zilongwang/ReadingBank huggingface dataset:
Departments of Mathematics GRADE 11 END-OF-YEAR EXAMINATION – PAPER 1 (COMMON PAPER) DATE: November 2016 TIME: 3 hours TOPICS: Probability, Algebra & Equations, Finance, Functions, Patterns TOTAL MARKS: 150 EXAMINER: Mr. M Ancillotti MODERATOR: Mr. P Statham PLEASE READ THE FOLLOWING INSTRUCTIONS CAREFULLY: This question paper consists of 11 questions. Answer ALL of the questions. This question paper consists of 9 pages including the cover page. You have been provided with a formulae sheet and a separate ANSWER SHEET for questions 5.2 and 6.2 Clearly show ALL of the calculations you have used to determine each of your answers. An approved scientific calculator (non-programmable and non-graphical) may be used unless specified otherwise. Round off your answers to TWO decimal digits if necessary, unless stated otherwise. All diagrams are not necessarily drawn to scale. It is in your own interest to write legibly and to present your work neatly. This page is intentionally blank SECTION A QUESTION 1: [18]
1.1. Solve for in each of the following equations and inequalities: (3) (5) (4) Solve for x and y in the following equations: and (6) QUESTION 2: [24] 2.1. If it is given that ; Determine a value of k for which the value of x will be: Rational and unequal (1) Irrational and unequal (1) Rational and equal (1) Non-real (1) Given that For which value(s) of k will the equation have equal roots? (5) Simplify the following expression: (3) Solve for x in each of the following equations: (4) (5) Show that can be written as (3) QUESTION 3: [6] In a small town, 70% of the population received an anti-Ebola injection and 77% of the population did not contract Ebola later that year. 54% of the population who received the injection did not develop Ebola.
ST STITHIANS COLLEGE Departments of Mathematics GRADE 11 END-OF-YEAR EXAMINATION – PAPER 1 (COMMON PAPER) DATE: November 2016 TIME: 3 hours TOPICS: Probability, Algebra & Equations, Finance, Functions, Patterns TOTAL MARKS: 150 EXAMINER: Mr. M Ancillotti MODERATOR: Mr. P Statham MEMO SECTION A QUESTION 1: [18] 1.1. Solve for in each of the following equations and inequalities: (3) (5) (4)
QUESTION 10: [12] The first four terms of a quadratic sequence are: Determine the value(s) of m. (6) For the quadratic pattern given, how many coins do you need to make up a shape that contains 10 coins on a side? (6) QUESTION 11: [12] Given that and the minimum value of is 12. Determine the value(s) of p. (6) The equations of two parabolas are and . Prove that these two curves must intersect for all real values of c. (6) END OF EXAMINATION
If B is the midpoint of GA, determine the coordinates of G. (4) Question 2: 9 Marks 12 race times, in seconds, by an Olympic freestyle swimmer competing for a place in a relay team are given: 62; 56; 59; 63; 59; 59; 61; 60; 58; 63; 56; 52 Calculate the standard deviation of the swimmer’s times. (2) ______________________________________________________________________ A second competitor for the same event records his times as follows: 58; 56; 63; 54; 57; 66; 65; 53; 51; 63; 63; 59 If you were a selector of the relay team, which competitor would you choose? Motivate your answer using suitable calculations. (3) ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
Language/Conventions The writing – demonstrates an exemplary command of standard English conventions skillfully employs language and tone appropriate to audience and purpose has sentences that are skillfully constructed with appropriate variety in length and structure follows standard format for citation with few errors* The writing – demonstrates a command of standard English conventions; errors do not interfere with understanding employs language and tone appropriate to audience and purpose has sentences that are generally complete with sufficient variety in length and structure follows standard format for citation with few errors* The writing – demonstrates a limited and/or inconsistent command of standard English conventions; errors may interfere with understanding inconsistently employs language and tone appropriate to audience and purpose has some sentence formation errors and/or a lack of sentence variety follows standard format for citation with several errors* The writing – demonstrates a weak command of standard English conventions; errors interfere with understanding employs language and tone that are inappropriate to audience and purpose has frequent and severe sentence formation errors and/or a lack of sentence variety follows standard format for citation with significant errors* * If applicable ∆ added by NCSD #1
Score of 4 Score of 3 Score of 2 Score of 1 Reading/ Research (only if applicable) The writing – makes effective use of available resources effectively uses relevant and sufficient text support from the resources with accuracy effectively uses credible sources* The writing – makes adequate use of available resources uses relevant and sufficient text support from the resources with accuracy uses credible sources* The writing – makes limited use of available resources inconsistently uses relevant and sufficient text support from the resources with accuracy inconsistently uses credible sources* The writing – makes inadequate use of available resources fails to use relevant and sufficient text support from the resources with accuracy attempts to cite credible sources* Development The writing – skillfully develops real or imagined experiences or events using details skillfully uses narrative techniques (such as dialogue, pacing, description, reflection, and multiple plot lines) to develop experiences, events, and/or characters skillfully uses precise words and phrases, concrete details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters demonstrates effective use of writing process (using technology if applicable) ∆ The writing – develops real or imagined experiences or events using details uses narrative techniques (such as dialogue, pacing, description, reflection, and multiple plot lines) to develop experiences, events, and/or characters uses precise words and phrases, concrete details, and sensory language to convey a vivid picture of the experiences, events, setting, and/ or characters demonstrates adequate use of writing process (using technology if applicable) ∆ The writing – develops real or imagined experiences or events using insufficient details inconsistently uses narrative techniques (such as dialogue, pacing, description, reflection, and multiple plot lines) to develop experiences, events, and/or characters inconsistently uses precise words and phrases, concrete details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters demonstrates limited use of writing process (using technology if applicable) ∆ The writing – develops real or imagined experiences or events using little or no detail uses few, if any, narrative techniques (such as dialogue, pacing, description, reflection, and multiple plot lines) to develop experiences, events, and/or characters uses few, if any, precise words and phrases, concrete details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters demonstrates inadequate use of writing process (using technology if applicable) ∆
Base the report on the Categories query. Ensure that each school starts on a new page. Close the database. Activity 5 – HTML Open the web page Table Practice in a browser and also in a text editor. Use the COLSPAN and ROWSPAN attributes to make the green and blue tables appear as shown below. Note: These two attributes are used to merge cells in a table, as in Word and Excel. COLSPAN merges rows, and ROWSPAN merges columns (the reverse of what you might expect). Study the HTML code carefully before you make any changes. The GREEN table should look like this: The BLUE table should look like this: Save and close the web page. Activity 6 – General Extract the file from the LionLove compressed file to your exam folder.
Like a detective investigating a case, a researcher using these records can get a sense of what a place looked like, what people were thinking, what life was like, and what happened and why. Some examples of records that a historian may look at are: Birth, death, and marriage records letters or diaries photographs, sketches, and paintings court records audio, video and film records An archive is a place where these records and historical documents are preserved. The Archives of Ontario collects and preserves records with relevance to the history of Ontario. Using primary sources from the Archives of Ontario’s collections, you too can be an investigator exploring the past and understanding the present.
Primary Source 1: Wilfrid Laurier and William Taft (ca. 1911) Wilfrid: Hi Bill! I'm afraid I shan't be able to deliver the goods [Caricatures of Wilfrid Laurier and William Taft and commenting on the proposed 1911 Reciprocity agreement between Canada and the United States], [ca. 1911] Newton McConnell fonds Reference Code: C 301 2506 Archives of Ontario, I0005940 What political event or idea is the cartoon referring to? How do you know? Who or what is being depicted or referred to? How are the people/objects described or depicted? (Are the characters or objects drawn in such a way as to be comical/serious/other?) How is the text used in the cartoon? (Are certain labels affixed to the people/objects? Are there captions? Or speech bubbles?) What is the message of the cartoon? In other words, what is the artist trying to “say”? Is he or she supporting an idea/person, or criticizing an idea/person? Is the message effectively conveyed? Primary Source 2: Caricatures of Uncle Sam (ca. 1911) Uncle Sam: ‘I’ll get that Canadian raw material if I have to wreck the whole damned wall!’ [Caricatures of Uncle Sam destroying Canada's protectionist trade barriers] Newton McConnell fonds, [ca. 1911] Reference Code: C 301 21202 What political event or idea is the cartoon referring to? How do you know? Who or what is being depicted or referred to? How are the people/objects described or depicted? (Are the characters or objects drawn in such a way as to be comical/serious/other?) How is the text used in the cartoon? (Are certain labels affixed to the people/objects? Are there captions? Or speech bubbles?)
Entry Type: Data Flow Name: Customer Information Label: Customer Information Alias: Customer Information Origin: Customers External Entity Destination: Process 2.0: Check customer info VOLUME FREQUENCY Each time a customer provides information about her/him to register the system, a customer information flow is generated. DESCRIPTION If the information provided by customers doesn’t match with the information in Customers Master File, the admin decides to approve/reject registration requests anymore. COMMENT/NOTES DATA DESCRIPTION Entry Type: Data Flow Name: Customer Info Request Label: Customer Info Request Alias: Customer Info Request Origin: Process 2.0: Check customer info Destination: Data Store D1: Customers Master File VOLUME FREQUENCY Each time a customer provides information to register the system, a customer info request is generated. to check data store. DESCRIPTION It enables existing customer information to be gathered for the comparison of the provided information and existing customer information. COMMENT/NOTES Data Flow Description Form Data Flow Description Form DATA DESCRIPTION Entry Type: Data Flow Name: Customer Information Label: Customer Information Alias: Customer Information Origin: Data Store D1: Customers Master File Destination: Process 2.0: Check customer info VOLUME FREQUENCY Each time a customer provides information about her/him to register the system, a customer information flow is generated. DESCRIPTION It enables comparison of the provided information with the existing customer information in Customers Master File. COMMENT/NOTES Data Flow Description Form DATA DESCRIPTION Entry Type: Data Flow Name: Checked-Customer Info Label: Checked-Customer Info Alias: Checked-Customer Info Origin: Process 2.0: Check customer info Destination: Admin External Entity VOLUME FREQUENCY Amount of the checked-customer info depends on the customers attempting to register the system. DESCRIPTION
Vocabulary Drawn from the texts Rolling Vocabulary activity Week 2 Grades K-2 DAYS Essential Question: How is weaving important to the Navajo people and others? 1 2 3 4 5 Foundational Skills Phonemic Awareness Concepts of Print Fluency Word Work Phonics and words Decoding/Encoding Follow the daily Phonics and Fluency sequence of activities Language/ Syntax Spelling and Grammar Follow the daily Grammar and Spelling sequence of activities Writing Response to text Culminating task Aligned with the EQ and topic How does what you’ve learned about weaving this week add to what you learned in The Goat in the Rug? Standards List Reading and Writing standards related to the texts, questions and tasks. Reading: Informational Text RI.2.1, RI.2.3, RI.2.7, RI.2.10 Writing W.2.2, W.2.8
Informational or Explanatory Text-Based Writing Rubric Grade 2 Score of 4 Score of 3 Score of 2 Score of 1 Reading/ Research The writing – makes effective use of available resources effectively uses relevant and sufficient text support from the provided resources with accuracy The writing – makes adequate use of available resources uses relevant and sufficient text support from the provided resources with accuracy The writing – makes limited use of available resources inconsistently uses relevant and sufficient text support from the provided resources with accuracy The writing – makes inadequate use of available resources fails to use relevant and sufficient text support from the provided resources with accuracy Development The writing – addresses all aspects of the writing task with a tightly focused and detailed response effectively develops points using relevant and sufficient facts and definitions demonstrates effective use of writing process (using technology if applicable) ∆ The writing – addresses the writing task with a focused response develops points using relevant and sufficient facts and definitions demonstrates adequate use of writing process (using technology if applicable) ∆ The writing – addresses the writing task with an inconsistent focus inconsistently develops points using relevant and sufficient facts and definitions demonstrates limited use of writing process (using technology if possible) ∆ The writing – attempts to address the writing task but lacks focus develops points using irrelevant and/or insufficient facts and definitions demonstrates inadequate use of writing process (using technology if applicable) ∆ Organization The writing – effectively introduces the topic has evidence of purposeful organization that supports the writing task provides an effective concluding statement or section The writing – introduces the topic has evidence of purposeful organization provides a concluding statement or section The writing – may introduce the topic has limited evidence of purposeful organization (ideas may be rambling and/or repetitive) provides a sense of closure The writing – identifies the topic has little or no evidence of purposeful organization Language/ Conventions The writing – demonstrates a well-developed command of standard English conventions has sentences that are skillfully constructed with appropriate variety in length and structure The writing – demonstrates a command of standard English conventions; errors do not interfere with understanding has sentences that are generally complete with sufficient variety in length and structure The writing – demonstrates a limited and/or inconsistent command of standard English conventions; errors may interfere with understanding has some sentence formation errors and/or a lack of sentence variety The writing – demonstrates a weak command of standard English conventions; errors interfere with understanding has frequent and severe sentence formation errors and/or a lack of sentence variety ∆ Added by NCSD#1 September 2012 Used with permission from: Theresa Bennett/Denise Weiner/Denise Allen
Narrative Text-Based Writing Rubric Grade 2 Score of 4 Score of 3 Score of 2 Score of 1 Reading/ Research (only if applicable) The writing – makes effective use of available resources effectively uses relevant and sufficient text support from the provided resources with accuracy The writing – makes adequate use of available resources uses relevant and sufficient text support from the provided resources with accuracy The writing – makes limited use of available resources inconsistently uses relevant and sufficient text support from the provided resources with accuracy The writing – makes inadequate use of available resources fails to use relevant and sufficient text support from the provided resources with accuracy Development The writing – skillfully recounts a well-elaborated event or short sequence of events skillfully includes details to describe actions, thoughts, and feelings demonstrates effective use of writing process (using technology if applicable) ∆ The writing – recounts a well-elaborated event or short sequence of events includes details to describe actions, thoughts, and feelings demonstrates adequate use of writing process (using technology if applicable) ∆ The writing – recounts an event or short sequence of events with insufficient elaboration has insufficient details to describe actions, thoughts, and feelings demonstrates limited use of writing process (using technology if applicable) ∆ The writing – recounts an event or short sequence of events with little or no elaboration has few, if any, details to describe actions, thoughts, and feelings demonstrates inadequate use of writing process (using technology if applicable) ∆ Organization The writing – skillfully uses temporal words to signal event order skillfully provides a sense of closure The writing – uses temporal words to signal event order provides a sense of closure The writing – uses some temporal words to signal event order attempts to provide a sense of closure The writing – uses few, if any, temporal words to signal event order fails to provide a sense of closure Language/ Conventions The writing – demonstrates a well-developed command of standard English conventions has sentences that are skillfully constructed with appropriate variety in length and structure The writing – demonstrates a command of standard English conventions; errors do not interfere with understanding has sentences that are generally complete with sufficient variety in length and structure The writing – demonstrates a limited and/or inconsistent command of standard English conventions; errors may interfere with understanding has some sentence formation errors and/or a lack of sentence variety The writing – demonstrates a weak command of standard English conventions; errors interfere with understanding has frequent and severe sentence formation errors and/or a lack of sentence variety ∆ Added by NCSD #1 Used with permission from: Theresa Bennett/Denise Weiner/Denise Allen
51 Why did the author talk about vegetables in paragraph 3? Use specific details from the text and your own ideas to support your answer. 61 Can all paper be made using recycled paper only? Use specific details from the text and your own ideas to support your answer.
values for the indicators are some years and have not been updated to correctly represent current events. One limitation which could have made the results inaccurate is the fact that it is easier to acquire data for those countries that are more developed, are not involved in wars, and are more politically stable. This means that the information gathered about them is more complete than that of countries like North Korea, which have limited access to data and surveys, or those in Sub-Saharan Africa, which are in constant disputes and chaos. This can generate misleading results and conclusions about quality of life and refugee numbers in politically unstable and less developed countries. There was also an indicator which had questionable data. Population density was displayed, like all other indicators, as a gradient of colors. Most countries were ranked the same number, meaning they had relatively similar ranges of population density, which made the map mostly one specific shade of the color. It was difficult to believe that the US and China were ranked equally, considering the great difference in population. One theory to explain this is that the area used to calculate population density also includes uninhabitable areas, such as mountain ranges or deserts, skewing the data. It was also a challenge to determine which indicators were suitable to calculate the quality of life in countries. Not all indicators were suitable for this calculation, hence why GDP was discarded from the initial list. Military expenditure, for example, was complicated to work with since initially, it was intended to illustrate military activity and political unrest, yet in reality many countries invest highly on defense and are not involved in warfare, so determining whether high military expenditure was a positive or negative feature was difficult. One last challenge faced in the project was displaying the data. While showing the composite rank for the countries was straightforward and easy to visualize, refugee data was a little more difficult to display. For instance, the placement of the points was calculated by creating a square around the full area of the country and placing it in the middle, so in the case of the United States, the
Argumentation/Opinion Text-Based Writing Rubric Grade 3 Score of 4 Score of 3 Score of 2 Score of 1 Reading/ Research The writing – makes effective use of available resources skillfully/effectively supports an opinion with relevant and sufficient facts and details from resources with accuracy uses credible sources* The writing – makes adequate use of available resources supports an opinion with relevant and sufficient facts and details from resources with accuracy uses credible sources* The writing – makes limited use of available resources inconsistently supports an opinion with relevant and sufficient facts and details from resources with accuracy inconsistently uses credible sources* The writing – makes inadequate use of available resources fails to support an opinion with relevant and sufficient facts and details from resources with accuracy attempts to use credible sources* Development The writing – addresses all aspects of the writing task with a tightly focused response states an opinion effectively provides reasons to support the opinion that are sufficient and relevant demonstrates effective use of writing process (using technology if applicable) ∆ The writing – addresses the writing task with a focused response states an opinion provides reasons to support the opinion that are sufficient and relevant demonstrates adequate use of writing process (using technology if applicable) ∆ The writing – addresses the writing task with an inconsistent focus states an opinion inconsistently provides reasons to support the opinion that are sufficient and relevant demonstrates limited use of writing process (using technology if applicable) ∆ The writing – attempts to address the writing task but lacks focus states an opinion provides reasons to support the opinion that are insufficient and/or irrelevant demonstrates inadequate use of writing process (using technology if applicable) ∆ Organization The writing – effectively introduces the topic or text being written about creates an organizational structure in which related ideas are grouped to support the writer’s purpose effectively uses linking words and/or phrases to connect opinion and reasons provides an effective concluding statement or section The writing – introduces the topic or text being written about creates an organizational structure uses linking words and/or phrases to connect opinion and reasons provides a concluding statement or section The writing – introduces the topic or text being written about has a progression of ideas that may lack cohesion (ideas may be rambling and/or repetitive) inconsistently uses linking words and/ or phrases to connect opinion and reasons provides a sense of closure The writing – identifies the topic has little or no evidence of purposeful organization
Organization The writing – skillfully establishes a situation and introduces a narrator and/or characters skillfully organizes an event sequence that unfolds naturally skillfully uses temporal words and/or phrases to signal event order skillfully provides a sense of closure The writing – establishes a situation and introduces a narrator and/or characters organizes an event sequence that unfolds naturally uses temporal words and/or phrases to signal event order provides a sense of closure The writing – ineffectively establishes a situation and introduces a narrator and/or characters organizes an event sequence that may not unfold naturally uses some temporal words and/or phrases to signal event orderattempts to provide sense of closure The writing – fails to establish a situation and introduce a narrator and/or characters fails to organize an event sequence that unfolds naturally uses few, if any, temporal words and/ or phrases to signal event order may lack a sense of closure Language/Conventions The writing – demonstrates a well-developed command of standard English conventions skillfully employs language and tone appropriate to audience and purpose has sentences that are skillfully constructed with appropriate variety in length and structure The writing – demonstrates a command of standard English conventions; errors do not interfere with understanding employs language and tone appropriate to audience and purpose has sentences that are generally complete with sufficient variety in length and structure The writing – demonstrates a limited and/or inconsistent command of standard English conventions; errors may interfere with understanding inconsistently employs language and tone appropriate to audience and purpose has some sentence formation errors and/or a lack of sentence variety The writing – demonstrates a weak command of standard English conventions; errors interfere with understanding employs language and tone that are inappropriate to audience and purpose has frequent and severe sentence formation errors and/or a lack of sentence variety
increase its overall strength shapes to increase its overall strength shapes to increase its overall strength increase its overall strength shapes effectively to increase its overall strength Structure is balanced and stands independently Structure is somewhat balanced and stands precariously even with outside support Structure demonstrates some balance and stands by itself with little outside support Structure is balanced and stands independently Structure is well balanced and stands independently and solidly Structure performs task for which it was designed (‘wind’ and ‘earthquake’ tests) Structure does not survive the ‘wind’ and ‘earthquake’ tests Structure survives the ‘wind’ and ‘earthquake’ tests for a short time Structure survives the ‘wind’ and ‘earthquake’ tests for the required time Structure survives the ‘wind’ and ‘earthquake’ tests for longer than the required time Structure is aesthetically pleasing good) Structure shows little attention to detail Structure shows some attention to detail Structure shows attention to detail Structure well thought out, extra detail Student followed all safety procedures during the building process Student needed reminders to use safety procedures Student needed some reminders to use safety procedures Student used safety procedures independently Student followed safety procedures independently Student could explain why the structure is strong, stable, and withstands external forces effectively Student offered little explanation as to why the structure was strong or stable (but not both) Student offered some explanation as to why the structure was strong and stable Student was able to explain why the structure was strong, stable, and could withstand external forces Student was able to explain with detail and insight why the structure was strong, stable, and could withstand external forces
Polygons: Hexagon, Heptagon, and Octagon Polygons: Nonagons and Decagons Quadrilaterals Rectangle: Right Angle Square: Right Angle Triangle: Side and Vertex Sphere Rectangular Prism: Vertices Square Pyramid Cylinder Cone Probability and Statistics Probability Number Line Certain Likely Unlikely Equally Likely Impossible Line Graph Patterns, Functions, and Algebra Pattern: Growing Patterns and In/Out Table Equality Inequality Expression
Anchor Text Rereading for fluency practice, additional comprehension support or independent reading practice Writing Support My Librarian Is A Camel (optional - continue use) Building Knowledge Leveled Readers Paired Text Supplemental Materials (Whole/Small Group, and Independent work) All students experience all texts and resources regardless of level. Articles NewsELA - must subscribe for access to following articles and text set: Expeditionary Learning: The Power of Reading Suggested Titles United Way Adopts Poor Schools to get Kids Reading People are Happy that Iraq’s Book Market is Open Again Sharing Books, Ideas, and Excitement at Little Free Libraries Video Nazreen’s Secret School Vocabulary Drawn from the texts approve, analysis, precious ‘ Week 2 Grades 3-5 DAYS Essential Question: How do various communities ensure students have access to books? 1 2 3 4 5
Week 1 Grades 3-5 DAYS Essential Question: What are hurricanes and how do scientists learn about them? 1 2 3 4 5 Anchor Text Text-based comprehension Text-based discussion (Whole and Small Group) Anchor Text: “Hurricanes” (Informational text, 890L) Think Through the Text Questions 2, 3, 4, 8, 11, 12, 13 Respond to second read: T21 so students will interact with graphic features. Building Knowledge Leveled Readers Paired Text Supplemental Materials (Whole and Small Group) (Optional – may move to week 2) “Recovering from Katrina”. Do Classroom Conversation p. 332. Supplementary video on hurricanes Vocabulary Drawn from the texts rotating, whirling, condense, predict, registered, pressure, atmosphere, drawn, clockwise, vapor, satellites, forecaster Foundational Skills Fluency Decoding Word Work Follow the daily Phonics and Fluency sequence of activities Language/ Syntax Spelling and Grammar Follow the daily Grammar and Spelling sequence of activities
What is my Habitat? Rubric Level 1 Level 2 Level 3 Level 4 Knowledge and understanding Words demonstrate understanding of concept of habitat that is: limited basic considerable perceptive Thinking Identifies connections between observations of habitats, own habitat, and past human habitats: vaguely reasonable substantial extensive Makes conclusion that is: unfocused and weakly supported predictable and simply supported thoughtful and believably supported astute and persuasively supported Communication Orally communicates judgment of what is my habitat: ineffectively straightforwardly effectively compellingly Application Conclusion about whether past human habitats are more similar or different to present habitat is: unfocused and weakly supported predictable and simply supported thoughtful and believably supported astute and persuasively supported Grade 4 Habitats and Communities Lesson 2 - Create a Habitat Map
Assessing Invaders! Ladybug Field Study Level 1 Level 2 Level 3 Level 4 Knowledge and understanding Words demonstrate understanding of invasive species that is: limited basic considerable perceptive Thinking Ladybug species are identified: inaccurately partly accurately logically precisely Class ladybug data is organized and interpreted: sloppily and flawed simply and believably practically and logically skillfully and insightfully Communication Photos and data submitted are: unusable and not complete usable and partially complete effective and sufficient skillful and detailed Ideas for solutions to ladybird invasive species are represented in a way that is: limited and inaccurate simple and basic thoughtful and relevant Insightful and significant Application Proposes a solution and supports it with reasoning that is: vague and weak obvious and believable logical and convincing innovative and compelling
Informational or Explanatory Text-Based Writing Rubric Grade 4 Score of 4 Score of 3 Score of 2 Score of 1 Reading/ Research The writing – makes effective use of available resources effectively uses relevant and sufficient text support from the resources with accuracy uses credible sources* The writing – makes adequate use of available resources uses relevant and sufficient text support from the resources with accuracy uses credible sources* The writing – makes limited use of available resources inconsistently uses relevant and sufficient text support from the resources with accuracy inconsistently uses credible sources* The writing – makes inadequate use of available resources fails to use relevant and sufficient text support from the resources with accuracy attempts to use credible sources* Development The writing – addresses all aspects of the writing task with a tightly focused and detailed response skillfully develops the topic using facts, definitions, concrete details, quotations, or other information and examples that are relevant and sufficient demonstrates effective use of writing process (using technology if applicable) ∆ The writing – addresses the writing task with a focused response develops the topic using facts, definitions, concrete details, quotations, or other information and examples that are relevant and sufficient demonstrates adequate use of writing process (using technology if applicable) ∆ The writing – addresses the writing task with an inconsistent focus inconsistently develops the topic using facts, definitions, concrete details, quotations, or other information and examples that are relevant and sufficient demonstrates limited use of technology if applicable) ∆ The writing – attempts to address the writing task but lacks focus develops the topic using facts, definitions, concrete details, quotations, or other information and examples that are irrelevant and/or insufficient demonstrates inadequate use of writing process (using technology if applicable) ∆ Organization The writing – effectively introduces the topic groups related information in paragraphs and sections in a manner that supports the writing task effectively links ideas within categories of information using words and/or phrases provides an effective concluding statement or section related to the information or explanation presented The writing – introduces the topic clearly groups related information in paragraphs and sections links ideas within categories of information using words and/or phrases provides a concluding statement or section related to the information or explanation presented The writing – introduces the topic has a progression of ideas that may lack cohesion (i.e., list-like, rambling, or repetitive) inconsistently links ideas within categories of information using words and/or phrases provides a sense of closure The writing – identifies the topic has little or no evidence of purposeful organization
Ask students to represent the skip counting from Activity 1 with jumps on their number line. For example, if students had 7 green triangles, or , their number line might look like this: Ask students to consider the following multiplication problem: 4 x and record different ways to represent it. Using Think, Pair, Share, ask the following questions. What does it mean? 4 groups of How would it be represented with skip counting? Repeated addition? + + + On a number line? Distribute Resource Sheet 3: Representing Multiplication of Fractions and ask them to record various ways to represent the following problem: 5 x Allow time for students to share their representations. SMP 6: Attend to precision: As students are representing fractions on a number line, they need to label the number line consistently and appropriately.
Math Journals Resource Sheet 1: Pretest – 1 per student - Administer prior to the lesson Resource Sheet 2: Representing a Fraction – 1 per student Resource Sheet 2A: Representing a Fraction – Sample Answer Sheet for Teacher Resource Sheet 3: Representing Multiplication of Fractions – 1 per student Resource Sheet 4: The Same? – 1 per student Resource Sheet 5: Exit slip – Recipe for Brownies - 1 per student Fraction models such as fraction bars available for students who wish to use them Technology Resources (must be available to all stakeholders)
the extensions/next steps. This last column allows for reflection on learning, connecting science concepts to other subjects, and an overall expectation that learning is continuous. Expectation Working at It Mastered Extensions/Next Steps I can conduct investigations that explore the properties of matter and changes in matter Correctly measure and communicate mass, volume, and temperature Display the results of the experiment /investigation using a chart and graph Explain the purpose of your Explain the steps of your so someone else would be able to repeat it I can demonstrate an understanding of the properties of matter, changes of state, and physical and chemical change Makes a connection between the observations and the presence of chemical or physical properties Correctly describes two physical and/or chemical changes observed during the You have attempted and tested a change in the procedure which may affect the speed or quality of the physical/chemical change
Introduction Prince William County Public Schools is pleased to provide you with a list of the mathematics objectives for grade 7. These are the same as the seventh grade Standards of Learning (SOLs) set by the State of Virginia. Students in this course will take the Grade 7 SOL test in the spring. The content of the mathematics standards supports the following five goals for students: becoming mathematical problem solvers, communicating mathematically both orally and in writing, reasoning mathematically, making mathematical connections, and representing ideas mathematically. Concepts are introduced and developed through the use of various models and representations. Students apply the concepts and skills through a wide variety of problem-solving experiences. Instruction in the process of problem solving is integrated early and continually throughout the mathematics curriculum strands. The Prince William County Curriculum contains six content strands: Number and Number Sense Computation and Estimation Measurement Geometry Probability and Statistics Patterns, Functions, and Algebra More detailed descriptions of the expectations of students are included in the essential knowledge and skills section of the PWCS mathematics curriculum guide, which can be found at: Mathematics Vision Statement The Prince William County Schools Mathematics program promotes an environment in which students develop a comprehensive and enduring understanding of the concepts of mathematics. Students learn to effectively apply these concepts and use a variety of problem solving strategies. The program nurtures a productive disposition toward mathematics, challenges all learners, and supports further investigations in this field. Because mathematics has its own language, the acquisition of specialized mathematics vocabulary and language patterns is crucial to a student’s understanding and appreciation of mathematics. Students are expected to correctly use and apply the concepts, skills, symbols, and vocabulary identified throughout this curriculum. The complete curriculum guide and other resources for students and parents are online at the Prince William County Mathematics Web Site: Other Websites for Parents / Number and Number Sense
Shorts are 3 for $20.00. You want to buy 5, how much will that cost? Set up a proportion and solve. Tank tops cost $7.25 for 2, how many can you get with $25? Set up a proportion and solve. Scale Drawings Classwork On a map, the scale is ½ inch : 25 miles. What is the actual distance between two cities that are 3 inches apart? What are the dimensions of a 15 foot by 10 foot room on a blueprint with a scale of 1.5 inches : 2 feet? The distance between Newark, NJ and San Francisco, CA is 2,888 miles. How far would that measure on a map with a scale of 3 cm to 1,000 miles? If the scale for a model train is 1 inch for every 10 feet of a real train, how big is the model for an train? Homework On a map, the scale is 1.5 inches : 20 miles. If two cities are 115 miles apart, how far apart are they on the map? A model of a dinosaur built to a scale of 3 cm : 1 m is 24 centimeters tall. How tall was the actual dinosaur? What are the dimensions of a building whose dimensions on a blueprint are 1.8 cm by 2.4 cm? The blueprint’s scale is 1 cm : 15 feet. The distance between two cities is 180 miles. How far does that measure on a map with a scale of 1 inch : 25 miles? Similar Figures Classwork Are the figures similar? Justify your answer. Find the value of e in the pair of similar polygons.
Find the missing side length in the pair of similar polygons. Find the length of m in the pair of similar polygons. Answer Key ¼ 1/10 1/3 7/1 8/11 2 to 3, 2:3, 2/3 3 to 5, 3:5, 3/5 5:6 1:1 5:16 16:5 7/9 5/3 1/10 14/25 3/25 ¼, 1:4, 1 to 4 4/5, 4:5, 4 to 5 4:3 4:5 5:12 3:1 False True False True False True Multiple answers; for example: 14:18 30:78 12:8 8:10 10:26 7:3 True False True False
True False Multiple answers; for example: 16/26 4 to 7 4:6 14/18 8/2 9 to 7 2 slices/person 20 mpg 8 kids/coach 2.5 C/egg 2 C/day A $6.60/pizza 72 calories/slice $9.35/CD $7.50/hour 90 words/min B 14 15 40 8 2 15 6 4 7 27 6 5 2 2 4.8 12 25 14 15 28 No Yes Yes No Yes No No Yes 3/5 = 0.6 7 ½ = 0.5 3.8 7 2/3 7/4 = 1.75 12 3 1/5 = 0.2 2/3 7.25 4 7/8 ¼ = 0.25 2 a = 1.25p m = 32g c = 6.99p y = 1/3 x g = 1/25 m, g = .04m p = 7.25h c = 11s c = 3.15g d = 7.5h h = 1/20 m, h = 0.05m $2.75 / ride $12.50 / child 37.5 miles / gallon $11.25 / ticket $3.75 / dog 275 people / hour Victoria 6 runs 200 defective 180 calories $2.50 Most: Mix 1, Least: Mix 2 No, they will get more. 1/3 > 3/10 476 miles $14.17 12 shirts 128 cartons $54 51 miles 5 pounds 7 ounces 120 jars, $150 5 boxes for $9
Primary Source 1: Letter from Thomas G. Ridout to his brother George Ridout, September 4, 1813 (Pages 2 and 3). Thomas Ridout family fonds, Reference Code: F 43, box MU 2390, Archives of Ontario “(…) I begin to feel the want of cloth trousers it is a difficult matter to get my nakedness washed. And moreover the mornings are getting cool. And a fellow will soon begin to look funny in summer clothes. Get me a pair of grey trousers made like Robert Stanton’s.” - Thomas G. Ridout Primary Source 2: “I have furnished barracks for one hundred and twenty men and they are all on the spot, including the Rifle Company now on duty here. And all are in the greatest want of almost every necessary. And I have this day received a letter from Col. Vincent referring me to you for stoves, blankets, etc. and I must observe that we are in as great want of shoes, pantaloons, jackets, and watch coats for the Guard” - Colonel Joel Stone Extract from an original letter from Colonel Joel Stone to Colonel Lethbridge, October 25, 1812 Joel Stone family fonds Reference Code: F 536, MU 2892 Archives of Ontario
Put yourself in the place of a soldier during the War of 1812. Write a letter to a friend or family member telling them of the hardships of being a soldier and why you are thinking of the question, ‘Should I Go OR Should I Stay’? Keep in mind that the purpose of your letter is to make sure the audience understands the hardships of being a soldier. Reflection Place a check on the line provided to show how valuable the extracts from the original letters were in helping you understand what it was like to be a soldier during the War of 1812. Extremely valuable _______________________ Not valuable Explain why you placed your checkmark where you did: What are the advantages of using Primary Sources to learn about history? List some of the disadvantages of using Primary Sources when studying history. List three questions you would have liked Mr. Ridout or Mr. Stone to have answered about military life during of the War of 1812? Explain why you would like to learn more about each of these topics: Question Why You Would Like to Learn More About This Topic? Blank space for student answer Blank space for student answer Blank space for student answer Blank space for student answer Blank space for student answer Blank space for student answer
The student writes effectively for the purpose, using clear and persuasive language that elicits a positive response. organization of data that demonstrates lack of sensitivity to the historical and geographical context. effective use of language and organization of data but with limited understanding of the research. effective use of language and clear organization of data transporting the reader into a clearly conceived time and place. language, clarity of organization and good stylistic control, illustrating a good understanding of the conventions of written communication. Application The student makes personal imaginative connections with the pioneers in . Little personal identification with the hardships that settlers faced in , how they lived and how their society evolved. Some thoughtful and appropriate acknowledgement of personal connections to themes within the exhibit. Effective understanding and identification with pioneers in . High degree of identification with the pioneers and understanding of the challenges they faced.
Sketches of Present-Day Canada Elizabeth made many sketches of places that are around today. Pick one of Elizabeth’s Simcoe’s sketches and find a photograph of what that places looks like today. Make a sketch or watercolour painting in a similar style to Elizabeth’s to show similarities and differences of the landscape today and in the past.
Subject Choice for Grade 7 FULL NAME GRADE IN CURRENT YEAR GRADE IN THE NEXT YEAR COMPULSORY SUBJECTS: Afrikaans: EITHER Primary Language For those whose home language is Afrikaans and/or those who excel in Afrikaans. OR Additional Language For those whose home language is English and/or those who struggle with Afrikaans Primary Language. OR Examination exemption option For immigrants who qualify for exemption from the second language requirement for university admission. ** See note below. English Primary Language Mathematics Natural Sciences (Science & Biology) Social Sciences (History & Geography) Economic and Management Sciences Technology Information Technology Physical Education ELECTIVE SUBJECT: A minimum of 4 students is required for us to be able to offer any of the courses below (except Music). SELECT ONE FROM: EITHER Art Required as a foundation for students intending to study Art & Design in Grades 10 to 12. OR Xhosa (conversational) Does not continue in Grades 10 to 12, but provides a good foundation for those who wish to communicate in Xhosa at conversational level. OR Engineering Graphics (Technical Drawing) CAD - on computer. Does not continue in Grades 10 to 12, but provides a good foundation for students who may study engineering / architecture. OR Music as a Subject Required for those intending to take Music as a subject in Grades 10 to 12. Unisa / Trinity / Royal Schools Grade 2 level required (or audition). PERIODS ARE ALSO ASSIGNED FOR THE FOLLOWING: Discipleship for Life programme Assemblies Outreach ** Students in Grades 7 to 9, who qualify for exemption from the second language requirement, remain in the Afrikaans classroom, and although they are not expected to complete written Afrikaans assignments or write Afrikaans examinations, they are encouraged to read Afrikaans and to listen to and participate in Afrikaans discussions which take place in the classroom setting. They do not have the option of working on assignments for other subjects in this time. Please note that the Afrikaans teachers do not offer extra lessons for students who select the “examination exemption” option for Afrikaans, and the “examination exemption” option does not qualify students to register for IGCSE Afrikaans in Grade 10. Parent’s Signature: Pupil’s Signature: Please sign and return this form to the Academic Head by date given at subject choice meeting (or on application). Date: Please feel free to contact Karen Anderson () for further information.