zilongwang/ReadingBank huggingface dataset:
A Progression Toward Mastery Assessment Task Item STEP 1 Little evidence of reasoning without a correct answer. (1 Point) STEP 2 Evidence of some reasoning without a correct answer. (2 Points) STEP 3 Evidence of some reasoning with a correct answer or evidence of solid reasoning with an incorrect answer. (3 Points) STEP 4 Evidence of solid reasoning with a correct answer. (4 Points) 1 4.NBT.5 The student is unable to complete both area models with correct calculations. The student correctly solves one part using the area model. The student correctly solves both parts but has an error in one of the area models; or the student represents both area models correctly but miscalculates for one part. The student correctly completes all area model for each problem with correct answer: 1,800 807 2 4.NBT.5 The student is unable to solve more than one problem correctly. The student correctly solves at least two of the four problems with evidence of some place value knowledge. The student correctly solves at least three of the problems showing reasoning through a place value strategy, or the student correctly answers four problems, only showing solid reasoning for three problems. Student correctly answers all parts showing all work using area models, partial products, or the general method: 204 1,484 9,135 30,170 3 4.NBT.5 4.OA.1 4.OA.2 4.OA.3 The student answers incorrectly with little attempt at solving the problem. The student attempts to use an equation or model, resulting in an incorrect answer. The student solves using an equation or model but results with an incorrect answer or answers correctly showing only some reasoning. The student correctly answers 648 seats in an answer statement and uses an equation or model correctly to solve. draws
4 4.NBT.5 4.OA.1 4.OA.3 The student answers incorrectly and provides little or no evidence of reasoning through estimation. The student answers incorrectly but shows some evidence in reasoning through estimation. The student correctly answers 1,092 boxes using a model or equation accurately, but is unable to clearly reason using estimation, or the student provides clear reasoning and attempt at solving but provides an incorrect answer. The student correctly answers 1,092 boxes in an answer statement, uses an area model or equation to solve, and validates his answer is reasonable through estimation. 5 4.NBT.5 4.OA.1 4.OA.2 4.OA.3 4.MD.3 The student shows little to no reasoning and answers more than two parts incorrectly. The student correctly answers two of four parts and shows little reasoning in Part (c) and little evidence of place value understanding. The student answers three of the four parts correctly, answers all four parts correctly with unclear reasoning in Part (c), or doesn’t show solid evidence of place value understanding in all solutions. The student correctly answers: 5 m × 4 m = 20 square meters; a rectangle; labels the width as 10 meters and length as 12 meters. 120 square meters; 26 meters; 208 plants; shows a written equation and reasons correctly through estimation.
measure. Draw and identify lines and angles, and classify shapes by properties of their lines and angles. 4.G.1 Draw points, lines, line segments, rays, angles (acute, right, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. 4.G.2 Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right angles as a category, and identify right triangles. 4.G.3 Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry. Evaluating Student Learning Outcomes A Progression Toward Mastery is provided to describe steps that illuminate the gradually increasing understandings that students develop on their way to proficiency. In this chart, this progress is presented from left (Step 1) to right (Step 4). The learning goal for each student is to achieve Step 4 mastery. These steps are meant to help teachers and students identify and celebrate what the student CAN do now and what they need to work on next. A Progression Toward Mastery Assessment Task Item and Standards Assessed STEP 1 Little evidence of reasoning without a correct answer. (1 Point) STEP 2 Evidence of some reasoning without a correct answer. (2 Points) STEP 3 Evidence of some reasoning with a correct answer or evidence of solid reasoning with an incorrect answer. (3 Points) STEP 4 Evidence of solid reasoning with a correct answer. (4 Points) 1 4.G.2 4.G.3 The student correctly answers fewer than five of the eight parts and shows little to no reasoning. The student correctly completes at least five of the parts but shows little evidence of reasoning in Part (h). The student correctly completes six or seven of the eight parts, providing sufficient reasoning in Part (h). Or, student answers all parts correctly but without solid reasoning in Part (h). The student correctly draws all lines of symmetry, identifies figures with none, and answers Parts (g) and (h). 1 line. None. 3 lines.
measure of ∠TRS using or ∠QRP using is 58 degrees, making ∠PRS equal to the difference between 180 and 58. The students may also determine that ∠PRS is equal to ∠QRT because of the two intersecting lines creating vertical angles. ∠QRV + ∠VRT = 122°. (Referencing vertical angles, although not necessary, is acceptable.) 4 4.MD.5 4.MD.6 4.MD.7 4.G.1 4.G.2 4.G.3 The student correctly answers fewer than four of the eight parts. The student correctly completes four or five of the parts. The student correctly completes six or seven of the eight parts. The student correctly answers all eight parts: Rectangle; 2 lines. Rhombus; 2 lines. Right, scalene triangle; no lines. Drawing depicts a right triangle with sides measuring 6 cm, 8 cm, and 10 cm. 270 degrees. 135 degrees; 45 + b = 180 or 180 – 45 = b. Mike lined the bottom ray up with the bottom edge of the protractor, not with the line that measures to zero. Drawing depicts a line-symmetric figure.
Approved Supplemental Mathematics Reference Sheet Grade 4 (For use by students on the MCAS Mathematics test who have this accommodation) General Problem Solving Strategies Symbols Reread question for clarity Draw a picture Make a table Circle or highlight key terms Calculate and solve See if my answer makes sense Circle my answer is greater than is less than is equal to Place Value Divisibility Rules Number Line Hundreds Chart Formulas Area () of Rectangle () Area () Model Perimeter () Fractions Add or Subtract – need like denominators
Name:___________________________Date:_____________________
Software as a Service (SaaS) Providers’ applications running on cloud infrastructure are accessed through thin-client (e.g. web browser) or program interfaces. Easy technology setup Rapid deployment No upfront capital investment Typically stable software Most cost effective model as only the software is leased Little control over deployment, upgrade and testing methodology Likely limitations on amount of customisation and tailoring Data privacy issues and difficulties in return of customer data Integration can be difficult and unsupported (although this is becoming less common with the rise of open APIs) Platform as a Service (PaaS) Customer-created or purchased applications are deployed onto a provider’s cloud infrastructure. No need for capital hardware investment Rapid deployment Support for integration More management effort due to responsibility for application updates and upgrades Likely to be a shared platform, requiring security considerations Data privacy issues Not as cost effective as SaaS Infrastructure as a Service (IaaS) Computer infrastructure (processing, storage, networks etc) are provided to the customer, to deploy their own software applications. Removes the need to buy, house and maintain physical servers Ability to respond quickly to changing demand Greater level of control over Virtual Machine Simplifies integration Most expensive Responsibility for Virtual Machine Management Need for new skills sets and regular training program to keep step with technology changes Responsibility for backups There are four common deployment models: Model Potential Advantages Potential Disadvantages Private cloud Cloud infrastructure is provisioned for exclusive use by a single More control Good data security and compliance Typically more expensive Lower economies of scale Lower resilience
Evaluation: 2 hours TASK ASSESSMENT DUE DATE Present completed infographic and presentation to teachers, administrators and peers INDIVIDUAL Attendance and participation. GROUP Evaluation of infographic and presentation. Detailed rubrics will be provided in advance. November 7th, evening symposium 50(ish) word summary of your participation in the Group 4 Project that includes information on your planning, action and evaluation of the project. Will be completed in EACH G4 class you are in. INDIVIDUAL Teacher evaluation of summary using a simple rubric November 8-9 Self and peer evaluation. You will assess yourself and your group members: Were you regularly at group meetings, punctual and cooperative? Did you contribute ideas and suggestions for the project? Did you listen to team member ideas and suggestions? How well did you carry out the tasks assigned by the group? Did you do your fair share of the work? How would you rate your overall contribution to the project? INDIVIDUAL Complete a survey which you score group member participation as: 3: outstanding contribution 2: significant contribution 1: little contribution 0: no contribution November 8-9
Table 1: Summary of key features of the top five ranked models by SKM (2011a) and the CSIRO model currently under development. Yarram (SKM 1999) Gippsland Basin (Nahm 2002) Sale WSPA (SKM 2008) Integrated Resource IRM (Schaeffer, 2008) ecoMarkets (GHD, 2008a, 2010a) CSIRO (Freij-Ayoub et al., 2011a) DPI (Beverly et al., 2012) Extent focus onshore offshore onshore onshore, offshore onshore offshore onshore Inclusion of offshore extractions 1 2 1 3 1 3 Representation of within-Basin structural features 2 2 2 2 2 2 Number of layers 4 7 4 18 7 10 18 Grid resolution 500–2000 m ? 1 km 1 km 200 m 1 km 200 m Representation of major aquifers and aquitards 1 2 1 3 2 3 3 Representation of both onshore and offshore hydrogeology 2 2 0 3 2 3 3 Representation of appropriate boundary conditions 1 2 1 3 3 3 3 Accurate representation of groundwater/surface water interface 1 2 2 2 1 2 3 Ability to represent abstraction and injection wells 2 2 2 3 3 3 3 Ability to determine extraction impacts on environment/users 2 2 2 3 2 3 3 Ability to identify shallow water tables 2 2 2 3 2 3 3 Ability to simulate steady-state conditions 3 ? 3 3 2 3 3
Strzelecki6 ranges in thickness from 266 m to 4000 m. HGU 30 – Represents the Palaeozoic Basement. Internal GSV grids were used as the foundation for the Palaeozoic (30) HGU. The Palaeozoic surface was then modified in the following ways: BSE (GHD 2012; SKM 2009) was clipped to the extent of Palaeozoic outcrop and merged with Palaeozoic basement; Basement intersections from Constantine (2009) were used to constrain Palaeozoic basement depth; Strzelecki intersections from (Constantine 2009) were used to limit the upward extent; Interpretations based on isostatic gravity anomalies were used to mould the geometry of troughs; offshore basement surfaces from McLean & Blackman (2013) and Stuart-Smith et al. (2010) were merged together. The Palaeozoic HGU ranges in thickness from 2 m to 262 m. Model layer Name Inputs Geology - Comment References 1 Marine Water Bathymetry Marine water thickness Whiteway (2009) 2 QA VAF 101 Quaternary GHD (2012) SKM (2009) 3 UTQA VAF 102; -10m elevation contour Haunted Hill Formation GHD (2012) SKM (2009) 4 UTQD VAF 103 Nuntin clay GHD (2012) SKM (2009) 5 UTAF VAF 105 Boisdale Formation GHD (2012) SKM (2009) 6 UTD VAF 106 Jemmys Point Formation and upper Hazelwood Formation GHD (2012) SKM (2009) 7 Y COAL VAF 106 Yallourn Coal (isopach) Yallourn coal seams; 1,1a, 1b and 2 GHD (2012) SKM (2009) GHD (2011) 8 Y Interseam VAF 106 Yallourn Coal Interseam y_all floor & M1a_all top GHD (2012) SKM (2009) GHD (2011) 9 UMT A&D UMTA 107 UMTD 108 Balook Formation Tambo River, Wuk Wuk Marl, Gippsland Limestone, Morwell Coals GHD (2012) SKM (2009) 10 M1A COAL UMTA 107 Yarragon Formation, M10, M1a, M1b2, ML, M12; M1a_all GHD (2012)
Measuring Electricity (units, tools) Parts of Circuits Generating Electricity The Atom Kilo-Watt hour (kW) Battery Windmill Smallest part of element Resistance (R) Ohms Ω Nucleus Electrical Meter Cable/wire Solar cell (panel) Pos/Neg charged particles Protron (+) Electron (-) Volts (V) Amps (A) On-off switch Hydro-electric dam Neutron (no charge)
Watt (W) (60 Watt Bulb) Coal/gas fired power plant Conductors Insulators Charged Particles Can… negative positive terminal Glass materials Nuclear plant (factory) Flow in a current Become magnetic Plastic or rubber Attract and repel each other Engine driven Generator Metal Materials Cause static electricity
5.10 Compare Unit Fractions COMMON CORE STATE STANDARDS Use equivalent fractions as a strategy to add and subtract fractions. 3.NF.A.3 – Number and Operations - Fractions Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. BIG IDEA Students will compare unit fractions by reasoning about their size. Standards of Mathematical Practice Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning Informal Assessments: Math journal Cruising clipboard Foldable Checklist Exit ticket Response Boards Problem Set Class Discussion PREPARING FOR THE ACTIVITY MATERIALS Prepare a set of cards for each pair of students. A teacher set with the words “greater than,” “less than,” and “equal to” are needed as well. 1 card with < 1 card with > 1 card with = Fraction Strips are available in block 9. Response Boards Sprint: Divide by 8 Fractions strips 1 set of <, >, = cards per pair Circle template Problem Set 5.10 Exit ticket 5.10 Additional Practice 5.10 VOCABULARY AUTOMATICITY TEACHER NOTES
Name: _____________________________ Date: ___________ Exit Ticket 5.10 Each fraction strip is 1 whole. All the fraction strips are equal in length. Color one fractional unit in each strip. Then, circle the largest fraction and draw a star to the right of the smallest fraction. Compare unit fractions and write >, <, or =. 1 eighth 1 tenth 1 whole 5 fifths
Services Offered Individual programs and advice to help you manage your hearing loss Assistive technology and workplace equipment Effective Management of Hearing Loss Courses Specialised Smoke Alarm Scheme Education and support services If you, a family member or friend have a hearing impairment or are having difficulty hearing in certain situations, our Hearing Services team can provide assistance and support to help you continue to lead a safe and independent life. You will be supported by: Free tailored services and tips on managing hearing loss based on your individual needs Training in groups and individually so you can learn and develop communication tactics, assertive behaviours and other strategies Information and training on a wide range of listening aids and equipment Support for your family members Education and training for your family and workplace. The Department for Communities and Social Inclusion has contributed funds towards these programs
Assessment Task Item and Standards Assessed STEP 1 Little evidence of reasoning without a correct answer. (1 Point) STEP 2 Evidence of some reasoning without a correct answer. (2 Points) STEP 3 Evidence of some reasoning with a correct answer or evidence of solid reasoning with an incorrect answer. (3 Points) STEP 4 Evidence of solid reasoning with a correct answer. (4 Points) 1 5.NBT.1 5.NBT.2 The student is unable to provide a correct response. The student attempts but is not able to accurately draw the place value mat or explain reasoning fully. The student correctly draws place mat but does not show full reasoning, or explains reasoning fully but place value mat doesn’t match the reasoning. The student correctly: Draws place value mat showing movement of digits. Explains movement of units to the left for multiplication and movement of units to the right for division. 2 5.NBT.7 The student is unable to use the area model to find the product. The student attempts using an area model to multiply but inaccurately. Student attempts to write either word or expanded form of inaccurate product The student uses the area model to multiply but does not find the correct product. Student accurately produces word and expanded form of inaccurate product. The student correctly: Draws an area model. Shows work to find product 13.8. Accurately expresses product in both word and expanded form. 3 5.NBT.3a 5.NBT.3b The student answers none or 1 part correctly. The student answers 2 or 3 answers correctly. The student answers 4 or 5 answers correctly. The student correctly answers all 6 parts: a. > d. > b. = e. < c. > f. <
1 5.NBT.3a 5.NBT.3b The student answers none or 1 part correctly. The student answers 2 or 3 parts correctly. The student answers 4 or 5 parts correctly. The student correctly answers all 6 parts: a. > d. < b. > e. = c. < f. < 2 5.NBT.1 5.NBT.2 The student answers none or 1 part correctly. The student answers 2 parts correctly. The student is able to answers all parts correctly but is unable to explain his strategy in (a), (b), or (c), or answers 3 of the 4 parts correctly. The student accurately models 8.88 on the place value chart, and correctly: Uses words, numbers, and model to explain why each digit has a different value. Finds product 88,800 and explains. Finds quotient of 888 and explains. 3 5.NBT.4 5.MD.1 The student is unable to identify any answers for (a), or answer (b) correctly. The student identifies 1 or 2 answers correctly for (a), and makes an attempt to convert but gets an incorrect solution for (b). The student identifies 2 answers correctly for (a), and converts correctly for (b), or identifies 3 answers correctly for (a) and converts with a small error for (b). The student identifies all 3 answers correctly for (a), and answers (b) correctly: 2.251 cm, 2.349 cm, 2.3955 cm. 2.3 x 102 = 0.023 m. 4 5.NBT.1 5.NBT.2 5.NBT.3 5.NBT.4 The student answers none or 1 part correctly. The student answers 2 problems correctly. The student is able to answer all parts correctly but is unable to explain strategy in (d), or answers 3 of the 4 problems correctly. The student correctly responds: 0.947 m, 0.97 m, 1.268 m, 1.5 m. 947 thousandths meters. 0.9 + 0.04 + 0.007 = 0.947 m. Rochester ≈ 1.0 m,
in the placement of the decimal point. Lesson 4: Use exponents to denote powers of 10 with application to metric conversions. 5.NBT.3 B Decimal Fractions and Place Value Patterns Lesson 5: Name decimal fractions in expanded, unit, and word forms by applying place value reasoning. Lesson 6: Compare decimal fractions to the thousandths using like units and express comparisons with >, <, = . 2 5.NBT.4 C Place Value and Rounding Decimal Fractions Lesson 7–8: Round a given decimal to any place using place value understanding and the vertical number line. 2 Mid-Module Assessment: Topics A–C (assessment ½ day, return ½ day, remediation or further applications 1 day) 2 Standards Topics and Objectives Days 5.NBT.2 5.NBT.3 5.NBT.7 D Adding and Subtracting Decimals Lesson 9: Add decimals using place value strategies and relate those strategies to a written method. Lesson 10: Subtract decimals using place value strategies and relate those strategies to a written method. 2 5.NBT.2 5.NBT.3 5.NBT.7 E Multiplying Decimals Lesson 11: Multiply a decimal fraction by single-digit whole numbers, relate to a written method through application of the area model and place value understanding, and explain the reasoning used. Lesson 12: Multiply a decimal fraction by single-digit whole numbers, including using estimation to confirm the placement of the decimal point. 2 5.NBT.3 5.NBT.7 F Dividing Decimals Lesson 13: Divide decimals by single-digit whole numbers involving easily identifiable multiples using place value understanding and relate to a written method. Lesson 14: Divide decimals with a remainder using place value understanding and relate to a written method. Lesson 15: Divide decimals using place value understanding including remainders in the smallest unit. Lesson 16: Solve word problems using decimal operations. 4
821 ÷ 41 ≈ 800 ÷ 40 = 20 617 ÷ 23 ≈ _________ ÷ _________ = _________ 821 ÷ 39 ≈ _________ ÷ _________ = _________ 482 ÷ 52 ≈ _________ ÷ _________ = _________ 531 ÷ 48 ≈ _________ ÷ _________ = _________ 141 ÷ 73 ≈ _________ ÷ _________ = _________ 476 ÷ 81 ≈ _________ ÷ _________ = _________ 645 ÷ 69 ≈ _________ ÷ _________ = _________ 599 ÷ 99 ≈ _________ ÷ _________ = _________ 301 ÷ 26 ≈ _________ ÷ _________ = _________ 729 ÷ 81 ≈ _________ ÷ _________ = _________ 636 ÷ 25 ≈ _________ ÷ _________ = _________ 835 ÷ 89 ≈ _________ ÷ _________ = _________ 345 ÷ 72 ≈ _________ ÷ _________ = _________ 559 ÷ 11 ≈ _________ ÷ _________ = _________
6 5.OA.1 5.OA.2 5.NBT.1 5.NBT.2 5.NBT.5 5.NBT.7 5.MD.1 The student uses incorrect reasoning in most parts of the task and is unable to correctly convert, calculate, and/or write an accurate expression. The student uses some correct reasoning, and is able to answer one part of the task. The student uses correct reasoning, but makes calculation errors on part of the task or writes an incorrect expression. The student uses correct reasoning, correctly calculates all parts of the task and writes a correct expression. 378 ft $37.80 84 × 1.5 × 103 or 84 × 103 × 1.5
Assessment Summary Type Administered Format Standards Addressed Mid-Module Assessment Task After Topic D Constructed response with rubric 5.OA.1 5.OA.2 5.NBT.1 5.NBT.2 5.NBT.5 5.NBT.7 5.MD.1 End-of-Module Assessment Task After Topic H Constructed response with rubric 5.OA.1 5.OA.2 5.NBT.1 5.NBT.2 5.NBT.5 5.NBT.6 5.NBT.7 5.MD.1
(1 Point) (2 Points) reasoning with an incorrect answer. (3 Points) (4 Points) 1 5. NF.4 5. NF.7 The student draws valid models and/or arrives at the correct answer for two or more items. The student draws valid models and/or arrives at the correct answer for three or more items. The student draws valid models and/or arrives at the correct answer for four or more items. The student correctly answers all eight items, and draws valid models: 12 20 2 5.NBT.7 The student has two or fewer correct answers. The student has three correct answers. The student has four correct answers. The student correctly answers all six items: 48 0.48 400 4 9.6 or 924/40 or any equivalent fraction 32 3 5.OA.2 The student has no correct answers. The student has one correct answer. The student has two correct answers. The student correctly answers all three items: (9 + 12) or 2 × (9 + 12) 24 (
4 5.NF.3 5.NF.6 5.MD.1 The student has no correct answers. The student has one correct answer. The student has two correct answers. The student correctly answers all three items: 4.8 hours 4 hours, 48 minutes 288 minutes 5 5.NF.6 5.NF.7 The student gives one or fewer correct responses among Parts (a), (b), (c), and (d). The student gives at least two correct responses among Parts (a), (b), (c), and (d). The student gives at least three correct responses among Parts (a), (b), (c), and (d). The student correctly answers all four items: 5 ÷ 2 5 ÷ 1/2 Draws a correct diagram for both expressions and solves. Correctly identifies 5 ÷ 2, and offers solid reasoning. 6 5.NF.5 The student gives both a faulty example and a faulty explanation. The student gives either a faulty example or explanation. The student gives a valid example or a clear explanation. The student is able to give a correct example and clear explanation. 7 5.NF.3 5.NF.4 5.NF.6 5.NF.7 5.MD.1 5.MD.2 The student has two or fewer correct answers. The student has three correct answers. The student has five correct answers. The student correctly answers all seven items: a. 1 gal, 2 qts 2 gal, 1 pt 2 gal, 2 qt, 1 pt b. 13 gal, 1 pt c. 2 1/9 gal d. 1 7/12 gal e. 1/12 gal f. 6 c g. 12 bottles
they need to work on next. A Progression Toward Mastery Assessment Task Item and Standards Assessed STEP 1 Little evidence of reasoning without a correct answer. (1 Point) STEP 2 Evidence of some reasoning without a correct answer. (2 Points) STEP 3 Evidence of some reasoning with a correct answer or evidence of solid reasoning with an incorrect answer. (3 Points) STEP 4 Evidence of solid reasoning with a correct answer. (4 Points) 1 5.NF.4a 5.MD.1 The student draws valid models and/or arrives at the correct product for two or more items. The student draws valid models and/or arrives at the correct product for at least four or more items. The student draws valid models and/or arrives at the correct product for at least six or more items. The student correctly answers all eight items, and draws valid models: 3 3 1/2 9 12 8 inches 1 1/2 feet 49 60 2/3 2 5.NF.4a 5.NF.3 The student’s work shows no evidence of being able to express the length of the shaded area. The student approximates the length of the shaded bar, but does not write a multiplication equation. The student is able to write the correct multiplication equation for the diagram, but incorrectly states the length of the shaded part of the bar. The student correctly: Writes a multiplication equation: 3/4 × 3. Finds the length of the shaded part of the bar as 9/4 or 2 1/4. 3 5.OA.1 The student is unable to identify any equal expressions. The student correctly identifies one correct expression. The student correctly identifies two equal expressions. The student correctly: Identifies (a), (c), and (d) as equal to 3/5 × 6. Explains why (b) is not equal.
Things not to bring Electronic games, MP3 or other music players, laptops, etc. iPads or phones or similar may be brought if students wish, but will be permitted on the bus ride only. Communication All communications can be made through the school or directly to the teachers on the retreat. Korean-only speakers may wish to contact the school first and have a translator assist you. There will be a designated time for students to phone home. Therefore phone calls may be made and received by students during that time only (except in an emergency). Contact Phone Numbers Mark Stride 185 2639 0058 Guo Ying 137 5222 8189 Sheree Mundell 155 2263 3252 Safety and Medical In the event of a medical emergency, we will be in immediate contact with both the parents and International SOS Beijing Assistance Centre, who will recommend and support us with the appropriate response. This may include transport to Beijing United Family Hospital or other appropriate facilities depending on the nature of the incident. For all other medical needs teachers have First Aid training and have medical packs to deal with any minor injuries.
NFRC 102-2010 “Procedure for Measuring the Steady-State Thermal Transmittance of Fenestration Systems” SGCC – Safety Glazing Certification Council – www.sgcc.org ANSI Z97.1-09 “American National Standard for Safety Glazing Materials used in Buildings – Safety Performance Specifications and Methods of Test” 16 CFR 1201 “Consumer Product Safety Commission Safety Standard for Architectural Glazing Materials – codified at Title 16, Part 1201 of the Code of Federal Regulations 2011 Edition” 1.06 SYSTEM DESCRIPTION AAMA Designation: AW-PG70-FW. Windows: 4-1/4" frame depth; extruded aluminum with integral structural thermal break installed by the window manufacturer in the frame members; equal-leg [flange] [prime/nailing fin] frame; exterior and interior finishes applied by the window manufacturer; frames assembled by the window manufacturer. Thermal break: The thermal break separating the exterior and interior aluminum extrusions shall be a mechanical crimp-in-place system utilizing multi-directional glass fiber reinforced polyamide nylon multiple-tubular struts with locking mechanical connections to the aluminum extrusions. The thermal break shall not be compromised by hardware or metal fasteners. Configuration: fixed; [fixed-to-fixed with a vertical integral mullion in one master frame;] [fixed-under-fixed with a vertical integral mullion in one master frame;] [fixed-over-fixed with a vertical integral mullion in one master frame;] glass plane in line with the window exterior plane. Glazing: exterior ExxonMobil Santoprene™ foam gasket; 1-3/4" insulating glass; two weep holes under each glass pocket for drainage; foam backer rod and silicone heel bead forming an internal seal; interior Santoprene™ bulb gasket threaded into aluminum glazing beads; glass description in paragraph 2.04; glazed by the window manufacturer. 1.07 PERFORMANCE REQUIREMENTS
Turning to crime Upbringing Cognition Biology Disrupted Families Farrington Criminal Thinking patterns Yochelson & Samenow Brain dysfunction Raine Learning from other Bandura/Sutherland/Akers Moral Development Kohlberg Genes and Serotonin Brunner Poverty and disadvantage Wilstrom & Tafel Social Cognition Gujonsson & Sigurdsson Gender Daly & Wilson
Making a case Interviewing witnesses Interviewing suspects Offender profiling Recognising faces Bruce, Frowd Detecting lies Vrij & Mann Top Down typology Hazelwood Factors influencing identification Loftus & Messo Interrogation techniques Inbau Bottom Up Canter Cognitive Interview Geiselman/Fisher False confessions Gudjohnsson Case Study: John Duffy
Name: ________________________ Date: ________________________ Subtracting Decimals with Base Ten Grids 1. 0.85 – 0.69 = _______ 2. 1.64 – 0.9 = _______ 3. 1.5 – 0.63 = _______ 4. 1 – 0.72 = _______ 5. 2.89 – 1.97 = _______
Subtracting Decimals with Base Ten Grids Answer Key 1. 0.85 – 0.69 = 0.16 2. 1.64 – 0.9 = 0.74 3. 1.5 – 0.63 = 0.87 4. 1 – 0.72 = 0.28 5. 2.89 – 1.97 = 0.92
Name: ________________________ Date: ________________________ Triangle Grid Directions: Draw an example of a triangle in each box that fits the given categories. Acute Right Obtuse Equilateral Isosceles Scalene
Monday/Tuesday DO NOW: Can energy be created or destroyed? Explain your reasoning? Students will conduct an online lab through sascurriculum Log in: record39supply No password necessary Homework: Complete lab reflection Wednesday Students will work on unit vocabulary and use one real world example or one picture to describe the definitions. Vocabulary words altitude pressure humidity precipitation evaporation latitude Coriolis effect Ocean current Climate Water cycle Equator temperature energy thermal energy kinetic energy heat convection conduction radiation Thursday/Friday BENCHMARK EXAMS UNIT 1
Investigation Resources for Unit 1 Instructional Plan Resource Standards Grade 5, Unit 1 Investigation 1 (sessions 1 – 4) Investigation 2 (sessions 1 – 4A) Investigation 3 (session 1 – 4, 6 – 7) Investigations CGI – Resource Guide Investigations and the Common Core State Standards (pages: CC4) 5.NBT.5 5.NBT.6 5.OA.2 5.NBT.1 – imbedded, not explicit 5.OA.1 Grade 5, Unit 7 Investigation 2 (session 3) Investigation 3 (sessions 1 – 6) Investigation 4 (sessions 1 – 4) Investigations CGI – Resource Guide Investigations and the Common Core State Standards (pages: C103) Grade 5, Unit 8 Investigation 2 (1 – 8) During this Investigation teachers will want to have a conversation about Order of Operations. Refer to Order of Operations materials including Math Conversation for Order of Operations Investigations CGI – Resource Guide Additional Focus Needed On: Solving multi-step word problems using all operations, including interpretation of remainders. CGI – Resource Guide 4.OA.3
Targeted Content Standard(s): Student Friendly Learning Targets 5.NBT.6 Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division, illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. I can… Divide multi-digit whole numbers. Explain how various models can be used to represent and solve problems involving division situations. Targeted Mathematical Practice(s): Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure. Look for an express regularity in repeated reasoning Supporting Content Standard(s): (optional) 5.OA.1 Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. Explanation of Rigor: (Fill in those that are appropriate.) Conceptual: Students will model division with multi-digit numbers using manipulatives, area models/arrays, and equations. Procedural: Students will use place value strategies and properties of operations to divide multi-digit whole numbers. Application: Students will apply their knowledge of the area model of division to solve real-life problems. Vocabulary: Divide Divisor Dividend Tens Hundreds Thousands Area model (length, width, area) Array Equation Parentheses Partial Quotient Quotient Evidence of Learning (Assessment): Pre-Assessment: Division-Subtraction Relationship, Division-Multiplication Relationship Formative Assessment(s): Dividing with Base 10 Blocks – Observation Checklist Array/Area Model for Division-Student Practice Sheet Partial Quotients Division Worksheet Column division vs. Partial quotients Formative Assessment Summative Assessment: 5.NBT.6 Base Ten Summative Assessment Multi-Digit Division Summative Assessment
G5. MARKETING PROMOTION WORKSHEET Library / Branch: Completed by: Date: Objectives To ensure that all members of the community are made aware of library services and programs. To facilitate easy access to library facilities, services and programs for all members of the community. This Guideline should be read in conjunction with G.22, Customer service. Note: Refer also to Living Learning Libraries 6th ed, 2015, Part A, S18, Satisfaction with library services. Guidelines Guidelines These Guidelines are from Living Learning Libraries 6th ed. 2015 Action indicator Select from drop down list Commentary Add comments on the library’s performance in the context of each Guideline A proportion of the library budget is allocated to marketing and promotional activities Comments: Library staff participate in marketing and promotion Comments: Local electronic, print and non-print media including accessible formats are used to promote library services and programs Comments: Specific strategies are developed to provide information about targeted library services and programs, including dissemination of publicity materials in alternate formats and languages other than English Comments: Good quality informational, directional and promotional material is used Comments: Library policies are developed, reviewed and revised with consideration given to their effect on the library’s public relations Comments: Partnerships have been formed with local community organisations, local businesses, State Library of NSW and ALIA to facilitate library marketing and promotion Comments:
Partnerships are monitored to ensure ongoing relevance Comments: Library surveys are conducted with both library customers and non library users, on a regular basis, e.g. every two years Comments: The success or popularity of library programs and events is evaluated using surveys of opinion or by assessing the impact on, for example, visits, loans and membership Comments: Media coverage is monitored for frequency of mention of library service and usefulness for library events and programs, including specific media coverage for specific events and programs. Comments: Suggested performance indicators Number of promotional activities per annum Number of [positive] media mentions of the library service per annum Number of participants attending activities. Things to consider Libraries may need to operate within the constraints of local Council policy (if any) on media relations and promotion. Council’s media/public relations staff may be able to assist the Library in promotional activities and preparation of promotional materials. A ‘Friends of the Library’ group could provide publicity and support for the library.
A Progression Toward Mastery Assessment Task Item STEP 1 Missing or incorrect answer and little evidence of reasoning or application of mathematics to solve the problem. STEP 2 Missing or incorrect answer but evidence of some reasoning or application of mathematics to solve the problem. STEP 3 A correct answer with some evidence of reasoning or application of mathematics to solve the problem, OR an incorrect answer with substantial evidence of solid reasoning or application of mathematics to solve the problem. STEP 4 A correct answer supported by substantial evidence of solid reasoning or application of mathematics to solve the problem. 1 a 6.NS.2 Student response is missing or depicts inaccurate operation choice. Student response is inaccurate and does not represent the correct place value. Student response is inaccurate through minor calculation errors, however place value is represented accurately. Student response is correct. The price of each item is determined as , where place value is represented accurately. b 6.NS.2 Student response is incorrect or missing. Place value is not depicted in the response. Student response depicts place value only in monetary denominations, such as dollars and cents. Student response depicts place value accurately, but makes little to no correlation to monetary denominations. Student response is accurate. Each place value is labeled accurately AND shows correlation to the monetary denominations each place value represents. For example: dollars is labeled with ones and dollars, cents is labeled as tenths and dimes, and the zero in the hundredths place is labeled with zero hundredths and “no pennies.” 2 a 6.NS.3 Student response is incorrect or missing. Students merely included one length and one side in their calculation. Student response is incorrect based on place value. Student response depicts understanding of the addition algorithm, but minor calculation errors hindered the correct sum of meters. Student calculations include all sides of the sand pit. Student applied the standard algorithm of addition of decimals to determine the correct sum of meters.
A Progression Toward Mastery Assessment Task Item STEP 1 Missing or incorrect answer and little evidence of reasoning or application of STEP 2 Missing or incorrect answer but evidence of some reasoning or application of STEP 3 A correct answer with some evidence of reasoning or application of mathematics to STEP 4 A correct answer supported by substantial evidence of solid reasoning or
correct through the use of calculation and a misinterpretation of the number line diagram. b 6.NS.1 Student response is incorrect or missing, OR the student computed the product of to reach the response of . No visual representation supports the student response. Student response is incorrect, but depicts some reasoning in an incomplete visual model. OR Student response is correct, but reasoning is unclear through the misuse of a visual model. Student response is correct. Reasoning is evident through the use of visual models, but the response is in terms of time and not amount of cards, such as or of an hour. OR Student response is correct through the use of calculation and a misinterpretation of the visual model. Student response of invitations is correct. Reasoning is evident through the depiction of an accurately designed visual model. c 6.NS.1 Student response is incorrect or missing, OR the student computed the product of the given fractions instead of determining the quotient. The response is correct, but includes no computation to support reasoning. Student response is correct. Student computed the quotient as invitations but showed minimal computation. Student response of invitations is correct. Student demonstrated evidence of reasoning through concise application of an equation with accurate calculations. 3 a 6.NS.1 Student response is incorrect or missing, OR student determined the product of and . Student response is correct, but shows no computation or reasoning. OR The response is incorrect, but reasoning in evident through calculations. Student response of people is correct and represents some reasoning through calculation. OR The student response shows reasoning and application of mixed number conversion, but includes errors in calculation. Student response is correct. Reasoning is evident through correct mixed number conversion. The quotient of people is determined using apparent understanding of factors. b 6.NS.1 Student response is missing. Student response is incorrect and does not depict understanding of whole and mixed numbers. Student response determined that there will be no leftover ice cream is correct, but is not supported with a clear understanding of whole and mixed numbers. Student response is correct. Student explanation and reasoning include the understanding that a mixed number response will provide left over ice cream where a whole number response would not.
The number of inches in n feet. Age in human years of your dog when she has lived n years Number of weeks in n days Your actual height h when you are wearing 2 inch shoes. 12n 7n h - 2 The product of 12 and n 7 times more than n n divided by 7 quotient of n and 7 Two less than your height 2n + 2n + 2n + 2n + 2n + 2n 6n + n n h – (1 + 1) 5 feet = 72 inches 10 year old dog = 70 in human years 28 days = 4 weeks 60 in. with shoes = 58 in. barefoot Points for n Ounces in n cups Your approximate Number of quarters
touchdowns without extra point age when you enter grade n still needed to make $10 when you have n quarters 6n 8n n + 5 ($10 – $.25n) ÷ $.25 The product of 6 and n Increase by a factor of 8 8 times more n increased by 5 sum of n and 5 The quotient of (the difference in value of ten dollars and n quarters) and (.25) 2n + 2n + 2n 3(2n) 16n ÷ 2 2 (4n) (2n + 10) ÷ 2 (1000 – 25n) ÷ 25 Perimeter in n inches of a regular hexagon Perimeter in n inches of a regular octagon Total n minutes of exercise if you always cool down for five minutes Number of quarters left of your $10 roll of quarters after paying parking $.25 per hour for n hours
9/5 x + 32 = y Temperature in Fahrenheit for x degrees Celsius 3.1415927x = y Approximate distance around a circle whose diameter is x inches 220 – x = y Theoretical maximum heart beats per minute for person x years old (x-2)*180 = y Number of interior degrees in a polygon with x sides x/5 = y Approximate number of miles sound can travel in x seconds y = x3 Volume of a cube with side length x units x – 5 = y Time in Boston given x time in London x + 3 = y Time in Boston given x time in Los Angeles Hints for sorting Equations/Formula 1. In Fahrenheit water boils at 212 degrees and freezes at 32. In Celsius, freezing is 0 degrees and boiling is 100 degrees.
n - 4 5 – n 5n n/4 Difference of n and 4 Difference of 5 and n Product of 5 and n Quotient of n and 4 4 less than n n less than 5 n increased by factor of 5 n split into 4 parts 4 fewer than n n fewer than 5 Rate of 5 per n ¼ of n n is decreased by 4 5 is decreased by n n + n + n + n + n 25% of n I finished 4 seconds faster than last year She had 5 points but lost some points 4n + n ½ (1/2 n) I lost 4 points due to poor sportsmanship I have n points. Need this much to get to 5 10n/2 2n/8 I am 4 years younger than n 5 – 1n (10n)(1/2) (
Northern Territory of Australia Legal Profession Act Legal Practitioners Funds Management Committee Decision of annual contribution for the Fidelity Fund The Legal Practitioners Funds Management Committee, under section 392(4)(a) of the Legal Profession Act, gives notice that under section 392(1) of the Act, the Committee has decided that each local legal practitioner who is a member of the class prescribed by regulation 84 of the Legal Profession Regulations and is a member of a category specified in the Schedule is required to pay the amount of contribution for the Fidelity Fund specified opposite the category for the period of 12 months starting on 1 July 2017. Dated 31 January 2017 Legal Practitioners Funds Management Committee Chairperson Meredith Day-Huntingford Schedule Category of local legal practitioner Annual contribution Local legal practitioner holding a practising certificate in the category of unrestricted. $290 Local legal practitioner holding a practising certificate in either of the following categories: (a) restricted (barrister and solicitor); (b) restricted (corporate lawyer). Nil Local legal practitioner holding a practising certificate in the category of barrister and who maintains a trust account. $290 Local legal practitioner holding a practising certificate in the category of barrister and who does not maintain a trust account. Nil
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