zilongwang/ReadingBank huggingface dataset:
GradCheck Matrix Task Task Task Overall Points Understanding yourself Go to the Career Edge assessments and complete the Strengths Assessment as a minimum. Record your top 3 signature strengths and any developmental areas Complete the ‘Career Planner’ at Graduate Prospects and favourite your Job Profiles of interest Write a timeline of your work, voluntary and educational experiences to on what you enjoyed and didn’t enjoy /3 Dream Job Exploration and Decision Making In Career Edge watch the Career Pathways videos for real life employer stories and industry specific tips Make a career shortlist (2 sectors and 5 careers as a maximum) and book an appointment with a Careers Adviser if you want to talk through your ideas Select a career path you are going to focus on as your next step and write a list of organisations you are interested in working for /3 Options after Graduating Getting a Graduate job: continue to follow all the steps below (even if you have other plans immediately following graduation, it’s good to get prepared earlier rather than later) Check if Postgraduate Study is required for your chosen career path and if could be an option for you If interested, explore Gap years and/or working abroad /3 Job Search Explore the wide range of opportunities advertised within Career Edge (full, part time and casual jobs, work experience, placements and voluntary work) From the Graduate Prospects Job Profiles find out where jobs you are interested in are advertised Sign up for any email job alerts, where applicable, and make note of any graduate scheme deadlines /3 CV Look at the CV advice on Career Edge and CV examples on Graduate Prospects Use the CV Builder in Career Edge or update current CV Bring printed CV to the Careers Drop in at the Foster building for feedback /3 Employer Contact and Work Experience Create a Linked In profile (professional networking social media platform) Make contact with organisations you would like to work for Arrange some work experience or set up some voluntary work /3
11:00 – 12:00 PM Renal Emergencies Gary Pollock, MD, Associate Program Director, University of Pittsburgh Emergency Medicine Residency Thursday, July 21, 2011 CHP DAY 8:00 – 9:00 AM Upper Airway Emergencies in Pediatrics Sonia Singh, MD, Attending Physician, Department of Emergency Medicine, Children’s Hospital of Pittsburgh of UPMC 9:00 – 10:00 AM Visual Diagnosis Ami Shah, MD, Fellow, Department of Emergency Medicine, Children’s Hospital of Pittsburgh of UPMC 10:00 – 11:00 AM Diagnoses Not to Miss (but easy to miss!) in the Pediatric Patient Amanda Lovallo, MD, Attending Physician, Department of Emergency Medicine, Children’s Hospital of Pittsburgh of UPMC 11:00 – 12:00 PM Non-Accidental Trauma Elizabeth Thorpe, MD, Fellow, Department of Emergency Medicine, Children’s Hospital of Pittsburgh of UPMC Thursday, July 28, 2011 PRESBY DAY 8:00 – 9:00 AM Post Cardiac Arrest Management in the ED Ankur Doshi, MD, Attending Physician, Department of Emergency Medicine, UPMC Presbyterian 9:00 – 10:00 AM Neurological Prognostication after Cardiac Arrest Clif Callaway, MD, PhD, Associate Professor and Executive Vice Chair, Ronald D Stewart Endowed Chair of Emergency Medicine, Department of Emergency Medicine, University of Pittsburgh School of Medicine 10:00 – 11:00 AM Just Images Bob Hyde, MD, Attending Physician, Department of Emergency Medicine, UPMC Presbyterian 11:00 – 12:00 PM PSQI Lecture Charissa Pacella, MD, Chief of Emergency Services, Department of Emergency Medicine, UPMC Presbyterian
Sources/Bibliographic Information that contributed to this lesson: - Name: _____________________________ Date: ________________________ “Kids Safety Choices” Risk Ways to Reduce or Avoid the risk Swimming Pool
Riding a bicycle Riding in a car Safety signs Fire Safety Possible Answers “Kids Safety Choices” Risk Ways to Reduce or Avoid the risk Swimming Pool -drowning -swim with an adult -wear floaters if you cannot swim Riding a bicycle -fall and hurt yourself -get hit by a car -wear a helmet -follow signs -look for cars if in the street -don’t hang anything from the bike Riding in a car -getting hurt if car crashes -police can give a ticket -sit in the back -wear your seat belt -all body parts should remain inside the car Safety signs -get hurt -look at signs -follow signs -They warn us Fire Safety -get burned -house or items can catch fire -know how to get out safely of where you are -don’t use appliances without an adult
Grade: 1 Lesson # 15 How does cost impact the decision-making of spending? 2 SS.4.FL.2.5 Explain that costs are things that a decision maker gives up; benefits are things that a decision maker gains. Make an informed decision by comparing the costs and benefits of spending alternatives. SS.4.FL.2.5Explain that costs are things that a decision maker gives up; benefits are things that a decision maker gains. Make an informed decision by comparing the costs and benefits of spending alternatives. Making Good Spending Choices Lesson Number): 15 Correlated Florida Standards (See Full Text on Cover Page) LAFS.1.RI.1.2 LAFS.1.RI.1.3 LAFS.1.RI.3.7 LAFS.1.SL.1.1 LAFS.1.SL.1.2 Essential Question
Students extend their understanding of and skill with tens and ones to numbers to 100 in Topic B (1.NBT.2). For example, they mentally find 10 more, 10 less, 1 more, and 1 less (1.NBT.5) and compare numbers using the symbols >, =, and < (1.NBT.3). They then count and write numbers to 120 (1.NBT.1) using both standard numerals and the unit form. In Topics C and D, students again extend their learning from Module 4 to the numbers to 100 to add and subtract (1.NBT.4, 1.NBT.6). They add pairs of two-digit numbers in which the ones digits sometimes have a sum greater than 10, recording their work using various methods based on place value (1.NBT.4). In Topic D, students focus on using drawings, numbers, and words to solve, highlighting the role of place value, the properties of addition, and related facts. In Topic E, students are introduced to nickels and quarters (1.MD.3), having already used pennies and dimes in the context of their work with numbers to 40 in Module 4. Students use their knowledge of tens and ones to explore decompositions of the values of coins. For example, they might represent 25 cents using 1 quarter, 25 pennies, 2 dimes and 1 nickel, or 1 dime and 15 pennies. In Topic F, students really dig into MP.1 and MP.3. The topic includes the more challenging compare with bigger or smaller unknown word problem types, wherein more or less suggests the incorrect operation (1.OA.1), thus giving a context for more in-depth discussions and critiques. On the final day of this topic, students work with varied problem types, sharing and explaining their strategies and reasoning. Peers ask each other questions and defend their choices. The End-of-Module Assessment follows Topic F. The module and year close with Topic G, wherein students celebrate their year’s worth of learning with fun fluency festivities that equip them with games to maintain their fluency during the summer months prior to Grade 2. To send home their year’s work, the final day is devoted to creating a math folder illustrating their learning. Overview recap
√m subn into line formula √ca correct equation for BE Hence, determine the coordinates of E: (5) √a correct equation for AC √m make equations equal to each other √ca correct xE coordinate √m subn back to find yE √ca correct E coordinates Determine the area of : (5) √m distance formula √a correct distance for AC √a correct distance for BE √m sub into area formula √ca correct area QUESTION 3: [12]
√a correct angle by reduction √m use double angle formula √ca correct subn in formula √ca correct sin value QUESTION 4: [10] In the figure below, the circle with centre O, has points A, B, C, D and E on its circumference. Reflex angle and . as shown: Determine the size of the following angles (WITH REASONS): : (4) √a correct angle O1 √a correct reason √a correct angle A √a correct reason : (2) √a correct reason √a correct angle C1+2 : (4) √a √a correct reasons (x2) √a correct angle C1 √a correct angle C2
√ca correct k In the figure below, and are the endpoints of diameter AB of the circle with centre M. BC is a tangent to the circle at B as shown: Determine the equation of the circle in the form : (5) √m use distance formula √a correct distance for AB √m use midpoint formula √a correct centre MAB √ca correct equation Show that the coordinates of C, the point where the tangent at B intersects the x-axis is : (5) √a correct gradient √ca correct gradient for AB √m subn into line formula √ca correct tangent equation
√ca correct x intercept Determine the size of rounded to one decimal place: (4) √m find angle A using mAB √a correct angle A √m use isos triangle √ca correct angle AMD QUESTION 8: [15] Evaluate without using a calculator: (3) √m factorise out negative sign √a correct compound angle √a correct value (no ca) Prove that : (5) √m change double angles √a correct trinomial √m factorise denominator √m factorise numerator √a cancel to get correct
c. (4) √ for method which may include substitution by k √ for solving quadratic √ for √ for 1.4 Given that is a point on the graph of , find a rounded to two decimal places. (3) √ for substitution √ for isolating a √ for 1.5 Given and : Determine a value of k such that the equation has two distinct rational roots. (1) For real and rational, k must be a perfect square: i.e. k = 0 or 9 √ for Determine a value of k such that the roots of the equation are irrational. (1) Here k must be positive, non-perfect square: i.e. k = 2 or 6 or 8 √ for k = 2 or 6 or 8 [27] QUESTION 2 2.1 Siya needs R1000 urgently. A 'loan shark' agrees to loan it to him for one month, but he would have to repay R1200. Determine the monthly interest rate that the loan shark is charging for this one month loan. (2) √ for substituting values √ for solving for i Siya notices that the local bank charges interest at 11% p.a., compounded monthly, on all loans. How long, rounded to the
terms of t in the form . (Round off your values for A and B to 3 decimal places): (3) √a for correct A value √a for correct B value √a for correct equation Determine the correlation coefficient, r, for the set of data, and describe the relationship between P and t that this value represents: (3) √a for correct r value √a for “strong” / √a for “negative” or “linear” Owami used the equation in 3.1. to calculate Olorato’s pulse rate after 8 minutes would have been 62 beats per minute. Comment on the reliability of using this calculation method: (2) √a √a for correct description, including use of “extrapolation” or “outside the measured data” QUESTION 4: [26] If and , without using a calculator, determine the value of : (5) √m for sketch in the 4th quadrant
√a for correct r value √a for correct double angle √a for correct substitution √ca for correct value Simplify the following expression: (6) √a √a √a for correct numerator values √a for correct denominator √ca for correct substitution in denominator √ca for correct solution Simplify the following expression to a single trigonometric ratio: (3) √a for correct substitution in numerator √a for correct substitution in denominator √ca for correct solution Hence, calculate the value of without using a calculator, leaving your answer in simplest surd form: (3)
Find the x–coordinate of R, rounded to 2 decimal places: (5) √a for correct gradient √ca for correct equation √m for equating line equations √ca for correct fraction value √ca for correct decimal value Find the equation of the circle passing through points A, S and T: (4) √a for correct centre √a for correct radius √ca √ca for correct brackets and QUESTION 7: [14] Given:
If , prove with reasons, that : (4) √a √a for correct angles and reason √a √a for correct angles and reason Prove with reasons that BCDH is a cyclic quadrilateral: (4) √a for correct angles and reason √a for correct angles and reason √a √a for correct angles and reason END OF EXAMINATION
Solve the following equations and inequalities: (4) (4) (5) (6) Solve the following equations simultaneously forand: and (7) QUESTION 2 [17] Given the function,, Show that, ifis a factor of. (2) Hence, factorisefully. (4) Find the coordinates of the turning points of. (5) Find the coordinates of the point of inflection of. (3) Sketch the graph of, showing the coordinates of all intercepts with the axes, turning points and point of inflection. (3) QUESTION 3 [11] Using first principles, find the derivative of the function . (5) Given, determine the equation of the tangent to the curve ofat the point where the gradient is equal to . (6)
2.2.1 (b) –2 + x + … (1) 2.2.2 or (4) 2.2.3 –2 – 6 + … Series B does not converge because For convergence (1) 2.3 or But only (5) 2.4 OR (2) [18] QUESTION 3 3.1 0 ; 17 ; 32 ; … 17 15
some sentence variety ideas stronger Elaboration and Integration of Evidence My response provides thorough and convincing support for my claim effectively uses sources, facts, and details achieves substantial depth that is specific and relevant has seamless and sophisticated integration of evidence or sources My response provides adequate support for my claim includes sources, facts, and details has some depth and specificity has smooth integration of evidence or sources My response provides uneven or brief support for my claim has partial or uneven use of sources, facts, and details lacks depth has some evidence that is integrated smoothly My response provides minimal support for my claim lacks sources, facts, and details has minimal, absent, or irrelevant evidence No judgment can be made about my use of evidence. Complexity My response examines different perspectives on the issue, and/or evaluates the implications and/or complications of the issue, and fully responds to counterarguments to my position. My response partially evaluates the implications and/or complications of the issue and partially responds to counterarguments to my position. My response acknowledges a counterargument to my position/claim, but I need to make it more developed or clear. My response needs to address a counterargument to my position /claim. No judgment can be made about my understanding of complexity. Conventions My writing shows a sophisticated use of conventions, complex sentence structures, and the manipulation of punctuation for effect. Though there may be a few minor errors in grammar or usage, my meaning is clear. My writing displays a few distracting errors or patterns of errors in grammar and usage that may occasionally blur my reader’s understanding. My writing displays multiple errors in grammar and usage, which blur my reader’s understanding, or my writing is too brief to make an accurate judgment. No judgment can be made about my understanding of conventions.
1. You buy a $50 video game. You give the cashier three $20 bills. How much change do you get back? 2. You buy a $75 pair of sneakers. You give the cashier a $100 bill. How much change will you receive? 3. How much money do you have if you have seven ten dollar bills? 4. How much money is two quarters and three dimes? 5. You buy a $500 computer using a credit card that charges 10% interest per year. How much interest will you be charged in a year? 6. You buy a $200 bicycle using a credit card that charges 20% interest. What is the total amount you will pay if you pay it in exactly a year? Name ____________________________ Date ____________________ HUNDREDS CHART
Use a technology tool, like Prezi, Padlet, or PowerPoint to transform your chart into an interactive presentation. Make sure that it is clear, easy to understand, and visually appealing. Proofread your presentation for grammar and spelling. Organizational Chart Introduction Name of Option: What is the definition of this option: Why would someone choose this
Grade Level: 3 Theme: Inventions Lead to Products Six Weeks: Sixth Week #1 TEKS ELPS CCRS Concepts Harcourt Horizons Monday 8E 1A, 2E, 4D IE2 Identify Henry Ford and Mary Kay Ash as historic figures who started a new business Ch 11 L1 Tuesday 8A 1C, 1H, 2E IB2 Understand productive resources and how they have been used to make products in the past and in the present Use the assembly line to explain division of labor Ch 11 L1 Wednesday 8A 1C, 2E, 4D, IA1 Interpret information on a product map by using map symbols Develop and use visuals including maps to illustrate the distribution of products Ch 11 Skills Thursday 17E Selected ELPS Selected CCRS Lesson Assessment Ch 11 Friday
Key Vocabulary: Journeys Unit 4 Weekly Lists and character traits, compare, contrast, theme, point of view, cause, effect, author’s viewpoint, context clues Key Writing Terms: temporal words (such as before, after, next), closure, sequence of events, persuade Useful Sites: (Mapping characters across book series) (Writer’s workshop units of study) (to be used with Journeys weekly stories/activities) (great website to supplement or differentiate to all styles of learners for reading and writing) (fun activities, enrichment for students) (games and activities to teach all aspects of Language Arts) Primary Documents: (This section to be completed for RI only) Text Crosswalk: Reading - Journeys p. T58 – “Share and Compare Texts”; Writing – Journeys p. T59 “Extend Through Research”; Listening and Language – Journeys p. T59 “Listening and Speaking” Recommended Texts: Megan McDonald Read Aloud Books such as Stink: The Incredible Shrinking Kid (Candlewick Press, 2005) Judy Moody: Girl Detective (Candlewick Press, 2010) Judy Moody: And the not bummer Summer" (Candlewick Press, 2011) Judy Moody: And the bad luck charm (Candlewick Press, 2012) Resources: Books on Writing Guiding Readers and Writers, Irene Fountas and Gay Su Pinnell Making Revision Matter, Janet Angelillo Mentor Texts: Teaching Writing Through Children’s Literature K-6, Lynne Dorfman and Rose Cappelli Study Driven, Katie Wood Ray The Power of Grammar, Mary Ehrenworth and Vicki Vinton What a Writer Needs, Ralph Fletcher
Name_______________________ Date________________________ Earned vs Unearned Income Days of the Week Type of Income Earned Unearned Total Sunday Monday Tuesday Wednesday Thursday Friday Saturday What was your total income for seven days? ______________________________________ Which day did you earn the most income?_________________________________________ Did you have more earned income or unearned income?
4 5 What was your total profit after ten days? ___________________________________________________ Did you make money or lose money? Why do you think this happened? Name ANSWER KEY My Lemonade Stand Day Weather Selling Price per Cup # of Cups Sold Profits from Sales # of Cups Made Cost of Ingredients # of Visitors Salary Rate & Amount Paid in Salaries Final Profits 1 sunny 10 cents 73 73 x .10 = $7.30 100 $5.00 87 10% of Profits 2 employees $7.30 x .10 = $0.73 x 2 = $1.46 ($7.30 - $5.00) – $1.46 = $0.84 2 partly cloudy 15 cents 62 62 x .15 = $9.30 85 $.75 79 20% of Profits 1 employee $9.30 x.20 =$1.86 1.86 x 2= $3.72 $9.30 - .75 - $3.72 = $4.83 3 rainy 10 cents 25 25 x .10 = $2.50 95 $1.25 34 10% of Profits 2 employees $2.50 x .10 = .25 .25 x 2 = .50 $2.50 - $1.25 - .50 = .75
Handout #2: SavingsDeposit Slip Name: _______________________ Fill in the sample savings deposit slip with today’s date and amount of cash you would like to deposit to help start saving towards purchasing your goods and services.
I plan to earn money for this goal by: The cost of the item I am saving for is $_____________________ I plan to save $________________________ each week. How long will it take to reach your savings goal? _______________ Savings Plan Wrapper My name is ______________________ I am saving my money to purchase a______________ The amount that has to be saved is ______________ My name is ______________________ I am saving my money to purchase a______________ The amount that has to be saved is ______________ Adapted from: http://www.econedlink.org/teacher-lesson/414/
Mathematics Grade 3: Year at a Glance 2016-2017 Module 1 Aug. 10- Sept. 14 Module 2 Sept.15-Oct. 25 Module 3 Oct. 26-Dec. 2 Module 4 Dec. 5-Jan. 13 Module 5 Jan.16-Mar. 6 Module 6 Mar. 7- Mar. 27 Module 7 Mar. 28–May 26 Properties of Multiplication & Division and Solving Problems with Units 2-5 and 10 Place Value and Problem Solving with Units of Measure Multiplication and Division with Units of 0, 1, 6-9, and Multiples of 10 Multiplication and Area Fractions as Numbers on the Number Line Collecting and Displaying Data Word Problems with Geometry and Measurement 3.OA.A.1 3.NBT.A.1 3.OA.A.3 3.MD.C.5 3.NF.A.1 3.MD.B.3 3.OA.D.8 3.OA.A.2 3.NBT.A.2 3.OA.A.4 3.MD.C.6 3.NF.A.2 3.MD.B.4 3.MD.B.4 3.OA.A.3 3.MD.A.1 3.OA.B.5 3.MD.C.7 3.NF.A.3 3.MD.D.8 3.OA.A.4 3.MD.A.2 3.OA.C.7 3.G.A.2 3.G.A.1 3.OA.B.5 3.OA.D.8 3.OA.B.6 3.OA.D.9 3.OA.C.7 3.NBT.A.3 3.OA.D.8 Major Clusters Supporting Clusters Additional Clusters Key: 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.
d. Recognize area as additive. Find the areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems. . area. 3.MD.5) Lesson 4: I can relate side lengths with the number of tiles on a side. 3.MD.5) Objectives/Learning Targets: Topic B Lesson 5: I can form rectangles by tiling with unit squares to make arrays. (3.MD.5, 3.MD.6, 3.MD.7a,3.MD.7b, 3.MD.7d) Lesson 6: I can draw rows and columns to determine the area of a rectangle given an incomplete array (3.MD.5, 3.MD.6, 3.MD.7a,3.MD.7b, 3.MD.7d) Lesson 7: I can interpret area models to form rectangular arrays. (3.MD.5, 3.MD.6, 3.MD.7a,3.MD.7b, 3.MD.7d) Lesson 8: I can find the area of a rectangle through multiplication of the side lengths. (3.MD.5, 3.MD.6, 3.MD.7a,3.MD.7b, 3.MD.7d) Concepts of Area Measurement Videos: Fluency Practice: Lesson 5- Group Counting, Products in an Array, Find the Common Products Lesson 6- Group Counting, Write the Multiplication Fact, Products in an Array Lesson 7- Group Counting, Draw Rectangles, Draw Rectangular Arrays Lesson 8- Multiply by 6, Group Counting enVision Resource: (enVision may be used to support the needs of your students, but should not be used independently of the mathematics curriculum) 16-5 Problem Solving: Understanding Area 16-6 Estimating and Measuring Area 16-6A Covering Regions 16-6B Area and Units 16-7A Area of Squares & Rectangles 16-7B Area and the Distributive Property Other: Use this guide as you prepare to teach a module for additional guidance in planning, pacing, and suggestions for omissions.
whole numbers. Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model 1/b. How can you add fractions? How can you subtract fractions? Why express quantities, measurements, and number relationships in different ways? Objectives/Learning Targets: Topic A Lesson 1: I can specify and partition a whole into equal parts, identifying and counting unit fractions using concrete models. (3.G.A.2, 3.NF.A.1) Lesson 2: I can specify and partition a whole into equal parts, identifying and counting unit fractions by folding fraction strips. (3.G.A.2, 3.NF.A.1) Lesson 3: I can specify and partition a whole into equal parts, identifying and counting unit fractions by drawing pictorial area models. (3.G.A.2, 3.NF.A.1) Lesson 4: I can represent and identify fractional parts of different wholes. (3.G.A.2, 3.NF.A.1) Objectives/Learning Targets: Topic B Lesson 5: I can partition a whole into equal parts and define the equal parts to identify the unit fraction numerically. (3.NF.A.1, 3.G.A.2, ) Lesson 6: I can build non-unit fractions less Fluency Practice: Lesson 5 - Count by 8, Write the Fractional Unit, Partition Shapes Lesson 6 - Sprint: Muliplication by 7, Write the Unit Fraction, Find the Whole
Mathematics Grade 3: Year at a Glance 2016-2017 Module 1 Aug. 10- Sept. 14 Module 2 Sept.15-Oct. 25 Module 3 Oct. 26-Dec. 2 Module 4 Dec. 5-Jan. 13 Module 5 Jan.16-Mar. 6 Module 6 Mar. 7- Mar. 27 Module 7 Mar. 28–May 26 Properties of Multiplication & Division and Solving Problems with Units 2-5 and 10 Place Value and Problem Solving with Units of Measure Multiplication and Division with Units of 0, 1, 6-9, and Multiples of 10 Multiplication and Area Fractions as Numbers on the Number Line Collecting and Displaying Data Word Problems with Geometry and Measurement 3.OA.A.1 3.NBT.A.1 3.OA.A.3 3.MD.C.5 3.NF.A.1 3.MD.B.3 3.OA.D.8 3.OA.A.2 3.NBT.A.2 3.OA.A.4 3.MD.C.6 3.NF.A.2 3.MD.B.4 3.MD.B.4 3.OA.A.3 3.MD.A.1 3.OA.B.5 3.MD.C.7 3.NF.A.3 3.MD.D.8 3.OA.A.4 3.MD.A.2 3.OA.C.7 3.G.A.2 3.G.A.1 3.OA.B.5 3.OA.D.8 3.OA.B.6 3.OA.D.9 3.OA.C.7 3.NBT.A.3 3.OA.D.8 Major Clusters Supporting Clusters Additional Clusters Key: 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.
Domain: Operations and Algebraic Thinking Cluster: Multiply and divide within 100. Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory Objectives/Learning Targets: Lesson 31-32: I can explore and cerate unconventional representations of one-half. Lesson 33: I can solidify fluency with Grade 3 skills. Lesson 34: I can create resource booklets to support fluency with Grade 3 skills. Year in Review – this is a free online digital resource that is aligned to engageny/Eureka Math – login to create classes and access content. Mission 7 has lessons that coordinate with the above lessons. Fluency Practice: Please see engageny for suggested fluency pacing and activities. Lesson 31 – Sprint: Divide by 9 Multiply and Divide Lesson 32 – Sprint: Mixed Multiplication Divide Lesson 33 – Sprint: Mixed Division Multiply Mixed Review Games Lesson 34 – Sprint: Multiply and Divide Task Bank: : 3rdGrade Task I-Ready Lessons: Solve Two-Step Word Problems Using the Four Operations Quadrilaterals Classifying Polygons Understand Perimeter Connect Area and Perimeter Other: Use this guide as you prepare to teach a module for additional guidance in planning, pacing, and suggestions for omissions.
Jane Addams Founder of Hull House A Country for Everyone A Country for Everyone 2005, pp. 82-83 Copyright © 2005 Scott Foresman. All rights reserved. Reprinted with permission. In the late 1800’s, people came to our country from all over the world to live in freedom. Jane Addams wanted to help these immigrants get used to their new home. Jane Addams’s father taught her to treat everyone fairly. She knew that there were new immigrants to the United States who needed a fair chance to succeed. She opened a special place where immigrants in a neighborhood could get help so they could build new lives. Immigrant- a person that moves into a country and lives there City- a town with a large population Neighborhood- a place where people live Communities- a place where people live, work, and have fun together Nobel Peace Prize- an award given to a person who works for world peace Jane Addams started Hull House in Chicago, Illinois, in 1889. Hull House quickly became an important part of the community. It had a health clinic, a child-care center, a kindergarten, and a playground. It had classes where people could learn English, art, music, and crafts. People who worked in Hull House also worked to get cleaner streets and better housing in the city. Because of Jane Addams, many immigrants adjusted more easily to their new communities. Because of her work, Addams was given the Nobel Peace Prize in 1931. She was the first American woman to win this prize. The prize is given every year to a person who has worked hard to help world peace. Directions: After you read “A Country for Everyone,” answer the questions below.
Wed. 9/9/15 Unit 1 Lesson 3 Multiplication and Arrays MX pp. 19-32 Use the Signature and Study sheets with a partner Write multiplication equations for arrays Apply the Commutative Property as a strategy to multiply Formative Assessment p. 30 Check for Understanding. Explain why switching the order of the factors does not change the product. Use arrays to explain your answer. Set up classroom routines for using the signature sheet to be sure students get additional practice with facts. TE p. 24 This example of Less than/Greater than could be a small chart hung where all can see. Instead of the alligator, teach children that when reading the sign, they say “is less than” if the small end of the symbol comes first and they say “is greater than” when the larger end of the symbol comes first. The alligator story only helps students when they can see which is more or less right away. If the problem makes that difficult, they struggle to read the symbol properly. Thu. 9/10/15 Unit 1 Lesson 4 The Meaning of Division MX pp. 33-44 Solve division word problems where the number of groups is unknown Solve division word problems where the group size is unknown Formative Assessment p. 42 Check for Understanding. What multiplication with an unknown can you write to find the answer to 20 ÷ 5? TE p. 34 Activity 2 Model with Mathematics. Put this representation of an equation with associated explanations on a chart or poster for student reference. TE p. 37 Differentiated Instruction note is another gem for a chart or poster. Choose a few of the word problems for students to complete. They do not need to finish them all. TE p. 44 would look great hanging on the wall. Ready-made hand cutouts could be used.
Student Outcomes Inquiry Based Learning Activities Materials/Resources Students will know that: *Weather includes temperature, precipitation, and wind on a day to day basis. *Climate is the typical weather patterns over many years. *How to use tools such as a thermometer, rain gauge, and wind vane to collect weather data. *Climates vary around the world due to different amounts of rain, varying temperatures, and wind patterns. Students will be able to: *Predict weather conditions based on information collected. *Analyze and interpret data to understand what is the climate in different parts of the world *Ask questions about what caused changes in weather patterns. Collect data using tools such as thermometers, rain gauge, and a wind vane. WEATHER & CLIMATE SMART ACTIVITIES The following list are activities that can be found within the above link from NJCTL: -Collecting Weather Data -Measuring Temperature -Precipitation -Water Cycle -Case Study: Developing Storm -Rain Gauge -Cloud Formation -Case Study: Climograph -Wind -Air Molecules -Convection -Wind Formation -Case Study: Sea Breeze -Weather Prediction -Air Masses -High/Low Pressure Systems -Weather Fronts NJCTL LABS *Collecting Weather Data *Thermometer Activity *Analyzing Weather Data *Water Cycle in a Jar Materials Needed: Smart Notebook File: Weather & Climate *Collecting Water Data Weather tools thermometers, rain gauges, jars, cloud chart, wind chart, weather chart *Thermometer Activity 11oz. plastic bottle, tap water, rubbing alcohol, food coloring, clear, plastic drinking straw, clay *Cloud In a Jar Glass jar with a lid, water, ice cubes, matches Resources: NJCTL Classwork & Homework Smart File *Better Lessons BETTER LESSONS: The following are lesson & activities to The Earth’s Land & Water unit from *What Is Weather? *Seasonal Weather-An Introduction *Summer Storms-Individual Experience
b. Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning. c. Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning. d. Recognize area as additive. Find areas of rectilinear figures by decomposing them into rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems. mathematical area problems by multiplying side lengths of rectangles. I can represent whole-number products in multiplication problems by using rectangular arrays. C. I can use tiling to show the area of a rectangle with whole number sides. I can use area models to represent the distributive property in mathematical reasoning. D. I can decompose rectilinear figures into non-overlapping rectangles. I can determine the technique of decomposing rectilinear figures to find the area of each rectangle to solve real world problems. I can determine the area of each rectangle by using the technique of decomposing regular figures. multiply, side lengths, area, whole-number, context, product, mathematical reasoning tiling, concrete case, area of rectangles, length, area models, distributive property, mathematical reasoning recognize, area, additive, rectilinear figures, decompose, parts, technique 3.MD.8 Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeter I can design, create, draw, model, exhibit etc. rectangles with the same perimeter and different areas. I can design rectangles with the same area and different perimeters. I can exhibit rectangles with the same perimeter and different areas or with the same area and different real-world, perimeter, polygons, side length, area Chapter 19 Lesson 19.5
Grade 3 Unit 6: Organisms & the Environment Fourth Marking Period Unit Focus Essential Questions Next Generation Standards Disciplinary Core Ideas (DCI) In this unit of study, students develop an understanding of the idea that when the environment changes, some organisms survive and reproduce, some move to new locations, some move into the transformed and some die. The crosscutting concepts of cause and effect and the interdependence of science, and technology are called out as organizing concepts for these core ideas. Students grade-appropriate proficiency in engaging in argument from Students are also expected to use this practice to demonstrate of the core ideas. 1. How do solitary and group animals differ? 2. What are the advantages of group living? 3. What are the disadvantages of group living? 4. How do animal groups differ from one another? 5. Why don’t we see alligators in the arctic? 3-LS2-1. Construct an argument that some animals form groups that help members survive. 3-LS4-1. Analyze and interpret from fossils to provide evidence of the organisms and the environments in which they lived long ago. 3-LS4-3. Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. 3-LS4-4. Make a claim about the of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change LS2.C: Ecosystem Dynamics, Functioning, and Resilience * The crosscutting concepts of cause and effect and the interdependence of science, engineering, and technology are called out as organizing concepts for these disciplinary core ideas. demonstrate grade-appropriate proficiency in engaging in argument from evidence. Students are also to use this practice to understanding of the core ideas. LS2.D: Social Interactions and Group Behavior * LS4.A: Evidence of Common Ancestry and Diversity * * * LS4.D: Biodiversity and Humans * NGSS and Foundations for the Unit
In as much detail as possible, please explain what influences you to make a purchase (price, mood, style. etc.) and why. Do you think men or women are considered impulsive buyers? What items do you think men are likely to buy as an impulsepurchase? What items do you think women are likely to make as an impulse purchase? Handout # 3 Income and Consumer Choice Directions: Using a digital device, allow students to complete this activity. What is the difference between disposable and discretionary income? What are four factors that affect a person's earning power? What is a rational consumer choice? What are three important buying principles? How should you decide how much time to spend gathering information before you make a purchase? What is the goal of competitive advertising? What is the goal of informative advertising? Complete the graphic organizer by listing some consumer rights and responsibilities discussed in this chapter. Who protects consumers' rights? What changes did the consumerism movement bring about? Problem Solving
Standard: 3.MD.8 Cluster (s/a) ______________________________________________________________________________________ Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.____________________________________________ Essential Skills/Concepts Teaching Notes/Strategies Resources Understand the difference between area and perimeter. Use side lengths to find the perimeter of a shape. Find an unknown side length given the perimeter of a shape. Understand that rectangles with the same area can have different perimeters. Understand that rectangles with the same perimeter can have different areas. Solve problems with perimeter. Walk around the perimeter of the room. Use rubber bands to represent the perimeter of a plane figure with whole number side lengths on a geoboard. Trace around a shape. Model using addition to find perimeter. Presentations-Model how to justify and communicate a solution using words, diagrams, pictures, and numbers. Table for 22:
Resource Sheet 1 Playing Fields: Pre-Assessment Directions: 5/8 of one of the fields and 1/8 of the other field are to be used for racing and/or team events. The other spaces used for throwing and/or individual events. How much space will be left over for these events? Show your work below. Name: ___________________________________ Date: ____________________________________ Resource Sheet 2 Pattern Block Exploration
OPTIONAL EXTENSION SUGGESTION/HOME LEARNING Interviews may be a prerequisite home learning assignment. Bibliography Camillus House & Health Crowdfunding for Everyone! Lead2Feed Project Up-START – Homeless Education Program; Miami-Dade County Public Schools, Division of Student Services Handout # 1 STORYBOARD PROJECT TITLE: _________________________________________________________ FUNDRAISING GOAL: ______________ Beginning Middle Ending _________________ _________________ __________________ __________________ _________________ __________________ EXAMPLE Handout # 1 STORYBOARD
one thousand 4306 8422 768, 771, 3209, 3211 3826 8187 54 6 656 2670 17 181 7/10 1/8, 2/8, 3/8, 6/8 4/10, 40/100 tenth 73/100 0.12 324.72 250.75
Show passage of time with words and phrases that mark time (just then, suddenly, after a little while a little later) Use transitional words and phrases to organize events in a sequence Use a variety of transitional words and phrases to manage the sequence of events Transitional words and phrases What words or phrases did you use to show event order? How does the sequence of events affect the plot? Have you used words and/or phrases to help the reader understand the order of events? d. Use concrete words and phrases and sensory details to convey experiences and events precisely. Progression to Mastery Key Concepts Guiding Prompts Use concrete words and phrases (things you can see, hear, touch, taste and smell) to precisely convey events and experiences Use sensory details (descriptive details that use the five senses) to precisely convey events and experiences Use concrete words and phrases and sensory details to convey experiences and events precisely Concrete words Sensory language What words did you use to create a picture in the reader’s mind? Is that the best word or phrase to help your reader visualize what is happening? e. Provide a conclusion that follows from the narrated experiences or events. Progression to Mastery Key Concepts Guiding Prompts Provide a sense of closure through a character’s actions or words that indicates their growth Provide a conclusion that follows from the narrated experiences or events Conclusion Characterization How did you close the piece? What did the character (do, say, realize) at the end? Why did you talk about (teacher names a specific action, dialogue, or feeling) in your conclusion? How did you connect the ending back to another part of the story? Why did you do this? 4W10: Range of Writing - 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.
Provide a concluding statement or section related to the information or explanation presented. Assessment Links Rubrics and Scoring Guide Links Pre-Assessment Unit Assessment Rubric Modified ELL Assessment Unit Assessment Rubric Recommended Texts Picture books: One Green Apple (Eve Bunting) Those Shoes (Maribeth Boelts) Dancing in the Wings (Debbie Allen) Novels: Because of Winn Dixie (Kate DiCamillo) Taste of Blackberries (Doris Smith) Big Ideas Essential Questions Readers read closely to grow ideas about characters Readers hunt for themes How can I walk in a character’s shoes in a way that allows me to collect important information, grow new ideas, push through the hard parts, and learn life lessons? Vocabulary Anchor Charts Domain-specific: inference, point of view, theme, summarize, main idea Character words: Big Ideas & Essential Question Know/Wonder charts for each book “Getting to Know Characters” “What is this Book Really About?” Standard/ Outcome Teaching Points (Lesson Objectives) Checks for Understanding Title Adjustment, Intervention and Extension Instructional Resources & Tools RL.4.1 Readers explain what the text says and make inferences. 1.1: Readers pause after reading a chunk of text and tell back what they know so far. 1.2*: Readers use a know/wonder chart to make inferences visible. 1.3*: Readers pay attention to what the character does, says, and thinks to come up with ideas about the kind of person the character is and how s/he feels. 1.4: Readers use characters’ words, thoughts (1.1) Stop & jot written response: P.5, What do you know about Farah? (ongoing) Independent response notebooks - know/wonder chart (1.3) Stop & jot written response: Describe Farah at the end of the story. One Green Apple Weslandia Practice inference on scaffolded texts (K N P) Use: It says/ I say/ and so… support “Know/wonder” charts from: What Readers Really Do (Barnhouse & Vinton; Heinemann 2012)
“Unwrapped” Concepts (students need to know) “Unw-rapped” Skills (students need to be able to do) Bloom’s Taxonomy Levels CC.4.RI.5 Text Structure Chronology, comparison, cause/effect, problem/ solution CC.4.W. 2a Write topic clearly to aid comprehension Paragraphs Sections Headings Illustrations CC.4.W.2b Facts, definitions, concrete details, quotations, examples CC.4.W.2d Precise language Domain specific vocabulary CC.4.RF.a With purpose and understanding CC.4.SL.2 Present information Visually Quantitatively Orally CC.4.SL.3 Support particular points with reasons CC.4.RI.5 DESCRIBE (structure of text) CC.4.W. 2a INTRODUCE(topic) CC.4.W.2b DEVELOP (topic) CC.4.W.2d USE(language) INFORM(about a topic) EXPLAIN(the topic) CC.4.RF.a READ(text) CC.4.SL.2 PARAPHRASE(text and information) CC.4.SL.3 IDENTIFY(reasons and evidence to support points) 6 1 5 2,3 2 2 1 3 1
KUD’s (know—understand—do) **Under Construction** Concepts—nouns: (What do students need to know/understand?) RR Framework Skills—verbs: (What do students need to be able to do? In which quadrant do the skills belong?) *see page 19 of SAP Learning Environment guide* 1. 2. 3. 4. evaluate explain generalize conclude analyze compare C argue predict create D A write recognize describe B draw interpret solve apply model Unit Assessment Plan Common Summative Activities/Performance Tasks/Assessments (from assessment bank): Mid-Chapter Assessment Chapter 5 Assessment Building a House Performance Task
Unit Overview By the end of this unit, students will write their own explanatory piece explaining how the author uses theme and poetry to convey a message to the reader. Students will read drama and poetry selections and determine the theme of the passages through analysis of key details. Students will explain the differences between poetry and drama and understand how the structural elements impact the poem/drama. Learning Goal Students will be able to understand the differences in the structure of poetry and drama and determine a central idea or theme of a drama or poem from details in the text. (Use indicators that align to the learning goal) Students will understand how to write their own informative/explanatory essay using information and ideas clearly. Suggested Essential Questions to Choose From How does an author convey the theme through the structure of the text? How can students use the details of the text to express the theme? How does the text structure help students understand the text? What are the differences between text structures in different types of text? Published Product *The purpose of the Published Product is to allow for students to go through the writing process with modeling. See Literary Tasks to scaffold learning and prepare students for the Published Product. After reading, “One Little Spirit” write an explanatory piece in which to identify the theme and explain how the author uses structure to give the message to the reader. Poems tell stories using a special structure. How can you tell that “One Little Spirit” is a poem when you see it and read it? Write three to four paragraphs to explain the unique structure of the story and the theme. Use key ideas and details from the poem “One Little Spirit” to support your explanation. Writing Standard 4. W.1.2 (DOK 2) Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented.
*What key ideas/details would be included in a summarization? *What is the theme of (text title)? Use details from the text to support your analysis. *What does the word/phrase _______ mean as used in the passage? *How does the word ______ show the main character’s feelings? *Why does the author tell the story in the third-person point of view instead of the first-person point of view? *How would the story be different if it had been told in a different point of view? *Compare and contrast the point of view from which (text title) and (text title) are narrated. Use examples from both texts in your comparison. *How are the themes/topics/event patterns the same? What from the text helped you determine your answer? *How does culture impact the presentation of theme/topic/ patterns of events? Use examples from the texts to support your answer. (Text selected should be from different cultures) Additional Resources & Links FSA Test Item Specifications