zilongwang/ReadingBank huggingface dataset:
GRADE 12 MID-YEAR EXAMINATIONS June 2015 MATHEMATICS PAPER 2 Examiner: K Moffat Marks: 150 Moderator: N Vazzana Time: 3 hours ___________________________________________________________________________ PLEASE READ THE FOLLOWING INSTRUCTIONS CAREFULLY. This paper consists of 22 pages, including a two page formula sheet. Answer all the questions on the question paper. You may freely use an approved, non-programmable, and non-graphics calculator. Answers must be rounded off to two decimal places unless otherwise as stated in each question. Show all your working details, write legibly and present your work neatly. All writing must be in black or blue pen. Only sketches may be drawn in pencil. Diagrams are not necessarily drawn to scale. Use your time wisely: spend no more than half an hour on every 25 marks.
Noordwyk Primary School Assessment Plan Grade:3 Term 3 Subject: English No Date Assessment Task Total Mark Assessment Form 1 Listening and Speaking (oral and/ or practical) -Interviews people for a particular purpose such as to find out about a person’s work -Listens to a story and works out cause and effect in the 7 Oral Practical 2 03/08 Phonics (oral and/ or practical and/or written) all vowel and consonant blends learnt so far 10 10 Written Spelling 3 Reading (oral and/ or practical and/or written) Shared Reading book as a whole class with the teacher (shared reading) and discusses main idea, characters and plot whether a story was liked and is able to justify answer, e.g., “I loved this story because it reminded me of…” Group Guided Reading both silently and out loud from own book in a guided reading group with the teacher, that is, the whole group reads the same story at the instructional level of the group phonics, contextual or structural analysis decoding skills when reading unfamiliar words 7 7 Practical Oral 4 02/08 Handwriting Copies written text from the board, textbooks, work cards correctly, paying attention to correct letter formation and spacing in the joined script or cursive writing. 14 Written 5 03/08 Writing personal texts in different forms: a diary entry, a letter to a relative, description a variety of vocabulary to make the writing more interesting different sentence types when writing such as statements, questions, commands, etc. 20 Written 6 TASK 2 Listening and Speaking (oral and/ or practical) in discussions, giving useful feedback to others events in order of logical sequence 7 Oral Practical 17/08 24/08 Phonics (oral and/ or practical and/or written) 10 Written 30/07
Calculate, giving reasons, the size of: (3) (2) (2) In the diagram below, AB is the diameter of the semi-circle and C and D lie on the circumference. The tangent to the semi-circle at B, meets AC produced at E. Also and Name, giving reasons, three right angles in the figure. (6) Calculate, giving reasons, the value of x. (3) SECTION B: [76] QUESTION 6: [11] For 108 randomly selected university applicants, the following frequency distribution for NBT scores was obtained. Class Limits Cumulative Frequency 6 28 71 99 108 On the sets of axes provided below, draw the graph of the ogive for the above data. (3) On the same set of axes above, draw the graph of the histogram for the above data. (3) On the number line above, draw the box and whisker diagram for the above data. (5) QUESTION 7: [17] , G and are the vertices of a rhombus EFGH in a Cartesian plane. Write down the coordinates of the point of intersection of the diagonals of EFGH. (2) Calculate the value of a. (6) If find the coordinates of G. (2) Determine the size of . (7)
Circle C1 has an equation and its centre at A. The centre of circle C2 is . Circles C1 and C2 touch externally. Circle C3, with centre D, is drawn so that C1; C2 and C3 touch internally. The centres, A, B and D are collinear. Determine the radius of C2. (7) Determine the equation of C3. (8)
QUESTION 11: [13] In the diagram below, FG is the diameter of the circle with centre O. Chords FL and GH, both produced, meet at I. J is the mid-point of FL and OJ cuts FH at R. Prove that (5) In the figure below, A, B, C and D are points on a circle with centre O. It is further given that , reflex and . Use the diagram below to draw the picture for the information given above. (3) Calculate the size of y, stating all reasons: (5)
Resources: Assessment: (Including CCSS performance task.) FORMATIVE Checklist, running records, etc. Graphic organizers regarding mysteries (problem, important clues, solution, character’s motives) SUMMATIVE TBD “Crime box” with scenarios, clues, and kids need to solve it. List of mystery books: (refer to readingandwritingproject.com)
7. MS PowerPoint is a great tool that allows us to explain topics to people in an interesting way. 8. MS Excel is a spreadsheet program, useful for calculations and graph. 9. The two ways to run a presentation is by pressing F5 or select the symbol ( ) at the bottom of the page. 10) The spreadsheet consists of text and /or numbers. Q. 4) Write “True” or “False”: MS PowerPoint is a hardware. False A line graph is easier and quicker to understand. True A presentation involves a presenter and an audience. True MS Excel is used to make presentation. False Q. 5) Label the icons: MS Word MS Excel MS Power Point MS Office
UCMAS Week 1: March 18 – 22 UCMAS Activities Speed writing, Oral, Mental, Flash card, Magic bar. Abacus Calculation - Book B page I Practice UCMAS Activities and abacus calculation. Note: Basic level & level 2 students please check the first page of the book. Week 2: March 25 – 29 UCMAS Activities Speed writing, Oral, Mental, Flash card, Magic bar. Abacus Calculation Book B. Abacus Calculation - Book B Page J Practice UCMAS Activities and abacus calculation. Note: Basic level & level 2 students please check the first page of the book.
1 2 3 Knowledge of Region 1 characteristic of the region is featured/the characteristics are not related to the region. 2 characteristics of the region are featured. Most or all related to the region. 3 or more characteristics of the region are featured. All are related to the region. Organization Little organization was put into the labels and illustrations. The labels and illustrations are mostly neat and detailed. The labels and illustrations are very neat and detailed. Creativity The map contains little color and several white spaces. The map is mostly colorful with a few white spaces. The map contains colorful illustrations with little white spaces.
quarter of the line’s length (closer to the one), and placing the 100 up near the 1000 Relative size is very different to absolute size. We need to look at “about” how big one number is compared to another rather than always using 1cm to represent one. There are hundreds between each thousand, not just at the start. Week 5-6: Addition and Subtraction of large numbers Targeted teaching: Adding and Subtracting numbers with regrouping. Check out the grade 3 program for these same weeks for kids who are stuck. Make sure that kids understand: Kids need to be able to partition numbers to 20 in lots of different ways before we get them to add two digit numbers (e.g. 12 is 6 and 6 but it’s also 5 and 7 and also 9 and 3) Regrouping across the tens and ones is important to do before adding and taking away that needs this (e.g. make 57 in lots of different ways using tens and ones blocks – 5 tens and 7 ones, 4 tens and 17 ones…) We can make numbers using different combinations of hundreds, tens and ones and it can still be the same number (e.g. 324 can be 3 hundreds + 2 tens + 4 ones, but it can also be 2 hundreds + 12 tens + 4 ones) Resources: Back to Front Maths: Blast D1: Add numbers to 99 using regrouping Blast D2: Add numbers to 9 999 Blast D3: Subtract numbers to 99 using partitioning or trading Blast D4: Subtract numbers to 9 999 Other: Consider using D5 and D6 if you get time Regular tasks or indirect learning: Homework suggestions: Weeks 7-9: Decimal Numbers Targeted teaching: Investigating tenths, Identifying and describing tenths, Regrouping tenths, Comparing and ordering decimal numbers Make sure that kids understand: Tenths (like all fractions) have to be the same size as each other. The shape doesn’t matter but the size Resources: Back to Front Maths: Year 5 JP.4 Visualising tenths (find online). Use this before you begin to introduce tenths as it is a great diagnostic task and gets kids thinking. Regular tasks or indirect learning: Homework suggestions:
Lesson 16: I can solve two-step word problems using the standard subtraction algorithm fluently modeled with tape diagrams, and assess the reasonableness of answers using rounding. Objectives/Learning Targets Topic F Lesson 17: I can solve additive compare word problems modeled with tape diagrams. Lesson 18: I can solve multi-step word problems modeled with tape diagrams, and assess the reasonableness of answers using rounding. Lesson 19: I can create and solve multi-step word problems from given tape diagrams and equations. Addition and Subtraction Word Problems Videos: Fluency: Lesson 17 Change Place Value Convert Units Lesson 18 Number Patterns Convert Units Lesson 19 Sprint: Convert Meters to Kilometers and Meters Task Bank: Coordinating I-Ready Lessons: Use Place Value to Round Numbers Rounding to the Nearest 10, 100, or 1,000 enVision Resource: (enVision may be used to support the needs of your students, but should not be used independently of the mathematics curriculum) Literature Connections Sir Cumference and All the King’s Tens by Cindy Neuschwander Count to a Million by Jerry Pallotta How Much is a Million by David M. Schwartz Earth Day-Hooray! By Stuart J. Murphy A Place for Zero by Angeline LoPresti Other: Use this guide as you prepare to teach a module for additional guidance in planning, pacing, and suggestions for omissions.
Lesson 11: Connect the area model and the partial products method to the standard algorithm. (4.NBT.5, 4.OA.2, 4.NBT.1) Multiply Using Partial Products Lesson 11 Multiply Mentally Multiply in Three different Ways Objectives/Learning Targets Topic D Lesson 12: Solve two-step word problems, including multiplicative comparison (4.OA.1, 4.OA.2, 4.OA.3, 4.NBT.5) Lesson 13: Use multiplication, addition, or subtraction to solve multi-step word problems (4.OA.1, 4.OA.2, 4.OA.3, 4.NBT.5) Multiplication Word Problems Videos: Fluency Practice: Lesson 12 Multiply Mentally Multiply in Three different Ways Lesson 13 Sprint: Mental Multiplication Multiply using the Standard Algorithm Objectives/Learning Targets Topic E Lesson 14: Solve division word problems with remainders (4.NBT.6, 4.OA.3) *Module 3 continues in Quarter 2* Division of Tens and Ones with Successive Remainders Video: Fluency Practice: Lesson 14 Group Count to Divide Number Sentences in an Array Divide with Remainders Tasks: Coordinating I-Ready Lessons: Multiplying two-digit numbers by one digit numbers Multiplying two-digit numbers by numbers Review Multiplying two-digit numbers by one digit numbers Multiplying by two-digit numbers Literature Connections Amanda Bean’s Amazing Dreams by Cindy Neuschwander Multiplying Menace by Pam Calvert Safari Park by Stuart J. Murphy (Finding Unknowns) Other: Use this guide as you prepare to teach a module for additional guidance in planning, pacing, and suggestions for omissions.
h s f e s n k d f b m k l p g s b h a a s e a y m g f v r x b c o z l u s t q f e e w m g r l i o s l c f v z a x o h t r a e c n b t i n o s c l d n p p x c t x e e c r u j k v h f d b i n v s m l g c g n h r v n k d i b t y d r d f f o u s d f u s a y u k e s c k z o j s o b m y l c t The opposite of slow : ……………. 2- They fly to the moon by :…………... 3- We put trees in it : ………………. 4- The plane …………….at the airport 5- We leave our……… …on the sand 6- We need some ……………..to build the bridge . Date : ………………………………… * How many words can you make from the random of 18 letters? - 1
p u m o s e i a a n c o s l t r p h 1-……………………………………………. 2………………………………………………. 3-……………………………………………. 4………………………………………………. 5-…………………………………………….. ____________________________________________________________________________________ Date : ………………………………… Write the story of the first space man on the moon using the following pictures : Date : ………………………………… word groups
Find the words to complete the following sentences: s h f b e d c s b b p i a r a q l h m e o d n i k r v a s a t i z n g t m r g k t k s g f c n p m s e u t w r e g n a d d s t r i k s m b m o r n e t h g i r f 1- Be careful ,this knife is very…………………. 2- You shouldn't ……………………. Your baby brother. 3- I like wearing …………………. 4- Can you …………………… my bag with you ,please? 5- Most of birds have got tails and……………………… 6- This ………………… dress is very pretty.
*Answer: (healthy – race – wear – helmet - driver) Date :………………………… 2) Look at the pictures and choose the right answer a/ bicycle b/ helmet c/ flag d/ shoes a/ street b/ car c/ track d/ bus a/ orange b/ fruit juice c/ water d/ banana juice _______________________________________________________ a/ dinner b/ coffee c/ breakfast d/ sandwich a/ bicycle b/ school bus c/ house d/ racing car a/ blue suit
Write a story about your visit to Saudi Arabia. You went last weekend with your family. You went by car Date : …………………………………………………….. Look at this table and write about Sara and Mona's holidays: Time Presents Visits Staying Transport Country Name Winter Rugs Kabba Uncle's house Car Saudi Arabia Sara summer Bags Al Omary Mosque Hotel Plane Lebanon Mona ………………………………………………………………………………………………………………………………………………
Medium for Intermediate For instance… In addition to… In comparison… In contrast… One reason that… On the other hand… Another reason that… Difficult for Advanced and Fluent An example that show this… Furthermore… Consequently… Although Academic Vocabulary: Main Facts Historical Figure Big Topic Sub topic Text Feature Genres Perspectives Quotations Anecdotes Definitions Descriptions Headings Sub headings Introduction Conclusion Transition words link: Assessment Tools: Goals Rubric Assessment Checklist Unit of Study Assessment Checklist Bend 2 Student Name I can tackle a new piece of informational writing by coming up with a research plan. I can understand my notes well enough to explain my notes to someone else. I can draft new information books by drawing on everything I know as an information writer I can draft new information books by drawing on everything I know as an information writer I can draft new information books by drawing on everything I know as an information writer I can use text features to convey important information and ideas. I can accentuate a central idea by adding quotations to my writing I can craft chapters for my information book in style and form of narrative, essay, and how to genres. I can remember and address more than one side of a story. I can reflect on how much grown as a writer so I can set new goals for upcoming work. I can use transition words/phrases to connect my ideas. Notes
Supply List Grade 6 2018-2019 School Year English Language Arts —3-ring binder —lined composition paper —pencils/pencil erasers —handheld pencil sharpener —three highlighters —markers —colored pencils —2 pks of index cards —2 composition notebooks —kleenex —hand sanitizer Math 2 - Glue Sticks 2 -Erasers 1 - Pair Scissors 1 - Pencil Case 2 - Pkg. Lined Paper 4 - Lined Notebooks Pkg of Graph Paper 20 - #2 pencils 1 - Ruler 2 - 1" Binders 8 - Subject Dividers 1 - Geometry Set with safety compass 1 - Pencil Sharpener 3 - Highlighter Pens 12- Dry Erase Marker 1-Box of Tissue Paper 2- Composition Notebooks 1-Ream of Copy paper 1-Box Clorox Wipes 1-Hand Sanitizer Pair of ear buds Science Social Studies
-1- 2 inch 3 ring binder 4-3 prong pocket folders -Wide or college ruled notebook paper -1 pack color copy paper -1 pk color pencils -1 personal pencil sharpener -1 pk highlighters -1 pk post-it notes -1 pk index cards (3x5) 1- 12 inch /cm ruler -scissors -1-pack dry erase markers - 1 clean empty Pringles Can - Science goggles (safety glasses) - Graph paper -4 glue sticks -Any size zip lock baggies -1- pk disinfecting wipes -1 large hand sanitizer -1 box Kleenex -1 six-tab notebook divider 1- 2 inch 3 ring binder 3-ring binder —lined composition paper —pencils/pencil erasers —handheld pencil sharpener —three highlighters —markers —colored pencils —2 pks of index cards —2 composition notebooks —kleenex —hand sanitizer
Date: ___ October 2018 Revise for examination from the given syllabus. Subject Course Material Unit/ page English Macmillan English Language Book Unit 1,2,3 Reading and writing booklet, Spelling booklet Macmillan English Practice Book Unit 1,2,3 C.W Notebook, Quizzes Social Studies Student Book Pg 3-44 Workbook Pg 3-27 Mathematics Macmillan Math Unit 1 Pg 4-12, Unit 2 pg 14,16-21, Unit 3 Pg 24-16,28 Science Pupil’s book Pg 11-27 Workbook Pg 4-12 Computer Textbook Unit 1 pg 4,5,6,8,9,10,14,16,17 Practical Ms word table designing, header and footer Arabic : ــ (20 __ 76 ) Religion 15 86 Qatar History 10 22 Qatar History in English Text book Pg 11-29 Road to success Textbook Unit 1 lesson 1,2,3 Unit 2 lesson 4,5,
PAT RUBRIC: Westward Expansion Category 4 Exceeds Expectations 3 Meets Expectations 2 Approaching Expectations 1 Below Expectations Score Content All supportive facts and details are written accurately. Most supportive facts and details are written accurately. Some supportive facts and details are written accurately. Supportive facts and details are NOT written accurately. Basic Skills Demonstrates substantial use of primary sources to identify change for different groups of Americans, the land and the economy during Westward Expansion. Demonstrates acceptable use of primary sources to find identify the change for different groups of Americans, the land and the economy during Westward Expansion. Demonstrates a few errors when using primary sources to identify the change for different groups of Americans, the land and the economy during Westward Expansion. Demonstrates many critical errors when using primary sources to identify the change for different groups of Americans, the land and the economy during Westward Expansion. Analysis/Interpretation Skills Thoroughly analyzes information from the documents to draw meaningful conclusions about the geographic, social, political, economic, and technological changes that took place due to Westward Expansion. Makes a credible effort to analyze information from some of the documents to draw meaningful conclusions about the geographic, social, political, economic, and technological changes that took place due to Westward Expansion. Makes little effort to analyze information. Gives weak or superficial conclusions about the geographic, social, political, economic, and technological changes that took place due to Westward Expansion. Fails to analyze information to give conclusions about the geographic, social, political, economic, and technological changes that took place due to Westward Expansion. Application/Synthesis Skills Cites and elaborates evidence from given documents to develop an in-depth exhibit sign depicting the overall impact of Westward Expansion on the United States. Cites evidence from given documents but does not elaborate on the information. Develops an adequate exhibit sign depicting the overall impact of Westward Expansion on the United States. Cites some evidence from the given documents to develop a weak exhibit sign depicting the overall impact of Westward Expansion on the United States. Cites no evidence from the given documents. Fails to develop an exhibit sign depicting the overall impact of Westward Expansion on the United States. Communication Skills Exhibit sign is informative and reflective of impact of Westward Expansion. It is well organized using a variety of sources, and includes clearly stated, complex ideas. Exhibit sign is informative. It is organized with clearly stated ordinary ideas. Exhibit sign is somewhat informative, but is poorly organized with few unclear, restated ideas. Exhibit sign is unorganized with irrelevant statements and images.
Section I. Correlation with the 2010 Science Standards of Learning and Curriculum Framework Grade Six Summary Rating Adequate Limited No Evidence 6.1 6.1a 6.1b 6.1c 6.1d 6.1e 6.1f 6.1g 6.1h 6.1i 6.1j 6.2 6.2a 6.2b 6.2c 6.2d 6.2e 6.3 6.3a 6.3b 6.3c 6.3d 6.3e 6.4
6.4a 6.4b 6.4c 6.4d 6.4e 6.4f 6.4g 6.5 6.5a 6.5b 6.5c 6.5d 6.5e 6.5f 6.6 6.6a 6.6b 6.6c 6.6d 6.6e 6.6f 6.7 6.7a 6.7b
6.7c 6.7d 6.7e 6.7f 6.7g 6.8 6.8a 6.8b 6.8c 6.8d 6.8e 6.8f 6.8g 6.8h 6.8i 6.9 6.9a 6.9b 6.9c 6.9d
Section II. Additional Criteria: Instructional Planning and Support Degree of Correlation: Place an X to the right of your choice (Adequate, Limited , No Evidence) Must provide comments to support the ratings other than Adequate. 1. The textbook is presented in an organized, logical manner and is appropriate for the age, grade, and maturity of the students. Adequate Limited No Evidence Textbook is logically organized and grade/age appropriate for students. Textbook lacks consistency in organization and appropriateness for the grade/age of students. Textbook is not reasonably organized and is inappropriate for the grade/age of the students. Comments: 2. The textbook is organized appropriately within and among units of study. Adequate Limited No Evidence Scope and sequence is easy to read and understand. Scope and sequence is confusing and not easy to understand. Scope and sequence is difficult to read and understand. Comments: 3. The format design includes titles, subheadings, and appropriate cross-referencing for ease of use. Adequate Limited No Evidence Organizational properties of the textbook assist in understanding and processing content. Organizational properties of the textbook offer limited assistance in understanding and processing content. Organizational properties of the textbook do not assist in understanding and processing content. Comments:
Goals: (These should be aligned to the Goals above) Good writers read and listen closely to gather ideas. Good writers craft theses and revise them accordingly. Good writers use a variety of strategies to support their thesis. Good writers study mentor texts to help structure their own essay. Good writers can generalize, summarize and draw conclusions. Learning Targets (aligned to goals) 1 I can read with attentiveness to detail that can spark ideas for my own writing. 4 I can select ideas to craft into a thesis. 5 I can select mini-stories as evidence to support my ideas. 8 I can study published literary essays to find structures for my own literary essays. I can use transition phrases to connect my ideas/writing. 2 I can study characters with special attention. 4 I can find way to question and revise my thesis supported by the whole text. 6 I can use direct quotes to support my claims about text. 3 I can elaborate on my ideas by using simple prompts. 7 I can use lists to support my claims. 8 I can create drafts out of collections of evidence. Stage 2 Determine Assessment Evidence Bend 1 Academic Language (What language will students need to sound like experts?) Academic Language Function(s): Summarize, Drawing Conclusions, Making Generalizations Asking and Answering Questions Academic Language Stems: Easy for Beginners One time… Also… I have found… This is important because…
Student Name I can read with attentiveness to detail that can spark ideas for my own writing. I can study characters with special attention. I can elaborate on my ideas by using simple prompts. I can select ideas to craft into a thesis. I can find way to question and revise my thesis supported by the whole text. I can select mini-stories as evidence to support my ideas. I can use direct quotes to support my claims about text. I can use lists to support my claims. I can create drafts out of collections of evidence. I can study published literary essays to find structures for my own literary essays. I can use transition phrases to connect my ideas/writing Notes B = Beginning D = Developing P = Proficient M=Mastery Unit of Study Assessment Rubric Unit # - Unit Title…
Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. Acknowledge new information expressed by others and, when warranted, modify their own views. W.7.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Provide a conclusion that follows from and reflects on the narrated experiences or events. Learning Task #1: Short Constructed Response to a Prompt Prompt: Using a scale of 5, with 5 being the most positive and 1 being the least, how do you feel about starting school today. Write a short but formal response in which you explain why you ranked your feelings as such. Use personal examples to support your reply. Scaffolding Suggestion: Provide sentence stems such as the following: “I ranked my feelings about starting school at a _____. I chose that ranking because ____________________________________________. The reason I feel this way is because of the time(s) I ___________________________________. Allow students a few minutes to discuss their ideas either as a whole class, small group, or pairs. Advanced prompt: At what point did you start or stop liking school? Why did that happen? Write a short, reflective narrative that explains the circumstances. Although this is a draft, still do your best “on-demand” writing.
Section B: Music (50 Marks) Question 1: Write the letters from Column B in the ANSWER column to match the music notation in Column A. (12) Column A ANSWER Column B 1) E√ a) “D” in the bass clef 2) G√ b) “G” in the bass clef 3) J√ c) “A” in the treble clef 4) B√ d) “A” in the bass clef 5) F√ e) The bass clef 6) I√ f) “B” in the treble clef 7) L√ g) The treble clef 8) K√ h) “F” in the bass clef 9) C√ i) “C” in the bass clef 10) D√ j) The stave/staff 11) A√ k) “G” in the bass clef 12) H√ l) “E” in the bass clef
Unit 4 Table of Contents Unit 4 Title: The Literary Essay: Writing about Fiction Section Page Number Unit Essential Questions Skip Unit Goals and Sub Goals (Task Analysis) Done Unit Language (Spanish, Russian, English) Done English Unit Assessment Checklist Done Unit Assessment Rubric Skip Sample Unit Calendar Done Grade 4 Content Unit 4 Bend 3: Writing Compare and Contrast Essays Dates of Unit: Unit Title: The Literary Essay: Writing about Fiction Stage 1 Identify Desired Results Standards: (Alpha-numeric listing of standards incorporated in the unit) W.4.1.a.b. W.4.4, W.4.5, W.4.7, W.4.8, W.4.10 RL.4.1, RL.4.2, RL.4.9, RL.5.1, RFS.4.4 SL 4.1, SL.4.4, SL.4.6, L.4.1., L.4.2.b.c, L.4.3.c, L.4.6 Essential Questions: (These goals should be aligned to Essential Questions.)
Medium for Intermediate For instance… In addition to… In comparison… In contrast… One reason that… Difficult for Advanced and Fluent An example that show this… Furthermore… Consequently… Although Academic Vocabulary: Thesis Craft Revise Elaborate Arguments Evidence Theories Essay Essayist Literary Devices Archetype Point of View Protagonist Tension Symbol Tone Assessment Tools: Goals Rubric Assessment Checklist Unit of Study Assessment Checklist Bend 3
Question 3 (3x½=1½) List three components to consider when selecting a career. Question 4 (5x½=2½) State whether each of the following is Myth or Fact. People over the age of 18 can purchase and drink alcohol because alcohol is not a drug. Khat is a gateway drug. Smoking helps some people to control their stress levels. Morphine is used by doctors so it is not a harmful drug. You need to use heroin many times before you become addicted Question 5 (3x1=3) Fill in the missing words: Heroin, morphine and opium are drugs commonly known as _________. Marijuana and alcohol are drugs commonly known as _________. Caffeine, nicotine and cocaine are drugs commonly known as _________. Question 6 (3x1=3) Fill in the missing words: Marijuana is a drug that is normally found in _____________ form. Nicotine is a drug that is normally found in _____________ form. Cocaine is a drug that is normally found in _____________ form. Question 7 (2x½=1) List 2 possible changes in behaviour or attitude that might indicate a person has a substance abuse problem. Question 8 (2x½=1) List 2 possible changes in appearance that might indicate a person has a substance abuse problem. Question 9 (1) Which of the following diseases is curable? Write the letter of your answer, on the answer sheet.
SECTION B [28] Question 1 (2) Explain what the following slogan means and how you think this approach can solve environmental health problems? Think Global. Act Local. Question 2 (2) Some environmental health problems are caused by people who know that they are destroying the environment but don’t have any option but to do what they are doing. Provide a real-life example of this type of environmental damage. Question 3 (2) Local strategies that reduce the risk of unhealthy environments include action taken by schools. Suggest two ways that schools can play a role in ensuring a healthy environment. Question 4 (3) The following 6 major South African environmental health issues have been identified by the World Health Organisation: Rubbish/Litter, Sanitation, Water, Poison/pollutants, Hygiene and Food. Select ONE of these issues and write a short paragraph of between 3 and 4 sentences, discussing how you, in your individual capacity, could take action to prevent an unhealthy environment. Question 5 (5) Read the description of a young man called Petrus. Based on the description, select a suitable career from the list provided and give a reason why you think this would be a good career choice. [1½]
Suggested Manipulatives Fraction circles Fraction squares Fraction Bars Fraction Number Lines Grid Paper Geoboards Cuisenaire Rods Fraction Towers Color Tiles Fraction Number Lines Vocabulary Common fraction Denominator Equivalent Sets Improper Fraction Increment Numerator Proper fraction Unit fraction Whole number Mixed Number Suggested Literature Fraction Fun Fraction Action A Fraction’s Goal – Parts of a Whole Give Me Half Apple Fractions Whole-y Cow! Fractions are Fun The Hershey’s Milk Chocolate Fractions Book State Tasks
Parts of a Whole Fill in the other ways to represent each number: Decimal Fraction Percent Decimal Fraction Percent 0.04 0.62 9% 40% Give an example of a fraction larger than 0.5. Integers Order the following sets of integers from smallest to largest -5, +9, 0, -1, -8, -6 _____, _____, _____, _____, _____, _____ Finding Numbers on a Number Line Place the numbers where they belong on the number line: 2, -1, , 40%, 0.9 Addition 12 + 9 = 63 + 295 = 2453 + 729 + 144 =
15 3 – 10 (+8) – (+6) (+2) – (-6) (-8) – 9 (-4) – (-4) Multiplication 5 x 9 3 x 16 1000 x 81 3826 x 6 25 x 48 86.9 x 7 6 x 0.1 0.01 x 5.88 5 x 0.02
How many kilometers will Cindy jog in 5 hours? Hours Kilometers 1 4 2 8 3 12 4 16 5 20 What is the pattern rule? Input Output 23 46 25 50 9 18 47 94 2x Fill in the table for y = 2x + 1 x y 1 3 2 5 3 7 4 9 Which of the following is an example of an expression? 2x + 4 5x + 4 = 29 A = L x W 12 + 6 = What is the expression for three times a number minus five? 3t-5 What is the equation for the following statement: one more than double a number is 11? 2t+1=11 Ray earns money cleaning windows. For each house he charges $5 plus $2 for every window cleaned. What is an expression that represents his total earnings? 2w+5 Solving Equations 34 = + 9
NOORDWYK PRIMARY SCHOOL Grade 7 Assessment Plans Term 3 – 2018 ENGLISH DATE ASSESSMENT TASK 1 FORM TOTAL MARKS TASK 1 27/07 Give directions Rubric 30 30/07 Role play – Meeting procedure Rubric 30 TASK 2 21/08 Write a descriptive essay Rubric 50 24/08 Plan a meeting Rubric 30 TASK 3 04/09 Cycle Test : Language structures and conventions in a text. Memo 60 FAL - AFRIKAANS DATE ASSESSMENT TASK FORM TOTAL MARK Taak 1 18/07 – 27/07 Rolspel Rubriek 20 Taak 2 01/08 Skryf ‘n agenda Rubriek 10 21/08 Opstel Rubriek 30 Taak 3 05/09 Siklus toets : Bebripstoets en Taalgebruik Memo 40 MATHEMATICS DATE ASSESSMENT TASK FORM TOTAL MARKS 06/08 Project : Graphs Memo 40 13/08 Assignment : Numeric patterns and functions Memo 30 06/09 Cycle Test Memo 60 NATURAL SIENCE DATE ASSESSMENT TASK FORM TOTAL MARKS 15/08 Test : Energy and change Memo 40 22/08 Practical task : Investigate metal conductors and heat. Rubric 15 07/09 Cycle Test Memo 70
Name: _____________________ PAT RUBRIC: Civil Rights Movement: Citizens Work For Justice Category 4 Exceeds Expectations 3 Meets Expectations 2 Approaching Expectations 1 Below Expectations Score Content All supportive facts and details are written accurately. Most of the supportive facts and details are written accurately. Some of the supportive facts and details are written accurately. Supportive facts and details are not reported accurately. Basic Skills Demonstrates mastery with describing the effectiveness of average citizens and each branch of government during the Civil Rights Movement. Demonstrates ability with describing the people, places, events and connections during the Civil Rights Movement. Demonstrates some ability with describing the people, places, events and connections during the Civil Rights Movement. Does not demonstrate ability describing the people, places, events and connections during the Civil Rights Movement. Analysis/Interpretation Skills Examines and uses all of the documents successfully. Examines and uses most of the documents successfully. Examines and uses some of the documents successfully. Does not examine or use any of the documents successfully. Application/Synthesis Skills The article provides a clear and specific perspective on progress as it relates to average citizens and each branch of the government during the Civil Rights movement. The article provides a clear perspective on progress as it relates to average citizens and each branch of the government during the Civil Rights movement. The article has reasons for the Civil Rights Movement, but the perspective on progress as it relates to average citizens and each branch of the government during the Civil Rights movement. The article does not provide a clear, specific perspective on the Civil Rights Movement. Communication Skills The article is well organized with accurate content and is persuasive in communicating a specific perspective of the Civil Rights movement. The article is organized with accurate content and communicates a specific perspective on the Civil Rights movement. The article includes some accurate content but does not communicate a specific perspective on the Civil Rights movement. The article has inaccurate content and does not communicate a specific perspective about the Civil Rights movement. Comments____________________________ SCORE___________________________
PAT DOCUMENT ORGANIZER: Civil Rights Movement: Citizens Work For Justice *Be sure to note which document the information is being pulled from Describe actions of average citizens and the Legislative, Executive and Juridical branch during the Civil Rights movement that brought about progress. Describe the lasting impacts of the actions of the Legislative Executive and Judicial Branch during the Civil Rights Movement. Could this branch have done more? What problems still exist? Formulate an argument that will convince readers about the effectiveness of the Legislative, Executive and Judicial Branch during the Civil Rights movement. Average Citizens Legislative Executive Judicial
Document A cont. John D. Rockefeller Standard Oil INFO METHODS POSITIVES NEGATIVES Graduated from high school, good in math Started first company before he was 20 years old ”I believe that the power to make money is a gift from God”. MONOPOLY Lowered his prices so much that his competitors went out of business Bought up companies that went out of business Because he had a MONOPOLY, he could charge high prices and because there was no competition Also used idea of VERTICAL INTEGRATION, in which he bought all the steps in the production process. Ex: owned the company that made the wooden barrels for the oil Made secret deals with the railroads to get cheaper shipping prices Greater efficiency and secret deals led to LOWER PRICES for oil Increased output of oil Provided jobs Founded University of Chicago Started the Rockefeller Foundation to give away money for purposes like improving teaching and medical research Helped fund high schools in the South and helped rid the South of hookworm Gave away half of his money Used dishonest methods to become successful, like creating a monopoly so he could control prices, and making secret deals Paid workers low wages. When some miners tried to form unions, he closed mines and let workers starve Other workers on strike were shot at and killed
PAT DOCUMENT ORGANIZER: The Rise of Big Business and Government’s Expanding Role in the Economy Robber Baron: a ruthlessly powerful U.S. capitalist or industrialist of the late 19th century considered to have become wealthy by exploiting natural resources, corrupting legislators, or other unethical means. Captain of Industry: a business leader whose means of amassing a personal fortune contributes positively to the country in some way. Evidence Chart Task Skill: Identify and describe the work done by Carnegie, Rockefeller and Vanderbilt. (Use initials given to indicate specific captain) Task Skill: Analyze the positive effects of the work done by Carnegie, Rockefeller and Vanderbilt. (Use initials given to indicate specific captain) Task Skill: Analyze the negative effects of the work done by Carnegie, Rockefeller and Vanderbilt. (Use initials given to indicate specific captain)
SVC Red Max Newitt Matthew Direen Mitchell Hayers Ned Ward Jake Stebbings Dylan Backhouse Harry Giltinan Jack Sheehan Luke Kelly Jack Bridgland Matthew Noble Jackson Gill Brodie Turner SVC Purple Darcy Gardner Ross Di Bari Kyeden Booth Kyle Lawson Lachlan Greenhill Bailey Cowen Ricciardo Mucci Kristopher Oldham Ben Jenkins Ned Ward Adam Green Blake Lennox Cameron Monks Unavailable: Tom Vallerine, Jack Mansfield If your name has been left off a team list or you are unable to play please see Mr Waddington or email
SVC 1 Harry Williams Will Satori © Oliver Kelly Riley Ferguson (wk) William Busch Joshua Hine Josh Cobern Jack Richardson Jack Johnson Jacob Blackwell James Wilson Billy Triffet V Hutchins 1 – Hutchins Main Oval Monday March 26 SVC 2 Aiden Featherstone Jamerson Arnold Jack Pritchard Thomas Moore © Kaidel Wilson Darcy Allen Harry Van Kraanen (wk) Jake Fehlberg Jack Heawood Thomas Briggs Jacob White Broden Arnold V Hutchins 3 – Hutchins Top Oval (Barrie Irons Oval) Monday March 26 SVC 3 Will Ashby © Arjun Sharma Hugh Smith Samuel Chivers Connor Schofield Aryton Cooke Jensen Cooke Krystian Jankowiak Nicholas Blackwell Jewd Careless Fletcher Marron Archie Sawers Mitchell Graham V Hutchins 2 – Mt Nelson Oval Monday March 26 SVC Intra-School Game JPC Oval - Monday March 26 SVC 4 Campbell Webb Yianni Paradisis Dylan Price Mac Walker Connor Lockett Daniel Cassidy Markus Black Kaleb Turner Flynn Read Ethan Brown Daniel Lucas James Robinson SVC 5 James Wolfe Harrison Williams Connor Millward Noah Mead Michael Cooper Oliver Horswill Max Kastner James Zeeman Alexander Haigh Lachlan Dare Jacob Quayle Jacob Goodsell
Week 2: March 11 -15 UCMAS Activities Abacus Calculation Book B. Practice UCMAS activities and abacus calculation. Note: Basic level & level 2 students please check the first page of the book. Mid-Term exam Test will be in normal classes. Please revise all the formula and practice abacus calculation.
76.3 – 14.209 = 62.091 − 122.4 = 4877.6 15= - 15 3 – 10 = -7 (+8) – (+6)=+2 (+2) – (-6) = +8 (-8) – 9 = -17 17. (-4) – (-4) = 0 Multiplication 8 x 7 = 56 129 x 8 = 1032 25 x 48 = 1200 86.9 x 7 = 608.3 6 x 0.1 = 0.6 0.01 x 5.88 = 0.0588 5 x 0.02 = 0.1 (-4)(6) = -24 (-2)(3)(-5) = +30
3.0 + 2.0 = 5.0 3.1 + 2.6 = 5.7 7.1 + 2 = 9.1 $17.88 + $2.90 = $20.78 4.301 + 2.89 = 7.191 (-8) + (+12) = +4 (+5) + (-10) =-5 (-6) + (-9)= -15 Subtraction 27 - 3 = 24 607 – 32 = 575 1465 – 348 = 1117 6.0 – 5.0 = 1.0 8.5 – 2.4 = 6.1 7.1 – 3 = 4.1 76.3 – 14.209 = 62.091 − 122.4 = 4877.6 15= - 15
5 + 7 (9 – 4 + 3) = 61 5 + 2 (8 – 4) 4 + 4 = 11 Cartesian Plane Write the (x,y) coordinates for each point: C (2,2) H (5, -6) Which point is described by the coordinates: (3, -1) G (-6, -1) D Patterns How many kilometers will Cindy jog in 5 hours? Hours Kilometers 1 4 2 8 3 12 4 16 5 20 What is the pattern rule? 2x Input Output 23 46 25 50 9 18 47 94 Fill in the table for y = 2x + 1 x y 1 3 2 5 3 7 4 9 Which of the following is an example of an expression? 2x + 4 5x + 4 = 29 A = L x W
12 + 6 = Evaluate each of the following: 38 m when m=5 190 10y-5.6 when y=2 14.4 Study the graph below. What is the equation of the line passing through the points marked on the graph? What is the expression for three times a number minus five? Ray earns money cleaning windows. For each house he charges $5 plus $2 for every window cleaned. What is an expression that represents his total earnings? Which is the correct equation for the following statement: one more than double a number is 11? X + 1 = 11 2x + 1 = 11 2x = 11 + 1 X + 2x = 11
3.0 + 2.0 3.1 + 2.6 7.1 + 2 $17.88 + $2.90 4.301 + 2.89 (-8) + (+12) (+5) + (-10) (-6) + (-9) Subtraction 27 - 3 607 – 32 1465 – 348 6.0 – 5.0 8.5 – 2.4 7.1 – 3 76.3 – 14.209 − 122.4 15
3 – 10 (+8) – (+6) (+2) – (-6) (-8) – 9 (-4) – (-4) Multiplication 8 x 7 129 x 8 25 x 48 86.9 x 7 6 x 0.1 0.01 x 5.88 5 x 0.02 Division 10 9 8
5 + 7 (9 – 4 + 3) 5 + 2 (8 – 4) 4 + 4 Cartesian Plane Write the (x,y) coordinates for each point: C H Which point is described by the coordinates: (3, -1) (-6, -1) Patterns How many kilometers will Cindy jog in 5 hours? Hours Kilometers 1 4 2 8 3 12 4 16 5 ? What is the pattern rule? Input Output 23 46 25 50 9 18 47 94 Fill in the table for y = 2x + 1 x y Which of the following is an example of an expression? 2x + 4 5x + 4 = 29 A = L x W
Mathematics Grade 8 Shape and Space (SS) Outcome 1 – Little Evidence With help, I understand parts of the simpler ideas and do a few of the simpler skills. 2 – Partial Evidence I understand the simpler ideas and can do the simpler skills. I am working on the more complex ideas and skills. 3 – Sufficient Evidence I understand the more complex ideas and can master the complex skills that are taught in class. I achieve the outcome. 4- Extensive Evidence I have a deep understanding of the complex ideas, and I can use the skills I have learned in situations that were not taught in class. SS8.1 I can demonstrate understanding of the Pythagorean Theorem concretely or pictorially and symbolically and by solving problems. [CN, PS, R, T, V] I can identify and label the parts of a right triangle (legs, hypotenuse, right angle) I can identify that a2 + b2 = c2 for right triangles and only right triangles, concretely, pictorially OR symbolically I can explain that a2 + b2 = c2 concretely, pictorially AND symbolically AND I can solve problems using the Pythagorean theorem. I can create and solve real life problems involving the Pythagorean theorem, Pythagorean triples, or the converse of the Pythagorean Theorem Comments
SS8.4 I can demonstrate an understanding of tessellation by: 1. explaining the properties of shapes that make tessellating possible 2. creating tessellations 3. identifying tessellations in the environment. [C, CN, PS, T, V] With help, I can identify transformations (translations, reflections and rotations) within a tessellation. I can identify a few transformations (translations, reflections OR rotations) within a tessellation. I can identify transformations (translations, reflections AND rotations) within a tessellation. I can identify and explain transformations (translations, reflections and rotations) including angle measurements, within a tessellation. With help, I can design and create a tessellation involving one 2D shape. I can design and create a tessellation involving one or more 2D shapes. I can design and create a tessellation involving one or more 2D shapes and document the mathematics involved in the tessellation e.g. angles, transformations ) I can design and create a tessellation involving at least two 2D shapes, document the mathematics involved in the tessellation e.g. angles, transformations), and explain my creation. Comments:
The following glossary is a reference list provided for the item writers and is not intended to comprise a comprehensive vocabulary list for students. OPTIONAL 8th Grade Comprehensive & Physical Science Activity Directions: Over the summer create vocabulary index flash cards to help prepare for the Science FCAT given in 8th grade. Include vocabulary word, definition, and a picture or sentence using the word. Your Science teacher may give extra credit for completing these cards. FCAT 2.0 SCIENCE ITEM WRITER GLOSSARY Part 1 Absorb—To take up and store energy without reflecting or transmitting that energy. Adaptation—A characteristic of an organism that increases its chances of survival in its environment. Analyze––To examine methodically by separating into parts and studying their interrelatedness. Asteroid—A rocky or metallic object that orbits the Sun and is much smaller than a planet. Attraction—A term used to describe the electric or magnetic force exerted by oppositely charged objects or to describe the gravitational force that pulls objects toward each other. Balanced forces—Forces that are equal in size but opposite in direction. See also force and unbalanced forces. Behavior—A plant or animal action, reaction, or activity that occurs in response to stimuli (e.g., gravity, light, temperature). Carnivore—An animal that obtains nutrients from eating other animals. Characteristic—A feature, quality, property, or trait of an object or organism. Chemical change––Process by which substances are changed into different substances with different properties. Classify—To arrange in a specific order or group by categories based on similarities. Cleavage—A property used to describe how a mineral breaks apart along smooth surfaces. Climate—The average pattern of weather that occurs in a certain location over many years. Comet—An object made of rock, ice, dust, and gas that revolves around the Sun. Community—Populations of different species of organisms living together in the same geographic area. Complete metamorphosis—Type of insect development characterized by the presence of a larval stage with different feeding habits. Conclusion––A statement that tells what an investigation showed, based on observations and data. Condensation—The process by which water is changed from a gas (water vapor) to a liquid; a stage of the water cycle.
Module 8 - Solving Systems of Linear Equations - Lesson 8.1 - Solving Systems of Linear Equations by Graphing Semester Assessment Quarter 3 Jan 5 – Mar 18 Week Major Concepts / Topics Possible Resources 1 Unit 4 - Transformational Geometry Module 9 - Transformations and Congruence - Lesson 9.1 - Properties of Translations Lesson 9.2 - Properties of Reflections Lesson 9.1 - Lesson 9.2 - 2 Unit 4 - Transformational Geometry Module 9 - Lesson 9.3 - Properties of Rotations Lesson 9.4 - Algebraic Representations of Transformations Lesson 9.5 - congruent figures Assessment Lesson 9.3 - Lesson 9.4 - Lesson 9.5 - 3 Unit 4 - Transformational Geometry Module 10 - Transformations and Similarity - Lesson 10.1 - Properties of Dilations Lesson 10.2 - Algebraic Representations of Dilations Lesson 10.1 - Lesson 10.2 - 4 Unit 4 - Transformational Geometry Module 10 - Lesson 10.3 - Similar Figures Module 11 - Lesson 11.3 - Angle Angle Similarity Assessment Lesson 10.3 - Lesson 11.3 - 5 Unit 5 - Measurement Geometry Module 11 - Angle Relationships in Parallel Lines and Triangles - Lesson 11.1 - Parallel Lines Cut by a Transversal Lesson 11.1 - 6 Unit 5 - Measurement Geometry Module 11 - Lesson 11.2 - Angle Theorems for Triangles Assessment Lesson 11.2 - 7 Unit 5 - Measurement Geometry Module 12 - The Pythagorean Theorem - Lesson 12.1 - The Pythagorean Theorem Lesson 12.1 - 8 Unit 5 - Measurement Geometry Module 12 - Lesson 12.2 - The converse of the Pythagorean Theorem Lesson 12.2 - Lesson 12.3 -