zilongwang/ReadingBank huggingface dataset:
PS:A1 – Acquire Self-Knowledge PS:A2 – Personal/Social Development, Acquire Interpersonal Skills Important Standards Addressed in this Unit: (ASCA National Standards for Students) PS:B1 – Self-knowledge Application Misconceptions: N/A Concepts/Content: be a bucket filler don’t dip use your lid Competencies/Skills: be nice to others if you don’t have anything nice to say, don’t say anything at all when someone is being mean to you, stop, think, and then make the best choice of how to react Description of Activities: Students will listen to the reading of Have You Filled A Bucket Today, practice filling their peers buckets, make determinations of bucket filling and bucket dipping, do self-reflections, and have opportunities for their bucket filling skills to be recognized and rewarded Assessments: observations of the students, and self-evaluation Interdisciplinary Connections: N/A Additional Resources: Subject: Guidance Grade: 5 Suggested Timeline: full school year Unit Title: Character Education Unit Overview/Essential Understanding: In grade 5, students take a deeper look into the many different positive character traits. These traits include, but are not limited to responsibility, respect, trustworthiness, caring, fairness, and citizenship. The students will learn and reflect on the choices they make, with an understanding that these choices make their character what it is. The bucket filling program serves as a catalyst in teaching and instilling these positive traits in the 5th grade student body. Unit Objectives: The students will: Have an understanding of the importance of good character Have an understanding of what good character traits are Identify the good character traits they have Identify the character traits they can improve upon Have an understanding that the choices they make determine their character (cause and effect)
Mathematics Standard of Learning Adequate Rating Limited Rating No Evidence Rating 3.15 The student will a) collect, organize, and represent data in pictographs or bar graphs; and b) read and interpret data represented in pictographs and bar graphs. Mathematics Standard of Learning Adequate Rating Limited Rating No Evidence Rating 3.16 The student will identify, describe, create, and extend patterns found in objects, pictures, numbers and tables. Mathematics Standard of Learning Adequate Rating Limited Rating No Evidence Rating 3.17 The student will create equations to represent equivalent mathematical relationships.
3.10 The student will read temperature to the nearest degree. Understanding the Standard Essential Knowledge and Skills Estimating and measuring temperatures in the environment in Fahrenheit and Celsius require the use of real thermometers. A variety of physical models (e.g., circular and linear) should be used to represent the temperature determined by a real thermometer. The symbols for degrees in Celsius (C) and degrees in Fahrenheit (F) should be used to write temperatures. Celsius and Fahrenheit temperatures should be related to everyday occurrences by measuring things found in the student’s environment (e.g., the temperature of the classroom; temperature on the playground; temperature of warm and cold liquids; body temperature). At this level, scale increments should be limited to one or two. The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to Read Celsius and Fahrenheit temperatures to the nearest degree using real thermometers, physical models, or pictorial representations.
3.13 The student will identify and describe congruent and noncongruent figures. Understanding the Standard Essential Knowledge and Skills Congruent figures have the same size and shape. Noncongruent figures do not have exactly the same size and shape. Opportunities for exploring figures that are congruent and/or noncongruent can best be accomplished by using physical models. Congruent plane figures remain congruent even if they are in different spatial orientations. Figures that are congruent or noncongruent may be identified by using direct comparisons and/or tracing procedures. The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to Identify examples of congruent and noncongruent figures. Determine and explain why plane figures are congruent or noncongruent.
should be written (e.g., similarities and differences, least and greatest, the categories, and total number of responses). Statements should also express a prediction based on the analysis and interpretation of the characteristics of the data in the graph (e.g., The lunch room should serve pizza more often since that is the lunch students have liked the most.) (e.g., most students prefer scrambled eggs). (b) Select a correct interpretation of a graph from a set of interpretations, where one is correct and the remaining are incorrect. (b)
Application Problem Lesson 9 Mario plans to completely cover his 8-inch by 6-inch cardboard with square-inch tiles. He has 42 square-inch tiles. How many more tiles does Mario need to cover the cardboard without any gaps or overlap? Explain your answer.
Make glossary of words you think are important. CCSSRI.3.2 Classify and evaluate information Take knowledge and interest survey: What do you like about the city of Chicago? Places People Transportation Natural environment Write sentences about the part you like most. Read/think--How has Chicago changed? List changes. Then illustrate one you think is most important. Online Links to… Conventions Assess writing abilities: Write sentences to narrate an action—including sequence words. Assess writing abilities: outline and then write a paragraph about any topic you’re interested in. CCSSR.3.4 Classify vocabulary Assess student phonics needs. Assess grammar knowledge: Identify parts of speech in sentences— Underline nouns, circle verbs. SEL Connects: literature, history, science, math— learning—life—SEL is everywhere! Example--You can set up a display—choose traits that students illustrate with their own examples. What character traits are most important to our classroom community? Here are three. Add yours! careful helpful cooperative
Acknowledgments The writing team that created Music Standards of Learning: Instructional Strategies and Correlations gratefully acknowledges and sincerely thanks Prince William County Public Schools for providing leadership and expertise in the development of this document. Project Director Cheryle C. Gardner Principal Specialist of Fine Arts Virginia Department of Education Project Consultant Joyce S. Zsembery Prince William County Public Schools Editor/Consultant Bruce B. Stevens Writer/Editor, CTE Resource Center Instructor in Music, University of Richmond Editor Taylor B. Mooney Writer/Editor, CTE Resource Center Writing Team Meredith L. Airaghi Montgomery County Public Schools Jessica S. Backer Newport News Public Schools Susan D. Bowles Salem Public Schools Cristin L. Cini Loudoun County Public Schools Susan W. Dommer Prince William County Public Schools Alison S. Gaston Lynchburg Public Schools Karyn J. Kelsey Prince William County Public Schools Annabelle L. Luebke Loudoun County Public Schools Candice G. Sheppard Powhatan County Public Schools Mary M. Slack Colonial Heights Public Schools Carla D. Stanley Gloucester County Public Schools Ernest T. Stokes IV Chesapeake Public Schools Tahn M. Van Richmond Public Schools Nikki E. Waicul Bedford County Public Schools Sarah A. Wilson Mecklenburg County Public Schools Benjamin R. Woosley Halifax County Public Schools Sherry L. Wozniak Isle of Wight County Public Schools Dr. Robin M. Yohe Chesterfield County Public Schools
Mathematics Standard of Learning Adequate Rating Limited Rating No Evidence Rating 4.3 The student will n/a n/a n/a read, write, represent, and identify decimals expressed through thousandths; X * * round decimals to the nearest whole number; X * * compare and order decimals; and X * * given a model, write the decimal and fraction equivalents. * X *
Mathematics Standard of Learning Adequate Rating Limited Rating No Evidence Rating 4.15 The student will identify, describe, create, and extend patterns found in objects, pictures, numbers, and tables. X * * Mathematics Standard of Learning Adequate Rating Limited Rating No Evidence Rating 4.16 The student will recognize and demonstrate the meaning of equality in an equation. X * *
Section II. Additional Criteria: Instructional Planning and Support Criteria Adequate Rating Limited Rating No Evidence Rating 1. Materials emphasize the use of effective instructional practices and learning theory. n/a n/a n/a Students are guided through critical thinking and problem-solving approaches. X * * Concepts are introduced through concrete experiences that use manipulatives and other technologies. X * * Multiple opportunities are provided for students to develop and apply concepts through the use of calculators, hand held devices, computers, and other technologies. X * * Students use the language of mathematics including specialized vocabulary and symbols. X * * Students use a variety of representations (graphical, numerical, symbolic, verbal, and physical) to connect mathematical concepts. X * * The mathematics content is significant and accurate. n/a n/a n/a Materials are presented in an organized, logical manner which represents the current thinking on how students learn mathematics. X * * Materials are organized appropriately within and among units of study. X * * Format design includes titles, subheadings, and appropriate for ease of use. X * * Writing style, length of sentences, vocabulary, graphics, and illustrations are appropriate. X * * Level of abstraction is appropriate, and practical examples, including careers, are provided. X * * Sufficient applications are provided to promote depth of application. X * * Materials present content in an accurate, unbiased manner. X * *
Mathematics Standard of Learning Adequate Rating Limited Rating No Evidence Rating 4.3 The student will n/a n/a n/a read, write, represent, and identify decimals expressed through thousandths; X * * round decimals to the nearest whole number; X * * compare and order decimals; and X * * given a model, write the decimal and fraction equivalents. X * *
Students need experiences using geometric markings in figures to indicate congruence of sides and angles and to indicate parallel sides. Parallel lines lie in the same plane and never intersect. Parallel lines are always the same distance apart and do not share any points. The symbol ∥ indicates that two or more lines are parallel. For example, the notation ∥ is read as “line BC is parallel to line FG”.
others outside the state. Compare and contrast West Virginia’s population, products, resources and transportation from the 18th century through modern day. Pose, research and answer student-generated questions relating to West Virginia (e.g., primary source documents, magazines, online resources, etc.).
Grade 4 English Language Arts Computer-Based Practice Test Answer Key The following pages include the answer key for all machine-scored items, followed by the rubrics for the hand-scored items. Item Number Answer Key Reporting Category Standard 1 Part A: B Part B: C Reading 3 2 Reading 2 3 Narrative Essay - See Rubric Writing Language 3,4 1,2,3 4 C Reading 6 5 A Reading 1 6 D Reading 5 7 Short Response - See Rubric Reading 2 8 B Reading 8 9 B Reading 1 10 D Reading 9 11 Text-Based Essay - See Rubric Reading Writing Language 2 2,4 1,2,3
Creating and Performing The student demonstrates a thorough understanding of the creative process by meeting all four of the following requirements: Selects and sketches an easily recognizable animal’s head and uses the entire space provided to create the sketch. Draws a full frontal view, with at least four facial features. Labels and draws three different visual textures that represent the textures in the animal mask. Plans for the use of at least three different colors in the mask. The student demonstrates an adequate understanding of the creative process by meeting three of the four requirements listed at left. The student demonstrates a partial understanding of the creative process by meeting two of the four requirements listed at left. The student demonstrates a minimal understanding of the creative process by meeting one of the four requirements listed at left. The student demonstrates no understanding of the creative process, having met none of the four requirements listed at left. Responding The student demonstrates a thorough understanding of the elements of visual arts by meeting all four of the following requirements: Creates a 3-D mask that follows the intent of the 2-D sketch. Uses and explains how construction techniques (e.g., stapling, cutting, gluing, taping) and/or sculptural techniques (e.g., cutting, folding, rolling, twisting, curling, scoring, bending) were used to create the form and features of the 3-D mask. Uses and explains how the actual textures were constructed in the 3-D mask. Uses at least three different colors on the mask to create contrast between the different features of the mask. The student demonstrates an adequate understanding of the elements of visual arts by meeting three of the four requirements listed at left. The student demonstrates a partial understanding of the elements of visual arts by meeting two of the four requirements listed at left. The student demonstrates a minimal understanding of the elements of visual arts by meeting one of the four requirements listed at left. The student demonstrates no understanding of the elements of visual arts, having met none of the four requirements listed at left. Assessment Rubric Response Sheets Student’s Name/ID# _____________________________________________ Grade Level _________ (circle number) Creating and Performing Score 4 3 2 1 NS
Responding Using appropriate vocabulary, the student demonstrates a thorough understanding of the musical elements by meeting all four of the following requirements: Correctly identifies the musical elements in the selections of music. Identifies one musical element and gives an example of how this element is similar in both performances. Identifies a second musical element and gives an example of how this element is different in both performances. Uses the vocabulary of music correctly. Using appropriate vocabulary, the student demonstrates an adequate understanding of the musical elements by meeting three of the four requirements listed at left. Using appropriate vocabulary, the student demonstrates a partial understanding of the musical elements by meeting two of the four requirements listed at left. Using appropriate vocabulary, the student demonstrates a minimal understanding of the musical elements by meeting one of the four requirements listed at left. The student demonstrates no understanding of the musical elements, having met none of the requirements listed at left. Assessment Rubric Response Sheets Student’s Name/ID# _____________________________________________ Grade Level _________ (circle number) Responding Score 4 3 2 1 NS Notes Use the chart below to write notes about the two musical selections and the elements of music in each selection. (Your notes will not be scored.) Musical Selection #1 Musical Selection #2
2017 Mathematics Textbooks and Instructional Materials Committee Consensus Form Correlation to the 2016 Mathematics Standards of Learning and Curriculum Framework – Grade 5 Text/Instructional Material Title: enVision Math 2.0 Virginia Grade 5 Publisher: Pearson Education, Inc., publishing as Scott Foresman_____________Copyright Date: 2019 The tables included in this document represent the consensus ratings of 2017 Mathematics Textbook committee members. KEY: X - rating applicable * - rating not applicable Section I. Correlation with the Mathematics 2016 SOL and Curriculum Framework Mathematics Standard of Learning Adequate Rating Limited Rating No Evidence Rating 5.1 X * * 5.2 X * * 5.3 X * * 5.4 X * * 5.5 X * * 5.6 * X * 5.7 X * * 5.8 X * * 5.9 X * * 5.10 X * * 5.11 X * * 5.12 X * * 5.13 X * * 5.14 X * * 5.15 X * * 5.16 X * * 5.17 X * * 5.18 X * * 5.19 X * *
Mathematics Standard of Learning Adequate Rating Limited Rating No Evidence Rating 5.3 The student will n/a n/a n/a identify and describe the characteristics of prime and composite numbers; and X * * identify and describe the characteristics of even and odd numbers. X * *
Mathematics Standard of Learning Adequate Rating Limited Rating No Evidence Rating 5.10 The student will identify and describe the diameter, radius, chord, and circumference of a circle. X * * Mathematics Standard of Learning Adequate Rating Limited Rating No Evidence Rating 5.11 The student will solve practical problems related to elapsed time in hours and minutes within a 24-hour period. X * * Mathematics Standard of Learning Adequate Rating Limited Rating No Evidence Rating 5.12 The student will classify and measure right, acute, obtuse, and straight angles. X * * Mathematics Standard of Learning Adequate Rating Limited Rating No Evidence Rating 5.13 The student will n/a n/a n/a classify triangles as right, acute, or obtuse and equilateral, scalene, or isosceles; and X * * investigate the sum of the interior angles in a triangle and determine an unknown angle measure. X * *
Creating The student demonstrates a thorough understanding of the connections across the arts by using the elements time, space, and/or energy to meet all of the following requirements: Creates a movement to express the geometric shape in one way. Creates a movement to express the geometric shape in a second way. Creates a movement to express the geometric shape in a third way. Creates a movement to express the geometric shape in a fourth way. The student demonstrates an adequate understanding of the connections across the arts by using the elements time, space, and/or energy to meet three of the requirements listed at left. The student demonstrates a partial understanding of the connections across the arts by using the elements time, space, and/or energy to meet two of the requirements listed at left. The student demonstrates a minimal understanding of the connections across the arts by using the elements time, space, and/or energy to meet one of the requirements listed at left. The student demonstrates no understanding of the connections across the arts: He/she didn’t use the elements time, space, and/or energy and met none of the requirements at left. Performing The student demonstrates a thorough understanding of arts skills and techniques by meeting all five of the following requirements: Performs beginning and ending shapes clearly. Uses intentional energy throughout the performance. Performs all movements to the fullest extent. Maintains focus and concentration throughout the dance. Performs the dance without interruption. The student demonstrates an adequate understanding of arts skills and techniques by meeting four of the five requirements listed at left. The student demonstrates a partial understanding of arts skills and techniques by meeting three of the five requirements listed at left. The student demonstrates a minimal understanding of arts skills and techniques by meeting two of the five requirements listed at left. The student demonstrates no understanding of arts skills and techniques, having met one or none of the five requirements listed at left.
4 points 3 points 2 points 1 point No Score Creating (Movement) The student demonstrates a thorough understanding of movement by meeting all four of the following requirements: Uses hand gestures appropriately. Uses body movements effectively. Uses facial expressions clearly. Uses posture and stance accurately. The student demonstrates an adequate understanding of movement by meeting three of the four requirements listed at left. The student demonstrates a partial understanding of movement by meeting two of the four requirements listed at left. The student demonstrates a minimal understanding of movement by meeting one of the four requirements listed at left. The student demonstrates no understanding of movement, having met none of the four requirements listed at left. Creating (Story Structure) The student meets all four of the following requirements, thereby demonstrating a thorough understanding of how to create story structure in an improvisational scene: Creates a clear beginning. Creates a clear middle. Creates a clear resolution (end). Includes a central conflict. The student meets three of the requirements listed at left, demonstrating an adequate understanding of how to create story structure in an improvisational scene. The student meets two of the requirements listed at left, demonstrating a partial understanding of how to create story structure in an improvisational scene. The student meets one of the requirements listed at left, demonstrating a minimal understanding of how to create story structure in an improvisational scene. The student meets one of the requirements listed at left, demonstrating no understanding of how to create story structure in an improvisational scene. Performing The student uses acting skills to sustain character with zero interruptions or lapses in the performance. The student uses acting skills to sustain character, but has one interruption or lapse in the performance. The student uses acting skills to sustain character, but has two interruptions or lapses in the performance. The student uses acting skills to sustain character, but has three interruptions or lapses in the performance. The student uses acting skills to sustain character, but has four or more interruptions or lapses in the performance. Assessment Rubric Response Sheets Student’s Name/ID# _____________________________________________ Grade Level _________ (circle number) Creating Score (movement) 4 3 2 1 NS
4 points 3 points 2 points 1 point No Score Creating (movement) The student demonstrates a thorough understanding of movement by meeting all four of the following requirements: Uses appropriate gestures. Makes appropriate body movements. Makes clear and expressive facial expressions. Uses meaningful blocking. The student demonstrates an adequate understanding of movement by meeting three of the four requirements listed at left. The student demonstrates a partial understanding of movement by meeting two of the four requirements listed at left. The student demonstrates a minimal understanding of movement by meeting one of the four requirements listed at left. The student demonstrates no understanding of movement, having met none of the four requirements listed at left. Creating (voice skills) The student demonstrates a thorough understanding of voice skills by meeting all four of the following requirements: Uses appropriate volume (projects appropriately). Uses clear expression that shows meaning and emotion. Articulates clearly to be understood. Uses appropriate rate of speech. The student demonstrates an adequate understanding of voice skills by meeting three of the four requirements listed at left. The student demonstrates a partial understanding of voice skills by meeting two of the four requirements listed at left. The student demonstrates a minimal understanding of voice skills by meeting one of the four requirements listed at left. The student demonstrates no understanding of voice skills, having met none of the four requirements listed at left. Responding The student meets all four of the following requirements, thereby demonstrating a thorough understanding of responding skills: Describes the story that she/he performed. Describes how he/she used movement. Describes how she/he used vocal skills. Describes the changes that he/she made to the final performance (based on the partner’s feedback). The student meets three of the four requirements listed at left, demonstrating an adequate understanding responding skills. The student meets two of the four requirements listed at left, demonstrating a partial understanding of responding skills. The student meets one of the four requirements listed at left, demonstrating a minimal understanding of responding skills. The student meets none of the four requirements listed at left, demonstrating no understanding of responding skills. Response Sheets Student’s Name/ID# _____________________________________________ Grade Level _________ (circle number) Creating Score (movement) 4 3 2 1 NS Creating Score (voice skills) 4 3 2 1 NS
4 points 3 points 2 points 1 point No Score Creating The student demonstrates a thorough understanding of the creative process by meeting all four of the following requirements: Arranges the sections in rondo form (ABACA). Labels each manuscript with the correct pattern type. Labels the body percussion to be used in the A, B, and C sections. Makes the body percussion different in each section. The student demonstrates an adequate understanding of the creative process by meeting three of the four requirements listed at left. The student demonstrates a partial understanding of the creative process by meeting two of the four requirements listed at left. The student demonstrates a minimal understanding of the creative process by meeting one of the four requirements listed at left. The student demonstrates little or no understanding of the task and meets none of the four requirements listed at left. Performing The student demonstrates a thorough understanding of rhythm by meeting all four of the following requirements: Performs body percussion as labeled. Plays with correct rhythmic value. Plays with a steady beat. Has a smooth transition between each section so that there is no interruption. The student demonstrates an adequate understanding of rhythm by meeting three of the four requirements listed at left. The student demonstrates a partial understanding of rhythm by meeting two of the four requirements listed at left. The student demonstrates a minimal understanding of rhythm by meeting one of the four requirements listed at left. The student demonstrates little or no understanding of the task and meets none of the four requirements listed at left. Scoring Notes Creating rubric: Neither voice nor whistling are credited as being a sound. Clicking the tongue, on the other hand, is credited. Creating rubric: Sliding the hands together is credited as a distinct sound, separate from clapping the hands. Creating rubric: The first bullet (arranging the sections in rondo form) is credited if the response is performed rhythmically in rondo form, not necessarily rondo in terms of the body-percussion sounds. Performing rubric: If a student starts his or her performance and then stops, that is not counted as an interruption; it is simply a re-start. Performing rubric: Interruptions are defined as breaks in focus or concentration. Performing rubric: The student earns credit if she/he performs what is arranged, regardless of whether or not what is performed is a rondo. Response Sheets percussion
4 points 3 points 2 points 1 point No Score Performing The student demonstrates understanding of dance skills and techniques by meeting all four of the following requirements: Performs each segment of the warm-up fluently. Performs movement with intentional energy throughout. Performs all movements to the fullest extent. Performs the beginning and ending clearly. The student demonstrates an adequate understanding of dance skills and techniques by meeting three of the four requirements listed at left. The student demonstrates a partial understanding of dance skills and techniques by meeting two of the four requirements listed at left. The student demonstrates a minimal understanding of dance skills and techniques by meeting one of the four requirements listed at left. The student demonstrates no understanding of dance skills and techniques, having met none of the four requirements listed at left. Responding The student demonstrates understanding of the relationship between dance skills and health by meeting all four of the following requirements: Identifies three (3) movements from the warm-up. Explains how the first movement prepares and develops the body. Explains how the second movement prepares and develops the body. Explains how the third movement prepares and develops the body. The student demonstrates an adequate understanding of the relationship between dance skills and health by meeting three of the four requirements listed at left. The student demonstrates a partial understanding of the relationship between dance skills and health by meeting two of the four requirements listed at left. The student demonstrates a minimal of the relationship between dance skills and health by meeting one of the four requirements listed at left. The student demonstrates no understanding of the relationship between dance skills and health, having met none of the four requirements listed at left. Student’s Name/ID# _____________________________________________ Grade Level _________ Response Sheets (circle number) Performing Score 4 3 2 1 NS Responding Score 4 3 2 1 NS Responses List three (3) movements from the warm-up and explain what each does to prepare the body for safe movement and dance. Use the vocabulary of dance, health, and fitness correctly.
4 points 3 points 2 points 1 point No Score Creating The student demonstrates a thorough understanding of choreography by meeting all four of the requirements listed below: Creates a movement sequence that uses locomotor movements to show one type of weather. Creates a movement sequence that uses non-locomotor movements to show the other type of weather. Creates a dance from these two movement sequences that is in ABA form. Creates clear beginning and ending shapes. The student demonstrates an adequate understanding of choreography by meeting three of the four requirements listed at left. The student demonstrates a partial understanding of choreography by meeting two of the four requirements listed at left. The student demonstrates a minimal understanding of choreography by meeting one of the four requirements listed at left. The student demonstrates no understanding of choreography, having met none of the four requirements listed at left. Performing The student demonstrates a thorough understanding of performance skills and techniques by meeting all five of the following requirements: Performs beginning and ending shapes clearly. Performs movement with intentional energy throughout. Performs movement to the fullest extent. Maintains focus throughout the dance. Performs without any interruptions. The student demonstrates an adequate understanding of performance skills and techniques by meeting four of the five requirements listed at left. The student demonstrates a partial understanding of performance skills and techniques by meeting three of the five requirements listed at left. The student demonstrates a minimal understanding of performance skills and techniques by meeting two of the five requirements listed at left. The student demonstrates no understanding of performance skills and techniques, having met one or none of the five requirements listed at left. Responding The student demonstrates a thorough understanding of response skills by meeting all four of the following requirements: Identifies the two types of weather that he/she chose. Describes one movement that shows the first type of weather. Describes one movement that shows the other type of weather. The student’s descriptions correspond to her/his performance. The student demonstrates an adequate understanding of response skills by meeting three of the four requirements listed at left. The student demonstrates a partial understanding of response skills by meeting two of the four requirements listed at left. The student demonstrates a minimal of response skills by meeting one of the four requirements listed at left. The student demonstrates no understanding of response skills, having met none of the four requirements listed at left. Scoring Notes The following scoring notes should be used as guidelines when scoring this item:
You’ve Got It Covered 4 points 3 points 2 points 1 point No Score Creating The student demonstrates a thorough understanding of arts knowledge and skills by meeting all four of the following requirements: Uses three distinctly different types of line (such as horizontal, vertical, diagonal, curved, and zigzag). Uses three distinctly different qualities of line (such as thick, thin, broken, smooth, fuzzy, long, short, light, and dark). Uses three distinctly different shapes (for example, geometric shapes or free-form/organic shapes). Uses lines, shapes, and colors to create symmetrical, asymmetrical, and/or radial balance. The student demonstrates an adequate understanding of arts knowledge and skills by meeting three of the four requirements listed at left. The student demonstrates a partial understanding of arts knowledge and skills by meeting two of the four requirements listed at left. The student demonstrates a minimal understanding of arts knowledge and skills by meeting one of the four requirements listed at left. The student demonstrates no understanding of arts knowledge and skills, having met none of the four requirements listed at left. Responding The student meets four of the five following criteria, thereby demonstrating a thorough understanding of the responding process: Identifies three types of line used in the artwork. Identifies three qualities of line used in the artwork. Identifies three shapes used in the artwork. Identifies the type of balance used in the artwork. Describes how balance was created in the artwork using one or more of the following: lines, shapes, or colors. The student meets three of the five criteria listed at left, demonstrating an adequate understanding of the responding process. The student meets two of the five criteria listed at left, demonstrating a partial understanding of the responding process. The student meets one of the five criteria listed at left, demonstrating a minimal understanding of the responding process. The student meets none of the five criteria listed at left, demonstrating no understanding of the responding process. Assessment Rubric Scoring Notes
Creating The student meets each of the following four criteria: Creates a composition using standard or non-standard notation that is readable and performable. Creates an original composition in ABA form. Correctly labels each section of the composition. Creates a composition using at least three of the identified musical elements. The student meets three of the four criteria listed at left. The student meets two of the four criteria listed at left. The student meets one of the four criteria listed at left. The student meets none of the four criteria listed at left. Performing The student: Performs the written notation. Performs the three identified musical elements. Maintains focus and performs without noticeable interruption. Performs using proper technique for the voice or instrument of his or her choice. The student meets three of the four criteria listed at left. The student meets two of the four criteria listed at left. The student meets one of the four criteria listed at left. The student meets none of the four criteria listed at left. Responding The student: Identifies how the selected instrument or voice was used to represent the animal in his/her composition. Identifies and describes in his/her own words (with appropriate vocabulary) one musical element. Identifies and describes in his/her own words (with appropriate vocabulary) a second musical element. Identifies and describes in his/her own words (with appropriate vocabulary) a third musical element. The student meets three of the four criteria listed at left. The student meets two of the four criteria listed at left. The student meets one of the four criteria listed at left. The student meets none of the four criteria listed at left. Assessment Rubric Scoring Notes The following scoring notes should be used as guidelines when scoring this item.
5th Grade Objective Health SOL: 7.1 GOAL SETTING LESSON Factors that affect school success. Title of Lesson: Media clip showcases young people who speak about the benefits of learning to set and achieve goals. Young people will be given the opportunity to set an achievable goal. 45 minutes
Y is the column number of the starting position and x is the row number. B is the column number and A is the row number of the end position. C,B,F are optional. C specifies the colour. B is given when you want to draw a box. F is given with B to fill the box. Eg to draw a box- 10 LINE (20,50) – (300,150),,B Write the function of CIRCLE command Ans. CIRCLE command will draw a circle from the given position as the center and for the given radius. Syntax: CIRCLE (y,x)r,c C is the colour code. Fill in the blanks The two modes of screen in BASIC are text and graphics mode. SCREEN command changes the screen back to the text mode. SCREEN 1 is the medium resolution graphics mode. SCREEN 2 is the high resolution graphics mode. The figures are drawn in graphics with a invisible pointer. The direction and number of steps in DRAW command should be written within double quotes. Screen 1 has 320 columns and 200 rows. DRAW “E60” command draws a diagonal line in the upward direction to the right. The color of text and graphics can be changed. In LINE command B is used to draw a box. LINE command is used to draw a line or a box from the specified position. Chapter 7 Customising the taskbar and desktop Keywords Taskbar
Subtraction 27 - 3 = 24 13 – 5 = 8 64 – 7 = 57 83 – 47 = 36 607 – 32 = 575 1465 – 348 = 1117 Multiplication What multiplication fact is shown by the following array? 4 x 1 = 4 6 x 0 = 0 5 x 9 = 45 7 x 6 = 42 8 x 2 = 16 4 x 10 = 40 3 x 16 = 48 1000 x 81 = 81000 3826 x 6 = 22956
Section I. Correlation with the Mathematics 2016 SOL and Curriculum Framework Rating Adequate Limited No Evidence 6.1 X * * 6.2 X * * 6.3 X * * 6.4 X * * 6.5 * X * 6.6 X * * 6.7 X * * 6.8 X * * 6.9 X * * 6.10 X * * 6.11 X * * 6.12 X * * 6.13 X * * 6.14 X * * 2017 Mathematics Textbooks and Instructional Materials Committee Consensus Form Correlation to the 2016 Mathematics Standards of Learning and Curriculum Framework – Grade 6 Text/Instructional Material Title: _Big Ideas Math Course 1 (Grade 6): Virginia Edition_________ Publisher: _Big Ideas Learning, LLC____________________________Copyright Date: 2019 The tables included in this document represent the consensus ratings of 2017 Mathematics Textbook committee members. KEY: X - rating applicable * - rating not applicable Section I. Correlation with the Mathematics 2016 SOL and Curriculum Framework
Mathematics Standard of Learning Adequate Rating Limited Rating No Evidence Rating 6.2 The student will n/a n/a n/a a) represent and determine equivalencies among fractions, mixed numbers, decimals, and percents; and X * * b) compare and order positive rational numbers. X * *
Mathematics Standard of Learning Adequate Rating Limited Rating No Evidence Rating 6.4 The student will recognize and represent patterns with whole number exponents and perfect squares. X * * Mathematics Standard of Learning Adequate Rating Limited Rating No Evidence Rating 6.5 The student will n/a n/a n/a a) multiply and divide fractions and mixed numbers; X * * b) solve single-step and multistep practical problems involving addition, subtraction, multiplication, and division of fractions and mixed numbers; and * X * solve multistep practical problems involving addition, subtraction, multiplication, and division of decimals. * X * Mathematics Standard of Learning Adequate Rating Limited Rating No Evidence Rating 6.6 The student will n/a n/a n/a add, subtract, multiply, and divide integers; X * * solve practical problems involving operations with integers; and X * * simplify numerical expressions involving integers. X * *
determine the unit rate of a proportional relationship and use it to find a missing value in a ratio table; X * * determine whether a proportional relationship exists between two quantities; and X * * make connections between and among representations of a proportional relationship between two quantities using verbal descriptions, ratio tables, and graphs. X * * Mathematics Standard of Learning Adequate Rating Limited Rating No Evidence Rating 6.13 The student will solve one-step linear equations in one variable, including practical problems that require the solution of a one-step linear equation in one variable. X * * Mathematics Standard of Learning Adequate Rating Limited Rating No Evidence Rating 6.14 The student will n/a n/a n/a represent a practical situation with a linear inequality in one variable; and X * * solve one-step linear inequalities in one variable, involving addition or subtraction, and graph the solution on a number line. X * *
Section I. Correlation with the Mathematics 2016 SOL and Curriculum Framework Rating Adequate Limited No Evidence 6.1 X * * 6.2 X * * 6.3 X * * 6.4 X * * 6.5 X * * 6.6 X * * 6.7 X * * 6.8 X * * 6.9 X * * 6.10 X * * 6.11 * X * 6.12 X * * 6.13 X * * 6.14 X * * 2017 Mathematics Textbooks and Instructional Materials Committee Consensus Form Correlation to the 2016 Mathematics Standards of Learning and Curriculum Framework – Grade 6 Text/Instructional Material Title: HMH Go Math! Virginia - Grade 6 Publisher: Houghton-Mifflin-Harcourt Publishing Company_____Copyright Date: 2016 The tables included in this document represent the consensus ratings of 2017 Mathematics Textbook committee members. KEY: X - rating applicable * - rating not applicable Section I. Correlation with the Mathematics 2016 SOL and Curriculum Framework
Mathematics Standard of Learning Adequate Rating Limited Rating No Evidence Rating 6.2 The student will n/a n/a n/a a) represent and determine equivalencies among fractions, mixed numbers, decimals, and percents; and X * * b) compare and order positive rational numbers. X * *
Mathematics Standard of Learning Adequate Rating Limited Rating No Evidence Rating 6.7 The student will n/a n/a n/a a) derive π (pi); X * * b) solve problems, including practical problems, involving circumference and area of a circle; and * X * c) solve problems, including practical problems, involving area and perimeter of triangles and rectangles. X * *
Mathematics Standard of Learning Adequate Rating Limited Rating No Evidence Rating 6.8 The student will n/a n/a n/a a) identify the components of the coordinate plane; and X * * b) identify the coordinates of a point and graph ordered pairs in a coordinate plane. * X *
determine the unit rate of a proportional relationship and use it to find a missing value in a ratio table; * X * determine whether a proportional relationship exists between two quantities; and X * * make connections between and among representations of a proportional relationship between two quantities using verbal descriptions, ratio tables, and graphs. X * * Mathematics Standard of Learning Adequate Rating Limited Rating No Evidence Rating 6.13 The student will solve one-step linear equations in one variable, including practical problems that require the solution of a one-step linear equation in one variable. X * * Mathematics Standard of Learning Adequate Rating Limited Rating No Evidence Rating 6.14 The student will n/a n/a n/a represent a practical situation with a linear inequality in one variable; and X * * solve one-step linear inequalities in one variable, involving addition or subtraction, and graph the solution on a number line. X * *
Mathematics Standard of Learning Adequate Rating Limited Rating No Evidence Rating 6.7 The student will n/a n/a n/a a) derive π (pi); X * * b) solve problems, including practical problems, involving circumference and area of a circle; and X * * c) solve problems, including practical problems, involving area and perimeter of triangles and rectangles. X * *
Mathematics Standard of Learning Adequate Rating Limited Rating No Evidence Rating 6.10 The student, given a practical situation, will n/a n/a n/a a) represent data in a circle graph; X * * b) make observations and inferences about data represented in a circle graph; and * X * c) compare circle graphs with the same data represented in bar graphs, pictographs, and line plots. X * * Mathematics Standard of Learning Adequate Rating Limited Rating No Evidence Rating 6.11 The student will n/a n/a n/a represent the mean of a data set graphically as the balance point; and * X * determine the effect on measures of center when a single value of a data set is added, removed, or changed. * X * Mathematics Standard of Learning Adequate Rating Limited Rating No Evidence Rating 6.12 The student will n/a n/a n/a represent a proportional relationship between two quantities, including those arising from practical situations; X * *
determine the unit rate of a proportional relationship and use it to find a missing value in a ratio table; X * * determine whether a proportional relationship exists between two quantities; and X * * make connections between and among representations of a proportional relationship between two quantities using verbal descriptions, ratio tables, and graphs. X * * Mathematics Standard of Learning Adequate Rating Limited Rating No Evidence Rating 6.13 The student will solve one-step linear equations in one variable, including practical problems that require the solution of a one-step linear equation in one variable. X * * Mathematics Standard of Learning Adequate Rating Limited Rating No Evidence Rating 6.14 The student will n/a n/a n/a represent a practical situation with a linear inequality in one variable; and X * * solve one-step linear inequalities in one variable, involving addition or subtraction, and graph the solution on a number line. X * *
Strategy #10: I Have, Who Has Cut out the cards and give one to each student. Add as many more as the class requires and/or have students work together at the beginning. The first student will begin, “Who has a founding member of the Political Equality League who was a noted agricultural reporter for the Manitoba Free Press. The student who has Cora Hind will answer, “I have Cora Hind, who has, The Canadian,” and so on. I have – WCTU Who has – a group of women who asked that women be recognized as persons? I have – Emily Murphy Who has – an important author and suffragist who led the famous Women’s Parliament at the Walker Theatre? I have – Premier T. C. Norris Who has – the word that refers to a woman who worked for the vote for women? I have – Nellie McClung Who has – the Premier who did not want women to have the vote? I have – Mock Parliament Who has – a group of women who formed in Manitoba to work for the vote for women and oppose Premier Roblin? I have – Cora Hind Who has – The Upper House of the Canadian Parliament; its members are appointed?
I have – Political Equality League Who has – the part of the Canadian Government where elected members sit? I have – suffragist Who has – the word meaning “granting the right to vote?” I have – The Famous Five Who has – a word that means to ban or greatly decrease the use of alcohol? I have – Temperance Who has – the play that was put on by women in the Walker Theatre making fun of the Premier? I have – Senate Who has – an important Alberta suffragist who asked Nellie McClung to join her in the fight to have women declared "persons" in Canada? I have – Premier Rodmond Roblin Who has – the Premier who granted women the vote? I have – enfranchisement Who has – a group of women who were concerned about the use of alcohol and wanted the vote for women? I have – The House of Commons Who has – the name of the Court that found that women are persons? I have – Judicial Committee of the Privy Council Who has – a founding member of the Political Equality League who was an important agricultural reporter for the Free Press?