: High Crime Security: N/A Annual Premium: ________ Possible Premiums: $2000 per year, $3000 per year, $4000 per year Rationale for Assigning Insurance Premium: $2000 Annual Premium: Blake would pay the least beause he as the smallest home and several added security features that protect his home from damage/loss. $3000 Annual Premium: Cecille would pay more than Blake because her home is in a high crime neighborhood and is at greater risk. $4000 Annual Premium: Evan would pay the most as his home has the greatest value and is located in a flood zone. Scenario 5: Health Insurance Name: Andrea Age: 16 Health: No pre-existing conditions Weight: Athletic Smoke: No Alcohol: No Annual Premium: ________ Name: Martin Age: 35 Health: Cholesterol, High Blood Pressure Weight: Obese Smoke: Yes Alcohol: No Annual Premium: ________ Name: Isabella Age: 25 Health: No preexisting conditions Weight: Average Smoke: No Alcohol: No Annual Premium: ________ Possible Premiums: $1000 per year, $2000 per year, Rationale for Assigning Insurance Premium: $1000 Annual Premium: Isabella and Andrea would pay lower premiums because neither have health conditions and neither smoke or drink – reducing their risk of illness and disease. $2000 Annual Premium: Martin would have the highest premiums due to his obesity and related health concerns. He is also at greater risk of additional health concerns due to smoking.
Handout #2 Maria’s S.M.A.R.T. Budget INCOME EXPENSES MONTHLY SAVINGS January Allowance Income Other February Allowance Income Other March Allowance Income Other April Allowance Income Other May Allowance Income Other How much money must Maria save for the trip? __________ How many months did she have to save?______________ Did Maria save enough money to pay for her share of the trip?_____How much did she save?____________
APR: Total Interest: Total Cost of Loan: Monthly Payments: APR: Total Interest: Total Cost of Loan: Monthly Payments: APR: Total Interest: Total Cost of Loan: Monthly Payments: APR: Total Interest: Total Cost of Loan: Monthly Payments:
Name:_______________________________________ 3. Jake and Ellen each ordered 10 inch individual pizzas at Frank’s Diner. Jake had his pizza cut in six equal pieces. Ellen had her pizza cut in eight equal pieces. The models below show how many pieces of pizza Jake and Ellen ate. 10 inch Pizza 10 inch Pizza Pieces Eaten By Jake Pieces Eaten By Ellen Part A Which person ate the most pizza? Answer__________________________________ Part B Explain how you know.
solving multi-step, real world problems. Topic G Lesson 24: I can divide decimal dividends by multiples of 10, reasoning about the placement of the decimal point and making connections to a written method. (5.NBT.2, 5.NBT.7) Lesson 25: I can use basic facts to approximate decimal quotients with two-digit divisors, reasoning about the placement of the decimal point. (5.NBT.2, 5.NBT.7) Lesson 26-27: I can solve division word problems involving multi-digit division with group size unknown and the number of groups unknown. (5.NBT.2, 5.NBT.7) : Partial Quotients and Multi-Digit Decimal Division - Fluency Practice: Lesson 24 Rename Tenths and Hundredths Divide Decimals Divide by Two-Digit Numbers Lesson 25 Rename Tenths and Hundredths Divide Decimals by Ten Divide Decimals by Multiples of 10 Lesson 26-27 Rename Tenths and Hundredths Divide Decimals by Multiples of 10 Estimate the Quotient Unit Conversions Divide Decimals by Two-Digit Numbers Learning Targets Topic H Lesson 28-29 Solve division word problems involving division with group size unknown and the number of groups unknown. (5.NBT.2, 5.NBT.7) : Measurement Word Problems with Division - End-of-Module Assessment enVision Resource: (enVision may be used to support the needs of your students, but should not be used independently of the mathematics curriculum) 1-3 Decimal Place Value 1-4 Comparing and Ordering Decimals 1-5 Problem Solving Look for a Pattern Number Sense Fluency Practice Lesson 28-29 Multiples of 10 Unit Conversions Divide Decimals by Two-Digit Numbers
Unit 1 Module Aug. 10- Sept. 7 Unit 2 Module Sept.8-Nov. 3 Unit 3 Module Nov. 4-Dec. 8 Unit 4 Module Dec. 9- Feb. 10 Unit 5 Module Feb. 13- Mar. 24 Unit 6 Module Mar. 27- May 26 Place Value and Decimal Fractions Multi-Digit Whole Number and Decimal Fraction Operations Addition and Subtraction of Fractions Multiplication and Division of Fractions and Decimal Fractions Addition and Multiplication with Volume and Area Problem Solving with the Coordinate Plane 5.NBT.A.1 5.OA.A.1 5.NF.A.1 5.OA.1 5.NF.B.4b 5.OA.A.2 5.NBT.A.2 5.OA.A.2 5.NF.A.2 5.OA.2 5.NF.6 5.OA.B.3 5.NBT.A.3 5.NBT.A.1 5.NBT.B.7 5.MD.C.3 5.G.A.1 5.NBT.A.4 5.NBT.A.2 5.NF.B.3 5.MD.C.4 5.G.A.2 5.NBT.B.7 5.NBT.B.5 5.NF.B.4a 5.MD.C.5 5.MD.A.1 5.NBT.B.6 5.NF.B.5 5.G.B.3 5.NBT.B.7 5.NF.B.6 5.G.B.4 5.MD.A.1 5.NF.7 5.MD.1 5.MD.2 Mathematics Grade 5 Year at a Glance 2016-2017 Key: Major Clusters Supporting Clusters Additional Clusters Note: Please use the suggested pacing as a guide. Use this guide as you prepare to teach a module for additional guidance in planning, pacing, and suggestions for omissions.
Objectives/Learning Targets Lesson 21-25: I can make sense of complex, multi-step problems and persevere in solving them. Share and critique peer solutions. (5.NF.A. 2, 5.NF.B.3, 5.NF.B.6, 5.NF.B.7, 5.MD.A.1, 5.MD.C.5, 5.G.A.2) Multi-step Word Problems Zearn Lessons - Misson 6– this is a free online digital resource that is aligned to engageny/Eureka Math – login to create classes and access content. Mission 6 will be available March 2017 enVision Resource: (enVision may be used to support the needs of your students, but should not be used independently of the mathematics curriculum) No coordinating enVision lessons available. Videos: (Teachers are expected to use their professional judgment when utilizing these resources to preview as background, or to aid with instruction if appropriate) Fluency Practice: Lesson 21: Change Mixed Numbers to Improper Fractions, Add Unlike Denominators Lesson 22: Multiply, Change Improper Fractions to Mixed Numbers, Add Unlike Fractions Lesson 23: Sprint: Change Mixed Numbers into Improper Fractions Lesson 24: Subtract Unlike Denominators, Order of Operations, Multiply by Multiples of 10 Lesson 25: Multiply, Order of Operations, Subtract Unlike Denominators Objectives/Learning Targets Lesson 26-27: I can solidify writing and The Years in Review: A Reflection on A Story of Units Fluency Practice: Lesson 26: Order of Operations, Multiply a Fraction and a Whole Number, Multiply
Reading Facts Genre story drama poem Context word recognition understanding Writing & Language Personal Narrative Narrative techniques Dialogue Description Pacing Details of experiences and events Responses of characters to situations Conclusion Organizing Events Transitional words, phrases, and clauses Commas to separate an introductory element Quote(accurately from the text)and explain Infer (from the text) Explain (from details in the text) the theme how characters respond to challenges how speaker reflects upon a topic Summarize the text Use (context) Writing & Language APPLY (narrative techniques such as dialogue, description, and pacing) DEVELOP (experiences and events that unfold naturally) PRODUCE (the responses of characters to situations in writing) USE concrete words, phrases and details to convey experiences to events PROVIDE a conclusion from narrated experiences or events SELECT (a variety of transitional words, phrases, and clauses) to ORGANIZE (the sequence of events) USE (a comma to separate an introductory element from the rest of the sentence) 4 3 2,4 2 3 6 6 3 6 3 3 3 6 3
draw conclusions inferences theme summary speaker’s voice respond reflect narrative techniques dialogue transitional words Wordly Wise (lessons) conjunction transitional words/phrase WEEK 4 The Marble Champ TE 305d Easy & Challenge Don’t Lose your Marbles: (Easy) Think about playing marbles. Create a flier for a marble club that will appeal to people who are unfamiliar with, but curious about, the sport. Lupe’s New Sport (Challenge) In “The Marble Champ”, Lupe had trouble succeeding in sports. Write a story that tells how Lupe would have found a way to succeed in a particular sport. European explorers (Social Studies) Phases of the moon Science)
Source #2 This is an article about animals helping people from Click Magazine’s November/December 2002 issue. Animals Helping People Click Magazine, Nov./Dec. 2002 Seeing eye dogs are trained to be the eyes for people who cannot see. All over the world, seeing-eye dogs are hard at work—guiding, protecting, and loving their blind masters. A monkey who helps you drink out of a straw? A dog who opens the refrigerator door when you want a snack? A pony gentle enough to ride even if you cannot see? When people need extra care, special animals are there to help! Horseback riding is good exercise. It also helps people feel happy and confident. Even riders who cannot see, or who have trouble moving their muscles, can have fun on a well-trained horse. Hearing dogs help people who are deaf or hard-of-hearing. These smart, friendly, dogs are specially trained to let their owners know when the doorbell rings, or the smoke alarm goes off, or the baby wakes up from a nap. This boy needs both his hands and all his energy just to walk. His assistance dog is there to carry his backpack. Assistance dogs are good helpers and good friends! It’s hard to be independent when you can’t move your arms and legs. Assistance animals like this monkey are smart and help in lots of ways. They can turn the lights on and off, play a CD, or get their owners a cool drink! This boy is in a special program that helps children with learning difficulties. Swimming with dolphins helps the children relax. Who wouldn’t love being around such wild and beautiful creatures? When you’re in a wheelchair, even the simplest activity becomes a challenge. Calm, strong, friendly assistance dogs fetch and carry and do other simple tasks to give their owners a sense of freedom and safety.
What is the quotient? Fifteen and thirty five hundredths Explain the position of the decimal point in both the dividend and the quotient. They are in the same place. How many decimal places did the decimal point move in the answer? Zero Which direction did the decimal point move? It did not move. Explain why the decimal point did not move. Dividing any number by one will not change the value. When we divided fifteen and thirty five hundredths by one our quotient remained the same. We moved the decimal point zero places, it did not move, because when we divide by one there is no change. Take a look at the third row in the chart which shows fifteen and thirty five hundredths divided by ten. What is the quotient? One and five hundred thirty five thousandths. How many decimal places did the decimal point move in the answer? One Which direction did the decimal point move? To the left. Explain why the decimal moved one place to the left. Because we are dividing by a power of ten, the digits in the quotient are the same as the dividend, but the decimal point moves to the left one place. When we divide by ten our quotient is one and five hundred thirty five thousandths. How many places did the decimal point move in the answer? One Which direction did the decimal point move? To the left. And why? When we divide by ten we have a change in the value. Complete the second row and then the first two of the chart using one hundred and then one thousand as divisors. Take a look at the fifth row in the chart. What is fifteen and thirty five hundredths divided by one tenth? One hundred fifty three and five tenths. How many places did the decimal point move in the answer? It moved one place. What direction did the decimal point move? To the right. Why did the decimal point move one to the right? Dividing by one tenth will make the answer larger.
Write one-third on each of the one-third strips. Cut the green into one-third strips. What do you notice about this fraction strip when compared to the one-third strips? The number of parts doubled, just like when we folded the paper for the fourths and the eighths. What fractional pieces has the orange strip been divided into? Sixths Write one-sixth on each of the one-sixth strips. Cut the orange one-sixth strips. How many sixth strips does it take to create one whole unit? Six How many sixth strips does it take to create a one-third strip? Two What fractional pieces has the purple strip been divided into? Nine Write one-ninth on each of the one-ninth strips. Cut the purple one-ninth strips. How many ninth strips does it take to create one whole unit? Nine How many ninth strips does it take to create a one-third strip? Three What do you notice about this fraction strip when compared to the one-sixth strips? The number of parts doubled, just like when we folded the paper for the fourths and eights and for the thirds and sixths. What fractional pieces has the pink strip been divided into? Twelve Write one-twelfth on each of the one-twelfth strips. Cut the pink one-twelfth strips. How many twelfth strips does it take to create one whole unit? Twelve How many twelfth strips does it take to create a one-third strip? Four How many twelfth strips does it take to create one-sixth unit? Two Next we’re going to make legal trades. A legal trade is made when a strip or strips is traded for another strip or strips that has the same length. For example, we can trade one whole unit strip with three one-third strips because they are the same length. You give your partner a one-third strip. What can your partner trade that is equal to this? A legal trade is two one-sixth strips. That is a legal trade because a one-third strip is equal to two one-sixth strips. Let’s practice this legal trade. I gave six-ninths to my partner. What will my partner give back to me? Two-thirds This is a legal trade because six-ninths is equal to one-third plus one-third.
English Grade 11 Grade 12 English – ENG3U9 AP exam –English Language and Composition English – ENG4U9 AP exam – AP English Literature and Composition Prerequisite: ENG3U9 or ENG3U0 French Grade 11 Grade 12 French – FSF3U9 (sem 1) followed by French – FSF4U9 (sem 2) AP exam – AP French Language and Culture Either both in grade 11 or both in grade 12 is the recommendation but not required Social Science Grade 11 Grade 12 Anthropology, Psychology, and Sociology (sem 1) – HSP3U9 followed by Psychology – HSB4U9 (sem 2) AP exam – AP Psychology Either both in grade 11 or both in grade 12 is strongly recommended Economics – CIE3M9 AP exam – AP Macroeconomics Either in grade 11 or in grade 12 Human Geography – CGU4M9 AP exam –AP Human Geography Either in grade 11 or in grade 12 European History – CHY4U9 AP exam – European History Either in grade 11 or in grade 12
Grade 11 Grade 12 Functions – MCR3U9 *If taking both MCR and MDM, expect MDM to be in sem 1 and MCR in sem 2 Advanced Functions - MHF4U9 Calculus - MCV4U9 AP exam – AP Calculus AB Statistics (Data Management) - MDM4U9 AP exam – AP Statistics Prerequisite: MPM2D9 Mathematics Science Grade 11 Grade 12 Physics –SPH3U9(sem 1) followed by SPH4U9 (sem 2) AP exam –AP Physics 1 Chemistry – SCH3U9 (sem 1) followed by Chemistry – SCH4U9 (sem 2) AP exam – AP Chemistry Either both in grade 11 or both in grade 12 *Biology – SBI3U9 (sem 1) followed by *Biology – SBI4U9 (sem 2) AP exam – AP Biology Either both in grade 11 or both in grade 12 *although recommended for gr 12 year USE MYBLUEPRINT AS A PLANNING TOOL USE ELECTRONICINFO.CA AS A RESEARCH TOOL FOR UNIVERSITY PROGRAMS, REQUIREMENTS AND HOW AP EXAMS ARE TREATED
and other rational numbers on a coordinate plane. same as finding an integer’s opposite. Students will recognize that two rational numbers that lie on the same side of zero will have the same sign, while those that lie on opposites sides of zero will have opposite signs. Additional Information: Number lines can be used to show numbers and their opposites. Both 3 and -3 are 3 units from zero on the number line. Graphing points and reflecting across zero on a number line extends to graphing and reflecting points across axes on a coordinate grid. The use of both horizontal and vertical number line models facilitates the movement from number lines to coordinate grids. Students recognize the point where the x-axis and y-axis intersect as the origin. Students identify the four quadrants and are able to identify the quadrant for an ordered pair based on the signs of the coordinates. For example, students recognize that in Quadrant II, the signs of all ordered pairs would be (–, +). Recommended Additional Lesson(s): Task(s): . (Scroll to 6.NS C.6 section) Additional Resources: Correlated iReady Lesson(s): Rational Numbers and Absolute Value Plotting Ordered Pairs Review Plotting Ordered Pairs Coordinate Plane and Absolute Value Rational Numbers and Absolute Value Domain: The Number System Cluster: Apply and extend previous understandings of numbers to the system of rational numbers. Understand ordering and absolute value of rational numbers. Interpret statements of inequality as statements about the relative position of two Enduring Understanding(s): Absolute value can be described in more than one way, depending upon the context. It can be distance, or it can be size (magnitude) Essential Question(s): How do you use positive and negative numbers to describe quantities having Glencoe 7-2A Solve Inequalities Using Models 7-2B Inequalities 7-2D Write and Graph Inequalities 7-3A Explore Absolute Value 7-3B Integers & Absolute Value Additional Lesson 5 - Compare and Order Integers (page 795-798) Vocabulary: rational number, absolute value, magnitude, greater than ( >), less than ( < ), greater than or equal to (≥), less than or equal to ( ≤) Writing in Math: Students will analyze pre-cut number line strips that have two numbers on them, and
represent and analyze data distributions. Additional Information: Students are expected to determine the appropriate graph as well as read data from graphs such as dot plots, histograms and box plots. Dot plots are simple plots on a number line where each dot represents a piece of data in the data set. Dot plots are suitable for small to moderate size data sets and are useful for highlighting the distribution of the data including clusters, gaps, and outliers. A histogram shows the distribution of continuous data using intervals on the number line. The height of each bar represents the number of data values in that interval. In most real data sets, there is a large amount of data and many numbers will be unique. A graph (such as a dot plot) that shows how many ones, how many twos, etc. would not be meaningful; however, a histogram can be used. Students group the data into convenient ranges and use these intervals to generate a frequency table and histogram. Note that changing the size of the bin changes the appearance of the graph and the conclusions may vary from it. A box plot shows the distribution of values in a data set by dividing the set into quartiles. It can be graphed either vertically or horizontally. The box plot is constructed from the five-number summary (minimum, lower quartile, median, upper quartile, and maximum). These values give a summary of the shape of a distribution. use them to deepen students' conceptual understanding of mathematical content and develop their ability to apply that knowledge to non-routine problems. Optional Resources: Correlated iReady Lesson(s): The iReady program includes a variety of resources that can be used to support teacher-led instruction in Tier 1 and guided small-group Tier 1, 2 or 3 instruction. Histograms Box Plots Dot Plots
numbers. Domain: Ratios and Proportional Relationships 6.RP.1 - 3 Understand ratio concepts and use ratio reasoning to solve problems. Correlation to Gr. 7 Focus Standards 7.RP.1 – 3 Apply proportional relationships and use them to solve real-world and mathematical problems. Domain: Expressions and Equations 6.EE.1 – 4 Apply and extend previous understandings of arithmetic to algebraic expressions Correlation to Gr. 7 Focus Standards 7.EE.1 Use properties of operations to generate equivalent expressions. p. 41 (Teacher Notes) & 53 (Student Pages) Domain: Expressions and Equations 6.EE.5 – 8 Reason about and solve equations and inequalities Correlation to Gr. 7 Focus Standards 7.EE.B.4 Solve real-life and mathematical problems using numerical and algebraic expressions and equations. Domain: Expressions and Equations 6.EE.9 Represent and analyze quantitative relationships between dependent and independent variables No direct correlation to 7th grade focus standards according to Student Achievement Partners’ coherence map. RESOURCE TOOLBOX
Life guard Strong swimming skills Active listening Communicate clearly Judgment and decision making Critical thinking monitoring Reliable Cooperative Integrity Initiative Attention to detail Able to handle stress Good eyesight Desire to help others Leadership At least 15 years old. Have current certifications: Lifeguard, CPR for Professional Rescuer, First Aid Basics Water Safety Instructor Emergency Medical Technician
Learning Goals/Objectives Define “human capital” as the sum of a person’s productive knowledge, experience, and training. Identify the relationship between levels of education and wages or salary in a career. Identify the skills, knowledge, and training people will need for various jobs in the future. Overview In this lesson, students will explore the concept of human capital. Students will better understand how to build their own human capital and how it affects earned income. Materials Computer with internet access (Access to video technology) Promethean or Smart Board Video: Human Capital Interactive quiz on Human Capital video: Copies of the Income and Education Graphs (Provided in the lesson.) Copies of the Student Activity Sheet entitled, Career Information Worksheet (Included in the lesson.) Access to computers and the Internet Time 50 minutes, with possible time for homework. Activity Sequence INTRODUCTION/HOOK(5 minutes) Ask students to think back to when they were small children. Ask: Do you remember being asked what you wanted to be when you grow up? How did you answer? Have you changed your mind since then or are you now not sure what career you wish to follow? Ask: What will help you finally decide on a career? Will your choice be influenced by what you like and what you are good at doing? Explain that in this lesson, students will learn about the concept of human capital. It sounds very hard, but it is really quite simple. Human Capital is the combination of many things including experiences, education, training and interests that helps a person become ready for work and careers. ACTIVITY (40 minutes) View the video on Human Capital from Virtual Economics at: This video explains the concept of human capital and how it affects earning income. If time is available, work through the interactive quiz related to the above video: NOTE: Since the video includes income figures from the year 2000, two updated Income and Education Graphs are also provided to review in more detail after viewing the video. Explain that the two new graphics show updated income growth for persons investing in higher education. (10 minutes)
Handout #2 Credit Card Statement Name_____________________________ Financial Literacy Credit Card Company We’re in Your Pocket! Account Holder: Mr. & Mrs Creditworthy 4211 Riches Street Miami, Florida Account Summary Previous Balance $1,000.00 Charges This Month $ 200.00 $1,200.00 LATE FEE* $50.00 Over Credit Limit Fee ** $50.00 Interest Fee 12% *** $12.82
What techniques do advertisers use to sell their products or services? How does one evaluate the helpfulness and reliability of information presented in advertisements? Learning Goals/Objectives Indentify companies’ motives for advertising. Understand how businesses get consumers to purchase their products Evaluate the helpfulness and reliability of information presented in advertisements Complete a “Document Analysis” of a print advertisement Overview Students will discuss and evaluate the motivations and incentives for advertising. They will then review a variety of print advertisements, discuss advertising techniques, analyze the advertisements, and complete a document analysis worksheet for a selected advertisement. Materials Handout #1 “The Why and Where of Advertising” (included) PowerPoint Presentation: Analyzing Advertisements: They Said Whaaat? (Included in Lesson 4 file) Reliable Source Comparison Sheet (included) Newspaper or Magazine Ads (Either have these available in the classroom, or assign students to bring them from home- see Home Learning) Document Analysis Worksheet (included) Time 50 minutes Activity Sequence INTRODUCTION/HOOK Tell students that today’s class will be devoted to advertising. Brainstorm as to what advertising means. Then ask students if they think they are affected by advertising? Why or Why not? (2 minutes) Now tell students that you are going to present some phrases. They are to respond with their first thought when they hear the phrase. “Have it your way” (Burger King) “Zoom, zoom” (Mazda) “I’m loving it” (McDonald’s) “Eat fresh” (Subway) “Taste the rainbow” (Skittles) “It’s way better than fast food” (Wendy’s) “Just do it” (Nike) “Keeps going and going and going” (Energizer) “Finger lickin’ good” (KFC) “Melts in your mouth, not in your hands” (M&Ms) “You’re in good hands with…” (Allstate) Tell students that the above phrases are all advertising slogans. How many did they know? Research showed that exposure to advertising slogans influenced personal spending intentions and also influenced actual spending behavior. (3 minutes)
CC.6.L.4b Greek affixes and roots Latin affixes CC.6.L.4b Utilize affixes Identify meanings 3 3 Assessments Common Formative Pre- Assessment (Followed by Data Team Analysis): • Unit 1 Pre CA- “The Making of a Good Story” “Dipsticks” (Informal Progress Monitoring Checks): • Teacher created Common Formative Post- Assessment (Followed by Data Team Analysis): • Unit 1 Post CA – “The Making of a Good Story” Extended Writing Task for Unit 1
Critical Terms: Measure of Variation Number line Dot plot Histogram Box plot Data Sets Median Mean Striking deviation Outliers Measures of center Variability Data Interquartile range Distribution Skew Supplemental Terms: Mean absolute deviation Cluster Peak Gap Frequency table Symmetrical quartile
Tape Diagram Tape diagrams show the relationship between two quantities. Greatest Common Factor The largest quantity that factors evenly into two or more integers. The GCF of 24 and 36 is 12 because when all of the factors of 24 and 36 are listed, the largest factor they share is 12. Least Common Multiple The smallest quantity that is divisible by two or more given quantities without a remainder. The LCM of 4 and 6 is 12 because when the multiples of 4 and 6 are listed, the smallest or first multiple they share is 12. Multiplicative Inverses Two numbers whose product is 1 are multiplicative inverses of one another. For example, and are multiplicative inverses of one another because . Absolute Value The absolute value of a number is the distance between the number and zero on the number line. Quadrants The four sections of the coordinate plane formed by the intersection of the axes. Integers The numbers on a number line.
Learning Standard Ideas for Developing Investigations and Learning Experiences Date Completed Tobacco: Understanding what tobacco is and the difference between smoking and smokeless tobacco Explain the history of tobacco plantations Determine how advertising is used to entice consumers Identify the difference between smoking and smokeless tobacco Explain how using tobacco can be addicting Students will be able to define and understand the terms carcinogens, tar, nicotine, lung disease, addiction, withdraw, cold turkey, chronic bronchitis, emphysema, 2nd hand smoke, carbon monoxide Students will be able to identify the negative aspects of using tobacco Students will be able to understand and identify health consequences of using tobacco Students will be able to understand and identify social consequences of using tobacco Use a simple activity to identify the history of tobacco plantations Identify the difference between smoking tobacco and smokeless tobacco Use a simple activity to identify how manufactures use advertisement when targeting consumers Use a simple activity to identify how much money consumers waste on tobacco products Determine the addicting factor (nicotine) in tobacco Determine the health consequences of using tobacco (lung disease, lung cancer, heart disease, mouth cancer, stained teeth, loss of teeth) Determine the social consequences of using tobacco (clothes/hair/personal items that smell like smoke, loss of friends, restricted/smoke free areas) Use an activity to show the dangers of using tobacco (for example: create a Public Service Announcement poster or imovie)
Bishop Grosseteste University PERSON PROFILE: Systems Librarian E = Essential D= Desirable, A= Application, T= Test, I=Interview E D Method of testing A/T/I Qualifications and Knowledge A first degree or postgraduate qualification in the field of information & library management. A A Chartered member of CILIP. A Experience of working in an academic library. A Experience of academic subject liaison. A Experience of supporting research students. Knowledge of cataloguing and classification principles. A Experience of training others in specific tasks, providing demonstrations or explanations as required. A Significant experience of using a broad range of computer packages. A/I A working knowledge of WorldCat and/or other OCLC systems. A/I A working knowledge of resource authentication systems such as Athens, Shibboleth or EZproxy. A/I Experience of supporting computer systems in a library environment. A/I Competencies and Skills Strong ICT skills: able to troubleshoot problems and communicate effectively with IT professionals to resolve issues. A/I An interest in and basic understanding of computer languages and programming. A/I Good communication skills: approachable and supportive, able to build and sustain good working relationships. A/I Strong information retrieval skills. A/T Able to manage a busy and diverse workload, prioritising and responding to urgent situations effectively. A/I Able to work independently and as part of a team. A/I Proactive, self-motivated and flexible. A/I Conscientious and hard-working. A/I
Roll the number cube six times and record the data in the table provided. What do you notice about the outcome of actually rolling the number cube? Did anyone roll each number exactly once? The outcome most likely shows that not all numbers were rolled exactly once. Roll the number cube twenty more times and add tally marks to the table. Using colored pencils or a different color of pen, record the additional twenty rolls in the table with a new color. This will give you a reference point when reviewing the data. For this situation, we would expect an even distribution, but the actual outcome rarely results in data that matches the probability model. SOLVE PROBLEM – NON-UNIFORM PROBABILITY MODELS Maria and Michael’s teacher decided to change the experiment. She placed Maria’s name in the bag twice, Michael’s name in the bag three times, Jake’s and Josh’s names in the bag two times each, and Julia’s name in the bag once. Decide if the new model is a uniform probability model and explain why or why not. S, Study the Problem. Underline the question. This problem is asking me to find whether or not the model is uniform and explain why. O, Organize the Facts. First we identify the facts. Maria and Michael’s teacher decided to change the experiment. / She placed Maria’s name in the bag twice, / Michael’s name in the bag three times,/ Jake’s and Josh’s name in the bag two times each,/ and Julia’s name in the bag once./ Then we eliminate any unnecessary facts. In the last Step of O, we list the necessary facts. Ten total entries, two for Maria, three for Michael, two for Jake, two for Josh, and one for Julia. L, Line Up a Plan. Write in words what your plan of action will be. Identify the probability of choosing each student’s name and decide whether or not the probabilities are the same. Choose an operation or operations. Use a table to record the probabilities as fractions. V, Verify Your Plan with Action. Estimate your answer. This will not be a uniform probability model. Carry out your plan. We have a chart with each student’s name and we identify the probability of their name being chosen. This is not uniform because Michael and Julia’s chances are different from Jake, Josh and Maria’s chances. E, Examine Your Results.
A rhombus with side length s is shown below. The perimeter, P, of a rhombus is proportional to the length of each side, s. which equation represents this relationship? A. B. C. D. Sara is playing a board game. The probability that Sara will score a point on her next turn is . Which statement describes the probability that Sara will score a point on her next turn? A. likely B. certain C. unlikely D. impossible Salid bought 35 feet of window trim at a hardware store. The trim cost $1.75 per foot, including sales tax. If Salid paid with a $100.00 bill, how much change should he have received? A. $20.00 B. $38.75 C. $61.25 D. $80.00 A pile of newspaper in Ms. McGrath’s art class was inches high. Each consecutive week, for the next 5 weeks, the height of the pile of newspapers increased by inches. What was the height, in inches, of the pile after 3 weeks? A. B. C. D. Harper has $15.00 to spend at the grocery store. She is going to buy bags of fruit that cost $4.75 each and one box of crackers that costs $3.50. Write and solve an inequality that models this situation and could be used to determine the maximum number of bags of fruit, b, Harper can buy. Show your work.
Which expression has the same value as A B C D What value of x makes the equation true? A -3 B -2 C 2 D 3 The town library is raising money by selling old books for $2 each. Which equation can be used to find the amount of money raised if the number of books sold is known? Let x represent the number of books sold and y represent the number of dollars raised. y = y = 2x y = 2 – x y = 2 + x The perimeter of a rectangle is 90 cm. What is the length of the rectangle if the width is 10 cm? A 30 cm B 35 cm C 40 cm D 45 cm Mr. and Mrs. Garcia took their three children to see a matinee on Saturday. They spent a total of $55.50, which included $29.25 at the concession stand. Each of the movie tickets cost the same amount. Which equation shows the cost of each ticket, t? 5t = 29.25 + 55.5; t = $16.95 29.25 + 3t = 55.5; t = $8.75 29.25 + 5t = 55.5; t = $5.25 6t = 55.5 – 29.25; t = $5.00 Shamay spent $200 at a thrift shop. She bought 3 rings for $21 each and spent the rest on 4 equally priced bracelets. How much did each bracelet cost?
L.5c Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). L.6 Acquire and use accurately general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. of making the mechanics of English meaningful to middle school students. Also has a website: with downloads for teachers. BrainPop (your school may have a subscription to this online resource): when you log in to the website , choose English. From the next menu, choose Grammar to view the list of topics that are available. For each topic you can find a video and several activities. Speaking and Listening SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly. SL.1a Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. SL.2 Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study. SL.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. Additional Resources: Toastmasters: Tips & Techniques for Public Speaking: Video, “How to Give an Awesome Presentation” - Video, “5 Basic Public Speaking Tips” -
Writing W.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. W.9b Apply grade 7 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims”). W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. LearnZillion Videos on Argument Writing: Unit Resources Informational Text Unit of Study – Research Process
POINT WEBSTER MIDDLE SCHOOL 60 LANCASTER STREET 617-984-6600 Teacher: Mrs. Fitzpatrick Email: Course: 7th Grade Language Arts Classroom Expectations Treat others how you would like to be treated. Try your best. Be prepared. Be on time. Get situated/organized quickly. Participate. Be On Point! Major Topics Writing (Creative, Persuasive, Narrative, Poetry, Drama, Long Composition, Open Response, Research) Grammar Assessment Tools Writing Assignments/Projects Tests/Quizzes Classwork/Homework Cumulative Writing Folder Class Discussions Homework All homework and projects need to be handed in on their due dates to receive full credit. Assignments that are handed in one day late will only receive ½ credit. Assignments that are more than one day late receive zero credit and will still need to be handed in. If a student is absent, he/she is expected to follow the same guidelines upon his/her return to school (depending on the circumstances surrounding the absence).