zilongwang/ReadingBank huggingface dataset:
The commandment to love extends to self and others as well as to God. Our love for God is expressed through love of neighbour. Within the Catholic tradition, the building and nurturing of healthy relationships is based on love and Christian freedom. R-7.7 evaluate and personalize the effectiveness of various styles of conflict resolution; e.g. win/win, win/lose, lose/lose Group Roles and Processes – Christians honour the gospel injunction to give special attention to the poor and the marginalized through co-operation with all in order to achieve the possibility of full participation by all, especially those who have been marginalized. Catholic Perspective Alberta Learning Outcomes … Students will: "Clothe yourselves with compassion, kindness, humility, meekness, patience…and love. And let the peace of Christ rule in your hearts." (Colossians 3: 12-15) Catholic spirituality is rooted in the life of the Trinity who calls us into relationship. Respect for the dignity of persons requires an attitude of cooperation and an ability to recognize that each person has a God-given right to participate fully in the activities of the community to the best of their abilities. R-7.8 analyze the potential affects and effects of belonging to a group, team, gang R-7.9 develop group goal-setting skills; e.g. collaboration LIFE LEARNING CHOICES General Outcome 3: Our Christian vocation is to use our gifts, talents and the resources available to us in building God’s reign of peace and love by serving others Students will use resources effectively to manage and explore life roles and career opportunities and
Complete the Investment Pyramid: Highest risk at the top, lowest risk at the bottom Questions – Investment 101 (continued) What is diversification? Why is it important to diversify your investments? In terms of investing, explain the phrase “Do not put all of your eggs in one basket.” In your opinion, what three Simple Rules for Investing are the most important? a. b.
c. Which of these three rules is the single most important rule? Why? Pretend you just received a special gift of $5,000. Thinking about the savings and investment instruments we have been studying, what would you do with this important gift? Explain your answer. Types of Savings and Investment Instruments Name: _________________________________________________________ Directions: Choose three savings or investment instruments from the Investment Pyramid to research on the Internet. (See your notes from Investment 101 for the pyramid.) Complete the chart below as you conduct your research. Type of investment Instrument Describe the investment instrument What are the pros? What are the risks? Would you be interested in in this instrument? Explain. Example: Savings Account A savings account is an account provided by a bank for individuals to save money and earn interest on the cash held in the account. A savings account: Keeps your money safe. Your money grows with interest. There are really no risks. Savings is insured by the FDIC up to $250,000. Answers will vary.
4 100.00 .09 5 100.00 .09 6 100.00 .09 7 100.00 .09 8 100.00 .09 Borrow $1000 for 5 years at an interest of 10%. Pay an equal amount of the principal each year plus the interest. Year Remaining Balance Principal Amount Interest Rate (APR) Interest Amount Payment Amount Remaining Balance 1 1000.00 200.00 .10 2 200.00 .10 3 200.00 .10 4 200.00 .10 5 200.00 .10 Handout # 2 Answer Key How Much Will It Really Cost? Borrow $500 for 5 years at an interest of 7%. Pay an equal amount of the principal each year plus the interest. Year Remaining Balance Principal Interest Rate (APR) Interest Payment Amount Remaining Balance Amount Amount 1 500 100 0.07 35 135 400 2 400 100 0.07 28 128 300 3 300 100 0.07 21 121 200 4 200 100 0.07 14 114 100 5 100 100 0.07 7 107 0 Total Paid: 605 Borrow $800 for 8 years at an interest of 9%. Pay an equal amount of the principal each year plus the interest. Year Remaining Balance Principal Interest Rate (APR) Interest Payment Amount Remaining Balance Amount Amount 1 800 100 0.09 72 172 700 2 700 100 0.09 63 163 600 3 600 100 0.09 54 154 500 4 500 100 0.09 45 145 400
Medical Insurance Benefits: Disability Insurance Benefits: Life Insurance Benefits: Long Term Care Benefits: Handout # 2 Name__________________ Minimizing Damage from Unexpected Events Why do people buy insurance? Why should renters buy insurance? What is the purpose of automobile liability insurance? Is it optional? If you live in a flood zone, will a standard homeowner’s policy cover flood damage?
Sources/Bibliographic Information that contributed to this lesson: Interactive Compound Interest Calculator Handout #1 Name_______________________ Thinking About the Video: Need to Invest Early Larry got off to an early start in saving money. At what age did Larry begin saving? ________ How much money did Larry save each year? ____________ What was his compound interest rate? _____ How many years did Larry Invest his $2000/per year?________ What was the total amount he put in savings? __________ Why did Larry stop investing? ___________________ ____________________________ Did he ever put more money into the account? _________________________ What happened to the money in Larry’s account? ___________________________________ Larry’s twin brother Barry is a procrastinator – he put off starting a savings plan until what age?_________ How much did Barry invest per year? ________________________________ How long did Barry invest his yearly $2,000.00? _____________________________ How much did Barry contribute to his savings? ______________________________ Fill in the chart below: Larry Barry Age he began investing:
Nashwaaksis Middle School 324 Fulton Avenue Fredericton, NB E3A 5J4 Phone: (506)453-5436, FAX: (506)444-4129 School Supply List 2017 – 2018 – Grade 7 1 USB stick 1 Dictionary (English-French) 1 red pen, 1 blue pen 12 HB pencils (sharpened) 2 black fine-tip markers 1 box colored pencils 2 erasers 1 Scotch tape 1 pkg looseleaf (400) 3 pkgs plastic page protectors 4 highlighters 5 (1) inch binders (different colours) 3 pkgs dividers 4 Hilroy notebooks (32 pg) 1 pkg construction paper 1 glue stick 1 pair of scissors 1 pkg grid paper 1 math set 1 calculator 1 metric ruler (30cm) 2 boxes of Kleenex Gym: 1 pair of sneakers (non-skid soles) 1 pair of shorts/gym pants 1 pair of indoor shoes Unscented deodorant (due to scent allergies within our school) Gym clothes including sneakers, and shorts or track pants and t-shirt. Students are not allowed to wear their same school clothes in gym class, so please ensure they have appropriate attire. Please note: There is a $20 student activity fee (covers lock, art, technology and shop), family fee is $50.00. Payments can be made by cash or payable by cheque to Nashwaaksis Middle School. See you in September 2017!!
____________________________________________________________________________________ Human Animal 15Q1 Which sequence identifies the levels of organization of body structures in a human from simplest to most complex? (1) cell → organ → tissue → organ system (2) organ system → cell → tissue → organ (3) tissue → organ → organ system → cell (4) cell → tissue → organ → organ system 15Q2 A student viewing a cell with a microscope observes a cell wall, a cell membrane, and a nucleus. The presence of these structures indicates that the student is looking at a cell from a (1) rabbit (2) carrot (3) worm (4) fly 15Q4 The diagrams below represent two systems of the human body. (Not drawn to scale) Which two systems are represented in the diagrams? (1) endocrine and skeletal (2) endocrine and respiratory (3) circulatory and respiratory (4) circulatory and digestive 15Q16 Nutrients enter the bloodstream during the process of (1) locomotion (2) respiration (3) elimination (4) absorption 15Q28 All living and nonliving material is composed of (1) air (2) elements (3) water (4) soil
Grade 8 Concepts - The wonder of creation – The Mind: Learning, Remembering, Reasoning -The Minds: Creating and Feeling -The Mind: Acting Freely -Character - Building Bridges – Roots -Wings -Friendship -Friendship and Stress -the gift of sexuality -Male and Female: In Relationship -Growth and Change -Young People: In Relationship -The Gift of Fertility -True Love -Commitment -Commitment to Others -Commitment to the Future -A common project -Understanding Justice -Some Issues in Social Justice -Growing Toward Social Justice Scope and Sequence for Fully Alive Grade 7 Themes Created Loved by God Living in Relationship Created Sexual: Male & Female Growing in Commitment Living in the World Grade 7 Concepts -Who am I -Personality -Emotions - Heredity and Environment -To be a person - Analyzing Relationships -Relationships and Communication -Looking at Families -Family Challenges -Looking at Friendship -Friendship Challenges -Understanding Sexuality -The Human Body -Stewards of the Body -Attraction and Feelings –Relationships and Respect -Developing People -Decision Makers -Committed People -We Gather: Celebration and Support -Values and Virtues - We Gather: Change and Work -Belonging to the Group
Is it possible to remain neutral in an interdependent world? Is true peace possible after a major conflict? How were American and the world different because of the events of World War II? Analyze and evaluate conditions, actions, and motivations that contribute to conflict and cooperation among groups and nations Analyze examples of conflict, cooperation, and interdependence among groups, com munities, regions, societies, and nations RH -2 - Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. RH-3-Identify key steps in a text description of a process related to history /social studies. Students will investigate the causes and effects of World War II and the results of United States participation in the conflict. Students will map the global connections that formed after World War II by evaluating the effects of Cold War policies and conflicts. Peace in Peril: Isolationism, Neutrality Acts; Totalitarian aggression; Appeasement; Munich Conference; Lend-Lease WWII US entry, mobilization, and strategy – two front war Role of women/minority groups – Japanese internment, segregated/integrated units; Tuskegee Airmen; GI Bill End of war: atomic bomb; United Nations, refugees, Japanese surrender Holocaust & Nuremburg Trials The Beginnings of the Cold War Cold War World: Yalta Conference, Containment; Berlin airlift, Marshall Plan, NATO, Communist China, USSR; Hot wars in Korea and Vietnam Students will create a World War II portfolio analyzing the causes and effects of the war. Students will illustrate the changes in global connections throughout the Cold War era. What Do We Learn from Our Relationships and Conflicts With Others? Unit 10: Times of Change – Postwar United States In this unit, students will investigate the changing roles of individuals and groups in American after World War II. By examining American culture through the eyes of various groups and individual citizens, students will construct an understanding of how the dynamic relationship between individuals and society creates an American past, present, and future. The goals of this unit will be achieved through focused inquiry centered on the following themes: Civic Ideals and Practices How can students participate in meaningful civic action? Time, Continuity, and Change How and why do people differ in their judgments about what was important in the past? Culture How does culture unify a group of people? ESSENTIAL QUESTIONS COMMON CORE & NCSS RESULTS CONTENT STUDENT PERFORMANCE
Catastrophic Events Students Learn Lesson Students Do Storms overview and assessment. PART 1: STORMS Lesson 1: Thinking About Catastrophic Events Students create a concept map about natural catastrophic events and use a globe and map to locate places on Earth where they think catastrophic events take place. The causes and effects of storms. Lesson 2: Introducing Storms Students use cylinders of water to simulate the vortex of a storm and discuss possible causes of the circular movement. Heat can be transferred by radiation, convection, and radiation. The surfaces of the Earth absorb and reflect the sun’s rays unevenly. Lesson 3: Heating Earth’s Surfaces Students investigate, graph, and analyze the uneven heating and cooling rates of soil and water. Warm surfaces radiate heat energy and warm the air above them. Cool surfaces absorb heat energy and cool the air above them. Lesson 4: Heat Transfer and the Movement of Air Students manipulate the temperature inside a clear cylinder to investigate the effect that surface temperature has on the temperature of the air above it. Using smoke as a flow indicator, students also investigate the effect that surface temperature has on airflow. The upward movement of warm air and the downward movement of cool air form convection currents, which move heat through the troposphere. Fronts form at the boundary between two air masses with different temperature, pressure, and humidity conditions. Lesson 5: Convection Currents in the Air Students connect two cylinders and observe the formation of convection currents. Then they relate their observations of air movement in the lab to weather fronts and the formation of winds. Precipitation, thunderstorms, tornadoes, and hurricanes often develop in weather conditions (or when warm and cold air masses meet). Lesson 6: Temperature, Pressure, and Cloud Formation Students use sealed bottles of water to investigate the conditions under which water evaporates and condenses. They manipulate the air pressure in these closed systems to determine the effect of high-and systems on cloud formation. Then they apply their observations to weather maps and draw conclusions
Students receive full credit for only selecting these two choices: C. x = 1, y = -1 and F. x = 0, y = 0 No Solution Exactly 1 Solution Infinitely Many Solutions There is one solution. (Or any answer that expresses the same idea.) NOTE: There is a variety of possible explanations, such as “I know when then for both equations,” “because the slopes are different, the lines will intersect,” “the graph of the lines are not parallel so they will cross,” etc. Infinitely many solutions. (Or any answer that expresses the same idea.) The graph will be a line. Student circles the intersection points as shown. There are two solutions. There is a variety of possible explanations, including “because the graphs intersect at two points,” “the equations share two values,” “there are two points on the graph of both equations,” etc. 8,400 tickets were sold at the music festival; 11,600 tickets were sold before the music festival There is one solution. There is a variety of possible explanations, including “because the lines will eventually cross,” “the lines are not parallel,” “the lines have different slopes,” etc. 9. (3.5, –3.5) or any equivalent answer. 10. Student only selects these three statements: □ (-3, 2) is a solution to equation 1.
Borrowers with loans (mortgages, auto loans) based on fixed interest rates? Those who earn income with cost-of-living adjustments (COLAs)? Those with fixed payments? The federal government, as the largest borrower? Who loses: Lenders (banks) of loans with fixed interest rates? Those with savings accounts or other interest-earning accounts with fixed interest rates? Those with fixed incomes? 4. Divide the class into groups of four or five and hand out Activity 2-3 to each group. [15 minutes] Students are instructed to collaborate on determining who gains, who is hurt, and uncertain on the various scenarios and offer explanations. Monitor progress and collaboration. CLOSURE Review the answers to Activity 2-3 by asking each group a set of questions. Provide clarification if necessary. [10 minutes] OPTIONAL EXTENSION SUGGESTION/HOME LEARNING Have students research the 1979 Energy Crisis with a focus on the gasoline prices and have them explain the affect of the inflation on the American economy and American consumer. Sources/Bibliographic Information that contributed to this lesson: Ray, Margaret. Advanced Placement Economics: Macroeconomics: Teacher Resource Manual, 4th Edition. National Council for Economic Education, 2012. Who Is Hurt and Who Is Helped by Unanticipated Inflation? In Questions 1 through 15 decide which people or groups are hurt by unanticipated inflation and which benefit from unanticipated inflation. Circle the correct response, and explain why you answered as you did. H means the person or group is hurtby unanticipated inflation. G means the person or group gains from unanticipated inflation. U means it is uncertain if the person or group is affected by unanticipated inflation or if the effects are unclear. Banks extend many fixed-rate loans. H G U Explain: A farmer buys machinery with a fixed-rate loan to be repaid over a 10-year period. H G U Explain:
12. A local government receives revenue mainly from fixed-rate license fees charged to businesses. H G U Explain: 13. Your friend rents an apartment with a three-year lease. H G U Explain: 14. A bank has loaned millions of dollars for home mortgages at a fixed rate of interest. H G U Explain: 15. Parents are putting savings for their child’s college education in a bank savings account. H G U Explain: Advanced Placement Economics Macroeconomics: Student Activities © National Council on Economic Education, New York, N.Y.
different ways. Students are able to find the slope of a line from multiple points. Students are able to draw congruent and similar triangles to using the vertical length of the side vs. the horizontal length of the side. Students are able to identify that similar triangles have the same slope. Students will use a graph to construct triangles between two points on a line and compare the sides to understand that the slope is the same between any two points. Students are able to derive the equation from a line through the origin and intercepting the vertical axis at b. Examples: Kell works at an after-school program at an elementary school. The table below shows how much money he earned every day last week. Mariko has a job mowing lawns that pays $7 per hour. (a) Who would make more money for working 10 hours? Explain or show work. (b) Draw a graph that represents y, the amount NYC Schools Lesson: Slippery Slopes 8.EE.6 Recommended Additional Resources: Correlated iReady Lesson(s): Representing Proportional Relationships Linear Equations and Slope
Writing W.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. W.8 Gather relevant information from multiple print and digital sources; using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following standard format for citation. W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Thinking Through Genre (This book may be in your professional library): Contains actual unit plans for a variety of reading and writing genres. For a more detailed description and additional writing process resources, see this website: Personal Narrative: Suggested Units: The Collections textbook has a teacher website () where you can view additional lesson ideas. Under “Interactive Writing Lessons” you can find several resources for Narrative Writing by clicking the purple buttons Narrative Writing Resources on Writing Fix: A Pearson unit on Personal Narrative Writing: The Noyce Foundation Personal Narrative Unit: LearnZillion Videos: Collection 3 Performance Tasks Visual Presentation Literary Analysis Unit 3—Literary Analysis—Common Ground Located in the Common Core Assessment Supplement Also Research Simulation Task 3 from Unit 4 Language L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.1a Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences. L.1b Form and use verbs in the active and passive voice. L.1c Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood. L.1d Recognize and correct inappropriate shifts in verb voice and mood. Suggested Resources for Teaching Grammar throughout the year ReadWriteThink Grammar Lessons: A menu of general grammar lessons that would be useful during the writing workshop as well as throughout the year: Four Level Analysis (Michael Clay Thompson): These .pdf files provide a short explanation and examples of this grammar strategy that can be introduced at the beginning of the year and continued throughout the year (bellringers, daily practice, etc.):
Criteria 4 3 2 1 Content (x2) The project contains all of the items outlined in the assignment and it’s presented in an organized fashion. The project contains nearly all of the items outlined in the assignment and it’s presented in a fairly organized fashion. The project contains some of the items outlined in the assignment and/or it lacks some organization. The project contains hardly any of the items outlined in the assignment and it’s very difficult to follow. Effort/creativity The project is free of errors and presented in a neat and attractive format. Outstanding effort and creativity! The project is mostly free of errors and presented in a neat and attractive format. Good effort and creativity! The project has some errors and demonstrates a lower amount of effort and creativity. The project has numerous errors and demonstrates a major lack of effort and creativity. Theme The portions of poems selected are excellent choices and strongly represent a common theme. The portions of poems selected are good choices and represent a common theme quite well. The portions of poems selected are not the best choices making the overall theme a bit unclear. The portions of poems selected are completely random choices making it quite difficult to represent a theme. Understanding/ Application of Poetry and Poetic Devices The examples of poetic devices are completely accurate, and the mood of the poem is accurately described. The examples of poetic devices are mostly accurate, and the mood of the poem is described quite accurately. Some of the examples of poetic devices are accurate, and the mood of the poem is not clearly described. Most of the examples of poetic devices are inaccurate, and the mood of the poem is non-existent or unclear. Total: / 20 Comments:
Sources/Bibliographic Information that contributed to this lesson “What is A Stock?” Lesson from the National Council on Economic Education, Learning, Earningand Investing Lesson 4, Get Into Stocks, No-Frill Money Skills Video Series, Episode 3, The Federal Reserve Bank of St. Louis, Get Into Stocks Classroom Discussion Questions, Name:_____________________________Period:___________Date:______________________ KWL: Stocks and Income Directions: First, complete the “What I (K)now” and “What I (W)ant to Learn” columns based off of the four terms in the first column. Wait until the conclusion of class to complete the “What I (L)earned” column. What I (K)now What I (W)ant to Learn What I (L)earned Stock Interest Dividend Capital Gain
Handout # 1 Name______________________ Identity Theft Activity Social media sites are great ways to share pictures and news with your friends and family, but they can also be great places for identify thieves to locate personal information and steal your identity. Many times identity thieves aren’t strangers; they have relationships with their victims! It’s silly to completely ban the use of social media for fear of becoming an identity theft victim, but you can take precautions to make sure you aren’t over-sharing. Use the following screenshot—to highlight words, sentences or phrases you think could be used to help an identity thief gain access to your information. Miami, Florida June 1, 2001 Miami, Florida Single Friends, Dating Well, my middle name is Kathryn. I’m a student at Miami Woods Senior High School. I LOVE swimming – I’ve been swimming on a team since I was 8!! I can’t imagine life without swimming. I work part-time at Pollo Tropical on Biscayne after school, and at Target
An activity through which you earn money. It is a regular activity in exchange of payment. The pursuit of a lifelong ambition or a course of progression towards lifelong goals. A lifetime journey of building and making good use of your skills, knowledge and experiences. Can be thought of as the accumulation of all of the jobs in an occupation that makes up an individual’s work life. Often pictured as a staircase or ladder. Work for which you receive pay. Often doesn’t provide long-term satisfaction. Specific education levels or special training may or may not be required. Usually requires special training or higher levels of education. The individual is expected to increase their expertise to match higher levels of responsibility. Typically for long-term, life long Generally for a determined period of time – often short term. Income varies by demand. Most likely to be categorized as a “wage” by the hour. Income is typically salary based. Amount varies depending on value to society. Position can be “safe”, but shifting priorities and resources can suddenly change. Demands may require relocation or layoffs. Risks are often external. Position encourages a person to take risks as they advance but these risks are often planned and considered internal. A Passion A trip A journey A Paycheck Introduction/Hook Handout #3
(1) Determine the length of the next beam in the sequence if the pattern continues. (1) (2) Determine the length of the beam, in the form ... (4) (b) A quadratic number pattern has a first term equal to 1. The general term of the first differences is given by (1) Determine the first 3 terms of the first differences sequence. (2) (2) Hence, determine the value of a in the quadratic number pattern . (2) (3) Determine the formula for (4) [13] Section B: 77 marks TOTAL: 150 MARKS ___________________________________________________________________________________
Unit Suggested Readings Prentice Hall Author Text Type Lexile Level (Suggested Range: 950L to 1115L)* Source Prentice Hall AMERICA: HISTORY OF OUR NATION TEXT BOOK Supplemental Class Text Set Author Text Type Lexile Level Source About this Text Set The History of Native Americans Scholastic Article Scholastic.com () This text set is organized around a supplemental, engagement-centered Essential Questions: How did different Cultures and traditions develop around the world? How did early civilizations develop in America? How did geography influence the development of cultures in North America? How did trade link Europe, Africa and Asia? The Olmec of Meso-America Daniel Villescas (Denver Public Schools) PDF L Fall of the Aztec Empire I The Amistad Curriculum Article Amistad Curriculum Fall of Incan Civilization The Amistad Curriculum Article Amistad Curriculum
Goals (CCSS Standards) to Address: CCSS.ELA-LITERACY.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources. CCSS.ELA-LITERACY.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. CCSS.ELA-LITERACY.RH.6-8.3 Identify key steps in a text's description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered). Craft and Structure: CCSS.ELA-LITERACY.RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. CCSS.ELA-LITERACY.RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, causally). CCSS.ELA-LITERACY.RH.6-8.6 Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). Integration of Knowledge and Ideas: CCSS.ELA-LITERACY.RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. CCSS.ELA-LITERACY.RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text. CCSS.ELA-LITERACY.RH.6-8.9 Analyze the relationship between a primary and secondary source on the same topic. Range of Reading and Level of Text Complexity: CCSS.ELA-LITERACY.RH.6-8.10 By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently and proficiently
the horizontal leg for the smaller triangle is three. The ratio for the vertical leg to the horizontal leg is ninety over three. The vertical leg for the larger triangle is two hundred ten and the horizontal leg for the larger triangle is seven. The ratio of the vertical leg to the horizontal leg is two hundred ten over seven. We can simplify both of these ratios to thirty over one. In Step E, we will Examine Your Results. Does your answer make sense? Here compare your answer to the question. Yes my answer makes sense, because I found the slope. Is your answer reasonable? Here compare your answer to the estimate. Yes, because thirty is the same as about thirty. And is your answer accurate? Here check your work. Yes the answer is accurate. We can now write your answer in a complete sentence. The change in vertical distance over horizontal distance is thirty feet per minute. CLOSURE Now let’s go back and discuss the essential questions from this lesson. Our first question was, what does corresponding mean? Corresponding means having the same relationship, such as angles and sides. Our second question was, how do you determine similarity? If two triangles are similar, the measures of their corresponding sides are proportional. And our third question was, how is the slope of a line related to the similar slope triangles formed by the line? The ratio of the vertical leg to the horizontal leg of each similar slope triangle formed by the line is equal to the slope of the line.
Develops knowledge of estimation, including how to efficiently and accurately estimate the results of calculations, as well as how to determine when estimation is appropriate. Comments: Strategic Competence/Problem Solving 4-3-2-1 Next Steps for LEA/School to Increase Level of Implementation 3.3 Good Instruction in Problem Solving: LEA: School: Provides opportunities for students to figure out, formulate and solve their own mathematical problems from real-world situations. Requires students to develop a “toolkit” of solution strategies and the reasoning ability to know which strategies are best suited to solve particular problems. Requires students to generate mental models of problems; represent those models either numerical, symbolically, verbally or graphically; and then solve those problems. Comments: Adaptive Reasoning 4-3-2-1 Next Steps for LEA/School to Increase Level of Implementation 3.4 Good Instruction in Adaptive Reasoning: Requires students to communicate, explain and justify their mathematical reasoning in multiple ways (e.g., verbally, written, with manipulatives, graphs, tables, symbols, etc.) LEA: School: Provides opportunities for students to connect new learning to concepts and procedures they already know well. Provides opportunities for students to reflect on and refine their reasoning and problem solving strategies.
Demand-The quantity of a good or service that buyers are willing and able to buy at all possible prices during a period of time. Salary-A regular payment, often at monthly or biweekly intervals, made by an employer to an employee, especially in the case of professional or white-collar employees. Salaries are paid for services rendered and are not based on hours worked. Wages-Payments for labor services that are directly tied to time worked, or to the number of units of output produced. Profession-a specific career, job usually involving education and/or training. Career Information Worksheet Name:______________________________ Class: ___________________________ Elementary Teacher Firefighter Date Entry Worker Doctor (Physician) Brief Description Human Capital (education, training or skills needed) Median Income Other Important Factors Rank for Pay (1-4, with 1 being the highest)
0 4 (0, 1) 1 4 (1, 4) 2 4 (2, 4) b) x y (x, y) -3 0 (-3, 0) -3 1 (-3, 1) -3 2 (-3, 2) Match given equations of linear relations with their corresponding graphs. Q 8) Match given equations of linear relations with their corresponding graphs. X + 8 = 0 Y – 2 = 0 Y = 2x – 4 Y = x^2 C = 4π Q 9) Extend a given graph (extrapolate) to determine the value of an unknown element. Q 10)
Verify the solution of a given linear inequality, using substitution for multiple elements in the solution. Q34) Is (3, 1) a solution to 2x – 3y > 6? Explain. Q35) Is (8, 2) a solution to 2x – 3y > 6? Explain. Solve a given problem involving a single variable linear inequality, and graph the solution. Q36) This rectangle must have a perimeter less than or equal to 100cm. a)Write an inequality for this situation. b) Solve the inequality c) Represent the solution graphically Demonstrate an understanding of polynomials (limited to polynomials of degree less than or equal to 2). Create a concrete model or a pictorial representation for a given polynomial expression. Q37) Simplify the following expression, and represent with algebra tiles: 5x2 + 3x – 4x – 8x2 + 1 Write the expression for a given model of a polynomial Q38) Q39)
Adapted from: http://www.environment.gov.au/biodiversity/invasive/publications/cane-toad/factsheet.html, Commonwealth of Australia Glossary hardy – capable of surviving in difficult conditions voracious – having a very eager approach to an activity fauna – the animals of a particular region or habitat usurping – to take over or occupy
Grade descriptors: the overall effectiveness of PSHE education provided in the school Outstanding (1) Practice in PSHE education consistently reflects the highest aspirations for pupils and expectations of staff. Best practice is spread effectively in a drive for continuous improvement. Teaching in the subject is likely to be outstanding and together with a rich curriculum, which is highly relevant to pupils’ needs, it contributes to outstanding learning and achievement or, in exceptional circumstances, achievement that is good and rapidly improving. Thoughtful and wide-ranging promotion of the pupils’ spiritual, moral, social and cultural development in the subject enables them to thrive. Consequently, pupils and groups of pupils have excellent experiences in the subject, ensuring they are very well-equipped for the next stage of their education, training or employment. Good (2) Effective action is taken so that PSHE education enables most pupils to reach their potential. Pupils benefit from teaching that is at least good. This promotes very positive attitudes to learning and ensures that achievement in the subject is at least good. Leadership and management of the subject play a significant role and are good overall. Deliberate and effective action is taken to promote the pupils’ spiritual, moral, social and cultural development. A positive climate for learning exists and pupils and groups of pupils have highly positive experiences in the subject so that they are well prepared for the next stage in their education, training or employment. Requires improvement (3) Achievement, the quality of teaching and learning and leadership and management of PSHE education are all likely to be at least adequate with some significant good practice. Reasonable steps are taken to promote pupils’ spiritual, moral, social and cultural development. Pupils and groups of pupils have a generally positive experience in the subject and are not disadvantaged as they move to the next stage of their education, training or employment. Inadequate (4) Overall effectiveness in PSHE education is likely to be inadequate if any of the following apply: Achievement in PSHE education is inadequate. The behaviour and safety of pupils in PSHE education are inadequate. The quality of teaching in PSHE education is inadequate. The curriculum in PSHE education is inadequate. Leadership and management in PSHE education are inadequate. There are important weaknesses in the promotion of pupils’ spiritual, moral, social and cultural development resulting in a poor climate for learning in PSHE education where pupils or groups of pupils are unable to thrive.
Grade Five School Supplies 2018-19 Hartland Community School Item Quan. Crayola Coloured Pencils, 24/pkg., sharpened 1 Crayola Markers, 12/pkg. 1 Pencils Norica Staedtler, 12/box 3 Pencil sharpener-w.receptacle- assorted colors 1 Pencil Case w/zipper and 3 holes 1 Eraser - white vinyl Basics Brand - Latex Free 3 UHU Glue Stick 21 g 2 Duotang, blue 2 Duotang, red 2 Duotang, green 2 Duotang, yellow 2 Duotang, violet 2 Duotang, white 2 Duotang- dark blue 2 Duotang, orange 1 Hilroy 4/pk. Canada Notebooks 2 Hilroy coil notebook- 80pg / 1 subject 1 Looseleaf-200 lined sheets 1 Bristol Board- 4/ply-22x28- white 1 Kleenex- facial tissue 3 Resealable Plastic Bags- Large double package 1 Student Agenda- (purchased by school) 1
bonds. (K.OA.3) Lesson 26: I can Model decompositions of 9 using fingers, linking cubes, and number bonds. (K.OA.3) Lesson 27: I can Model decompositions of 10 using a story situation, objects, and number bonds. (K.OA.3) Lesson 28: I can Model decompositions of 10 using fingers, sets, linking cubes, and number bonds. (K.OA.3) Lesson 27 enVision Resource: (enVision may be used to support the needs of your students but should not be used independently.) 4-6 Making 4 and 5 4-7 More, Fewer, and Same as 5-2 Making 6 and 7 5-4 Counting 8 and 9 5-5 Making 8 and 9 5-7 Counting 10 5-8 Making 10 5-9 Reading and Writing 10 i-Ready Lessons: Addition Number Sentences Counting On to Solve Addition Problems Addition Facts: Doubles Subtraction Concepts: Separation Subtraction Concepts: Part-Part-Whole Subtraction Concepts: Comparison Counting Back to Subtract 1, 2, or 3 Using Length to Represent Subtraction Adding Three Numbers Composing and Decomposing with 5 as a Benchmark Additional Resources: Zearn Lesson 27- Rekenrek Wave, What Is Less?, Take Apart the Array Lesson 28- Race to 0 Subtraction Game, Number Bond Bracelet, Make 10 Memory Game
Grade Level 4 Team Purpose Team Agreements Monitor Academic progress at grade level Monitor fidelity of Implementation of academic curricula at grade level Refer students to Tier II-III team when extra support is needed Inform facilitator of absence/tardy before meeting Avoid side talk Stay focused & active Start and end on time Team Members Facilitator Minute Taker Data Analyst Administrator Others Primary Anne Megan Angus Rhonda Celeste Cody Back Up Celeste Angus Cody Troy Team Meeting Schedule When Where Start/End Time Meeting Minute Location 1st and 3rd Wednesdays Erin’s Room 3:00-4:00 Shared File
Question Data Collection & Data Entry Schedule What, Who & When Report Generation What, Who & When Fidelity of Implementation Teacher surveys as needed during grade level meetings. Review data monthly, and report on meeting minutes. Student Outcomes SWIS Data Attendance Data DIBELS Aims Wed- MCOMP SWIS Grade Level Summary and Drill Down reports Quarterly Fall Winter Spring Examine Academic Levels Questions to Answer per plan/goal Academic Quarterly/benchmark review Implementation Fidelity Are systems of support in place and being implemented as planned? Aim for 80% implementation fidelity on R-TFI/quarterly, and staff reporting 80% implementation fidelity/review monthly Current Problem Levels How many months are problem levels at or below the national median or expected for each grade? Aim for 8 of 10 months to be at or above the expected level for each grade level/review monthly Trends Is there a gradual increase or decrease in problem levels across a 4-month period of time? Aim for consistent increase in growth toward benchmark/ review monthly Are there peaks in problem levels or dips in academic data that are 15-20% higher/lower? Aim for all grade levels being within the benchmark range across time/ review monthly
Student Proportions Are Tier I interventions working for 80-85% of students? What percentage of students are receiving Tier II and Tier III supports? Aim for 80% emerging/on grade level, 15% strategic, and 5% intensive/ review monthly Groups and Individual Students Do any students need Tier II or Tier III supports? Aim for no more than 15% students requiring Tier II supports and no more than 5% of student requiring Tier III support/review monthly Grade Level New Problem Grade Level Progress Monitoring Guidelines Check levels of implementation fidelity Look for increase/spike in errors/problem behaviors Review of skills & expectations after extended absences Use previous year’s data trends for prevention planning Fidelity of Implementation Classroom Fidelity Checklist Fidelity checklist for participating staff Student Outcomes If less than 85% of students are succeeding review implementation fidelity before adjusting the plan Make sure the problem is defined with precision and solutions with contextual fit Consider Tier II or III supports for students with 2+ referrals and students who have both social and academic problems, or who we discuss for 2+ minutes without decisions being made
Student Objectives: Students will understand how the newly independent states of North America created a Constitution that established a radically new form of government. Students will understand how a Bill of Rights was created to guarantee the individual civil liberties of American citizens to protect them from their new government. Students will be able to explain the concept of checks and balances and how the Constitution of the United States establishes those checks and balances so that no single branch of government can assume overwhelming power. Students will be able to analyze how specific amendments outlined in the Bill of Rights have relevant, present day applications that are regularly argued in courts across the United States. KNOWLEDGE The Land Ordinance of 1785 and the Northwest Ordinance (1787). Shays’s Rebellion Weaknesses of the Articles of Confederation The Constitutional Convention (Plans and Compromises) Federalists v. Antifederalists The Constitution of the United States The “Bill of Rights” and Amendments 11-27 The system of checks and balances SKILLS Analyze political and social concepts
- Navigate to Main Menu>Faculty Center The Faculty Center page show all classes assigned to the instructor for the current term If the term is incorrect, click on the "Change Term" icon and choose the correct term from the menu Click on the Grade Roster icon on the left side of the page, in the row of the class to be graded NOTE: In the top Grade Roster section, verify that all information about the class is correct. NOTE: In the Display Options section, verify that the roster type is 'Mid-Term Grade'. There are several ways to input grades in the system: Importing Grades from Bb Learn: To import grades from Bb Learn into the mid-term grade roster, select the correct yellow button for the column with your mid-term grades: This button will pull in your grades from the Bb Learn column and add them to the “Imported Grade” column in the mid-term roster: (Please note that if no grades exist in Bb Learn in these columns, the import buttons will be disabled/grayed out). Once you review the grades in the “Imported Grades” column, select the Copy button to add all student grades to the “Roster Grade” column: (Please note: Do NOT add individual grades in the “Roster Grade” column before copying all of your Bb Learn grades over. These grades will be overwritten!)
It’s All a Cycle Project 1-Moon Phase Book Rubric TASK: Eight Recorded Moon Phases and Informational Writing Task 4 3 2 1 Accurately draw all eight phases of the moon in the correct sequence. All 8 phases of the moon accurately drawn and shaded in the correct sequence. Most (between 5-7) phases of the moon accurately drawn and shaded in the correct sequence. Some (between 3-5) phases of the moon accurately drawn and shaded in the correct sequence. Two or less phases of the moon accurately drawn and shaded in the correct sequence. Use all vocabulary words for phases. new moon, waxing crescent moon, first quarter moon, waxing gibbous moon, full moon, waning gibbous moon, third quarter moon, waning crescent moon, new moon Student uses appropriate language skills in the written descriptions of all 8 phases of the moon.. Student uses appropriate language skills in the written descriptions of most phases of the moon.. Student uses appropriate language skills in the written descriptions of some phases of the moon.. Student uses appropriate language skills in the written descriptions of few phases of the moon. Accuracy of Science Content All facts presented about the phases of the moon is complete and correct. Most facts presented about the phases of the moon is complete and correct. Most science content was neither complete or correct. None of the science content was complete or correct. .
Physical and Chemical Changes Rap Battle Rubric TASK: Create a rap that expresses the differences between physical and/or chemical changes, depending on which side you are battling. Task 4 3 2 1 Writing Process Students devote a great deal of time and effort to the writing process (prewriting, drafting, reviewing, and editing). Group works collaboratively to make sure their rap is the best it can be. Students devote sufficient time and effort to the writing process (prewriting, drafting, reviewing, and editing). Students devote some time and effort to the writing process but overall more revisions are needed. Students devote little time and effort to the writing process. Rehearsal Process: Tempo, Rhythm, Response The rehearsal process includes taking the written rap and fully applying musical choices to it for performance. Careful attention is paid to establishing a rhythm for the rap, a tempo for each line, and movement if necessary. The rehearsal process includes taking the written rap and most of the time applying musical choices to it for performance. Some consideration is paid to establishing a rhythm for the rap and a tempo for each line. The rehearsal process includes taking the written rap and seldom applying musical choices to it for performance. No musical choices were made or applied to the rap. Accuracy of Science Content All facts presented about physical/chemical changes in the rap are accurate. The facts are fully developed and allow the audience to understand much more about the similarities and differences of physical and/or chemical changes. Almost all facts presented in the rap are accurate. The facts are almost fully developed to understand the comparison of physical and/or chemical changes. Most facts presented in the rap are accurate (at least 70%) but the rap is only somewhat developed in regards to comparing/ contrasting physical and chemical changes. There are several factual errors in the rap. Ensemble Performance Ensemble performance is coordinated, well-rehearsed and is performed using loud, clear voices, and strong bodies. Ensemble seems mostly prepared but could have benefitted from more . rehearsals. Voices are mostly loud and clear. Ensemble is somewhat prepared, but it is clear that rehearsal was lacking. Voices are somewhat loud and clear. Ensemble is not prepared to present. Students often mumble or can not be understood.