zilongwang/ReadingBank huggingface dataset:
Business Studies - Summary of Annual Teaching Plan Grade 12 TERM 1 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Topic impact of recent legislation on business - response to demands for redress and equity. human Resources function Profession- alism and ethics Creative thinking Devise strategies for a business to use in its response to the challenges of the macro business environment. Assessment informal informal: Test & Assignment TERM 2 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Topic Concept of corporate social responsibility. human Rights, inclusivity and Environmental issues Team performance assessment and conflict management Business sectors and their environ- ments management and leadership Quality of performance within business functions Revision and preparation for mid-year examination mid-year examination Assessment informal Formal Assessment: presentation mid-year examination TERM 3 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Topic investment: Securities investment: insurance Forms of ownership and their impact on the business operation Presentation of information and data response Revision and preparation for the preliminary examination Preliminary examination Assessment informal Assessment Formal Assessment : Test Project Preliminary examination TERm 4 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Topic Revision and preparation for the final external examination Revision Final examination Assessment informal External examination
UNIVERSITY OF PITTSBURGH Residency in Emergency Medicine presents: EMERGENCY MEDICINE GRAND ROUNDS Mercy Grand Rounds Tuesday November 2, 2010 8:30 – 9:30AM Trauma Video Review Alain Corcos, MD, Medical Director, Division of Multisystem Trauma, UPMC Mercy 9:30 – 10:00 AM Procedure of the Month – Glidescope In-service Matt Stark, Verathaon Medical and Gary Pollock, MD, 10:00 – 10:15 AM Rash of the Month Heather Prunty, MD, University of Pittsburgh Emergency Medicine Residency 10:10 – 10:30AM EKG of the Month Dave Jones, MD, University of Pittsburgh Emergency Medicine Residency Thursday, November 4, 2010 CHP Day 8:00 – 9:00 AM 10 Recent PEM Articles that May Change your Practice Brian Schultz, MD, Pediatric Emergency Medicine Attending Physician, Children’s Hospital of Pittsburgh of UPMC 9:00- 10:00 AM Management of the Pediatric Cardiology Patient in the ER Erika Tress, MD, Pediatric Emergency Medicine Fellow, Children’s Hospital of Pittsburgh of UPMC 10:00- 11:00 AM Everything You Ever Were Dying to Know About Diagnosing Otitis Media and More… Noel Zuckerbraun, MD, Pediatric Emergency Medicine Attending Physician, Children’s Hospital of Pittsburgh of UPMC 11:00- 12:00 PM CSI: Cases of Special Interest Ami Shah, MD, Pediatric Emergency Medicine Fellow, Children’s Hospital of Pittsburgh of UPMC and Tiffani Johnson, MD, Pediatric Emergency Medicine Fellow, Children’s Hospital of Pittsburgh of UPMC
Thursday, September 8, 2011 NO GRAND ROUNDS Thursday, September 15, 2011 ERMI Day LATE START 9:00 – 10:00 AM High Risk EKG’s Chris Deluca, MD, Chair, Department of Emergency Medicine, St. Clair Hospital 10:00 – 11:00 AM OB/GYN Emergencies Timothy VanFleet, MD, Medical Director, Department of Emergency Medicine, UPMC Magee 11:00 – 12:00 PM Geriatric Emergencies Kristen Seaman, MD, Attending Physician, Department of Emergency Medicine, St. Clair Hospital Thursday, September 22, 2011 8:00 – 9:00 AM Skin Cancer Update Laura Geskin, MD, FAAD, Director, Cutaneous Oncology Center, Residency Program Director, Department of Dermatology, University of Pittsburgh 9:00 – 10:00 AM Morbidity and Mortality Melani Cheers, MD, University of Pittsburgh Emergency Medicine Residency 10:00 – 11:00 AM Acute Peripheral Neuropathies Jen Russell, MD, University of Pittsburgh Emergency Medicine Residency 11:00 – 12:00 PM Morbidity and Mortality Laura Thompson, MD, University of Pittsburgh Emergency Medicine Residency
Writing for Understanding Writing Task Conceptual Planner Primary Title of Text(s): Life Cycles- Butterflies By: Melanie Mitchell Monarch Butterfly By: Gail Gibbons Writing Genre: Informative/Explanatory Grade: First Grade Teacher: Neuman Name: Grade: e-mail address: School: Time: EVIDENCE Book: Life Cycles Butterflies By: Meanie Mitchell PAGE A butterfly starts as an egg. 6 The egg hatches. Now it is a caterpillar. 7-8 The caterpillar grows bigger and bigger. One day it makes a chrysalis. 10-11 Inside the chrysalis the butterfly changes into a caterpillar. 12 The butterfly comes out of the chrysalis and dries its wings. 13-14 Plans to Gather and Record Evidence 1. Evidence will be recorded by full group small group individual student 2. Evidence will be recorded on chart graphic organizer whiteboard sorting mats other:______________
Beginning Knowledge and Personal and Social Well-being Topic: Homes • Types of home, ect. Topic: Picture maps • Finding places and things on a picture map, ect. Topic: Water • Uses of water - home and school, ect. Topic: The sky at night • Changing from day to night, ect.
Data is usually backed up on other device that is not part of the computer’s hard drive and at the moment there is no other device big enough to store so much data. (would it be acceptable if learner wrote 30 DVDs?? – theoretically it is possible if you have enough time to do it – depends on what the motivation is.) (2) RAM – temporary storage of files being used at the moment.. Memory of hard drive – permanent storage of information created by user (2) Sit upright on chair. Adjust height of chair to sit comfortably at desk and computer Elbows and wrists in line with each other. Feet flat on the floor and thighs parallel with floor. Lighting and ventilation good enough to be comfortable. Mouse and keyboard at same level and near to each other. Monitor at correct level not to put strain on eyes. Take regular breaks. (any 1) (1) 4.12 Switch off devices not used. Save paper and ink: read from the screen and correct mistakes before printing. Print on both sides of paper. Motivate parents to send empty cartridges back to supplier instead of throwing in trash can - to prevent pollution by plastic, lead, ink. Return old hardware to computer shop who sends it away for recycling. Try to use refilled ink cartridges in your household. (Any 2 – from gr 10 learner view point) (2) [20] QUESTION 5: SOFTWARE) AND FILE MANAGEMENT file: documents, pictures, spreadsheets, etc created by the user in a specific program and saved with a descriptive name. folder): container in which files are grouped (2)
- The same person must take the measurements (Any 3) (MARK FIRST THREE ONLY) (3) 3. 3.1.Habitat√/colour of sand - Fur colour√ (Mark first TWO only) (2) 3.2.100√ (1) 3.3.- They used a large sample size√/200 models per habitat/ 200 models per fur colour/ 400 models in total (2) - Allowed enough time for predators to attack the models√ - Placed mice randomly in each habitat√ Any 2 (Mark first TWO only) (2) 3.4.The darker coloured models were attacked less√√ than the lighter coloured models OR The lighter coloured models were attacked more√√ than the darker coloured models 3.5.- More mice/78 models with dark fur colour were attacked√ in the beach habitat - as they were more visible√/less camouflaged against the light coloured sand - Fewer mice with light fur colour/26 models were attacked√ in the beach habitat - as they are less visible√ /well camouflaged against the light coloured sand (4)
Shift 3 units UPWARDS Change in the equation Graphical representation Add 3 to the original equation Original equation: New equation: Shift 4 units DOWNWARDS Change in the equation Graphical representation Add -4 to the original equation Original equation: New equation: Consider the functions and R E F L E C T I O N S Reflection in the x-axis Change in the equation Graphical representation Substitute y in the original equation with –y. Then make y the subject of the formula again. Original equation: New equation: Original equation: New equation:
1. Given: for . The x-intercept of h is Q. 1.1 Determine the coordinates of Q. (2) 1.2 Write down the domain of . (3) 1.3 Sketch the graph of . Clearly indicating the y-intercept and the end points. (3) 1.4 For which value(s) of x will ? (3) Given for . 1.1 For x-intercepts, y = 0 y = 0 (2) 1.2 OR h(–2) = –7 h(4) = 5 (3) 1.3 OR y-intercept on a straight line line segment accurate
5.3 (3; 1) each value (2) 6.1 or Any one point (1) 6.2 Substitute inverse point: OR , OR Substitute or into : OR , Substitute correct coordinate Equation (3) Substitute correct coordinates Equation (3) 6.3 Substitution into
y A B x –2 O 3 3.1 Determine the gradient of at x = 0. (1) 3.2 For which value of x will the gradient of be the same as the gradient in QUESTION 7.2.1? (1) 3.3 Draw a sketch graph of . Show the x-values of the stationary points and the point of inflection on your sketch. It is not necessary to indicate the intercepts with the axes. (3) 3.1 answer (1) 3.2 x = 1 (1) 3.3 y g x -2 ½ 3 turning point at x = − 2 and at x = 3 point of inflection at x = ½ shape (3) 1. The function defined by is represented by the sketch below. A and B are the turning points of f , while is a tangent to f at A which cuts f at point C.
or N/A Maximum area units2 Answer (4) 2.1 formula (3) 2.2 For max: but For a max volume, x = 10 cm formula Correct substitution x-values Choose x = 10 (6) A rectangular box has a length of 5x units, breadth of units and its height of x units.
3.3 For , h is concave up and for , h is concave down explanation (3) 3.4 The graph of h has a point of inflection at OR The graph of h changes from concave up to concave down at OR The graph of h changes concavity at answer (1) answer (1) answer (1) 3.5 Gradient of g is – 12 Gradient of tangent is: factors
selection of x-value (4) 4.1 Gradient answer (1) 4.2 correct shape TP at TP at (3) 4.3 (2) 4.4 (2) 2. RATE OF CHANGE Given: ; 1.1 answer (1) 1.2 Baby’s mass will return to the birth mass on the 9th day factors (4) 1.3 Baby’s mass will be a minimum on the 6th day factors (4) 1.4 OR / OF answer (2)
answer (2) 2.1 decreasing in depth/verlaging in diepte Derivative Substitution Answer 2.2 or At 9h00 and at minutes later. i.e. at 10h20 Derivative factors answers Answer (4) 3.1 answer (1) 3.2 OR
30 minutes ACTIVITY 1 1 Consider the reversible reaction represented below: CH3COOH(aq) + OH-(aq) ⇌ CH3COO-(aq) + H2O(ℓ) The correct conjugate acid-base pair is: A B C D CH3COOH and H2O CH3COOH and OH- CH3COO- and H2O CH3COOH and CH3COO- (2) ACTIVITY 2 2 Consider the reaction represented by the equation below: H3PO4(aq) + HCO3- (aq) ⇌ H2PO4- (aq) + H2CO3(aq) Kaa > 1 The strongest base in the above reaction is: A B C D H2PO4− HCO3− H3PO4 H2CO3 (2)
1.1 1.2 1.3 10 minutes Define the term reaction rate in words. Learners use the reaction between IMPURE POWDERED calcium carbonate and excess hydrochloric acid to investigate reaction rate. The balanced equation for the reaction is: CaCO3(s) + 2HCℓ(aq) → CaCℓ2(aq) + H2O(ℓ) + CO2(g) They perform four experiments under different conditions of concentration, mass and temperature as shown in the table below. They use identical apparatus in the four experiments and measure the volume of gas released in each experiment. The results of experiments 1 and 3 are compared in the investigation. Write down the: 1.2.1 Independent variable 1.2.2 Dependent variable Use the collision theory to explain why the reaction rate in experiment 4 will be higher than that in experiment 3. Learners obtain graphs A, B, C and D below for their results. (2) (1) (1) (3)
Title of Text: Gluskabi and the Wind Eagle; Life in a Longhouse Village Keepers of the Earth Observations on Text Complexity: Where will students need support? Writing Task Conceptual Planner Elementary Grades:3/4 Title of Text: Writing Standard: W2 Gluskabi and the Wind Eagle (3 selected stories) EVIDENCE Story What ? (Cause) What happens? (Effect) Lesson Gluskabi and the Game Animals Gluskabi is tired of the animals hiding from him when he hunts. He tricks the animals to capture them so he won’t have to work so hard. There are no animals left in the woods. If you over-hunt, there will be not be enough animals for the future. Difficult things can make us stronger and wiser. Gluskabi and the Wind Eagle Gluskabi is angry that the wind makes it harder for him to paddle his canoe. He tricks the Wind Eagle so the wind won’t bother him when he is fishing. The air becomes hot and uncomfortable. The water becomes dirty and smelly. The fish are dying. Things are the way they are for a reason. Without the wind, things will be out of balance and life won’t be good for us and future people. Gluskabi and the River Monster A huge monster blocks the river upstream from the village. He wants the water for himself. People and animals in the village grow sick. Some die because there is no water. Water is for everyone. You cannot be greedy or selfish about the things that nature gives to us.
MATHEMATICS PAPER 2 GRADE 12 JUNE 2015 EXAMINER PG MODERATOR TE MEMORANDUM QUESTION 1 0,5 0,8 1,5 1,9 2,1 2,8 2,8 3,3 3,4 3,4 3,6 4,0 4,5 5,4 6,2 6,4 6,5 7,7 7,8 9,2 9,8 13,0 1.1 answer 2 R 1.2 ROUNDING answer 2 R 1.3 16 clients range answer (ans only 2/2) 2 R 1.4 answer answer sd 2 PS [8] QUESTION 2
Teacher Pages Charlotte’s Web Sample Graphic Organizer (additional evidence may be added by students) FOCUSING QUESTION: How is Charlotte a good friend to Wilbur? Evidence What Charlotte Does Page Elaboration / Explanation How does this help to save Wilbur’s life? Used in your piece? Introduces herself and makes friends with Wilbur Honest about who she is and what she does ----------------------------------------------------- Quote: “Well, I’ve got a new friend, all right. Gives Wilbur someone to talk to and trust He starts eating again Sheep tell Wilbur he will be eaten but Wilbur trusts Charlotte
fool a bug, I can surely fool a man. People are not as smart as bugs.” (p.195) Charlotte shows she is a good friend by working hard to solve Wilbur’s problem. Charlotte was a good friend to Wilbur. She cheered him up, calmed him down and used her special talents and cleverness to help him through his problems. Wilbur discovered that even the smallest friend can be a life saver!
People’s ideas have been varied. Many biologists think the trees should be left just as they are, letting nature take its course. Some people feel that the Forest Service should drill a tunnel through the trunk so people can simply pass through. Some want to build a bridge over the trees, but the bridge would have to be one that wheelchairs could use. Some think the path should go around the trees. And some believe the trees should be cut up for firewood. Park officials have decided to take their time deciding what to do. In the past, they have had to cut down dead trees to be sure that visitors to the park would be safe. Since the trees are national monuments now, though, any decision must be carefully considered. The sequoias are a rare treasure, and even in death, they should be treated with respect. Read the sentence from the text. 8. These trees grow only in the special geology of the slopes of the Sierra Nevadas. The root of geology is geo, which means “earth.” What is studied in geology? animals land people trees 9. Read the paragraph. The sequoia trees that line the Trail of 100 Giants have stood for generations. Many of these botanical wonders started growing in the Middle Ages. The trees watched the first Europeans settle in California, and they grew while America fought its revolution and its civil war. They grew through the Gold Rush in the and two world wars. The trees were declared a national monument in 2000. Which detail would best support the main idea of the paragraph? The trees grow taller and taller every day. Sequoias have seen much of our country’s history. The Gold Rush was responsible in part for the migration west. The Sierra Nevada Mountains are in the western part of the U.S 10. This question has two parts. First, answer part A. Then, answer part B. Part A: Read the paragraph from the article. Then, in October 2011, two of the giants fell. There were only a few tourists nearby. One photographer from Germany used a video camera to record the trees crashing to the ground. Luckily, nobody was hurt, but watchers were astonished that these enormous trees could topple like babies trying to take their first steps.
Ch. 1 A Scandal in Bohemia Irene Adler King of Bohemia Sherlock Holmes Dr. Watson Mr. Norton -Where did Irene Adler hide the Photographs? -How to take the photographs from her? She kept them and promised not to show them unless the King hurts her. Ch.2 The Red Headed League Dr. Watson Sherlock Holmes Mr. Wilson Apprentice : John Clay Spaulding Why did the league shut down? The Worker (apprentice) John Clay Spaulding wanted to rob the bank. Ch. 3 The Adventure of the Blue Carbuncle Sherlock Holmes Dr. Watson Henry Baker John Horner(plumber) Peterson Who stole the blue carbuncle? Who said and bought the original goose? Ch. 4 The Adventure of the Speckled Band Dr. Watson Sherlock Holmes Dr. Grim. Roylott Helen Julia How did Julia die? Who killed Julia? Why was Julia killed? Through the invisible snake bite Dr. Roylott Not to inherit the money.
FORMAL ASSESSMENT GUIDELINES (CAPS, page 72) NS GRADE 6 FORMAL ASSESSMENTS TERM 1 TERM 2 TERM 3 TERM 4 TOTAL MARKS FOR THE YEAR TOTAL School-based assessments 1 Test [20 marks] 1 selected practical task [15 marks] 1 Exam or test on work from terms 1 & 2 [50 marks] 1 selected practical task [15 marks] 1 Test [20 marks] 1 selected practical task [15 marks] 1 selected practical task [15 marks] 150 marks Together make up 75% of total marks for the year Exams [60 Minutes] Exam on work from terms 3 & 4 [50 marks] 50 marks Makes up 25% of total marks for the year Number of formal assessments 2 2 2 2 Total 8 assessments [200 marks] Total: 100% At the end of each term (Terms 1 – 3): The marks can be reported as a percentage and related to the 7-point rating code. At the end of the year: Step 1: ADD up all the School-based assessment raw marks from each term to get a total out of 150 marks Step 2: ADD the Final Exam raw mark to the School-based assessment total mark in Step 1 Step 3: CONVERT to a percentage and report in relation to the 7-point rating code below, if required. B: Should the teacher choose to allocate more marks for tests and tasks, the example below can be used. Recording and reporting for each term Marks should be recorded and converted into a percentage for each term. Percentages are reported and may be related to the 7-point rating code. How to calculate each learner’s % for each term Step 1: Add together formally assessed marks achieved by each learner Step 2: Divide by total marks possible Step 3: Multiply this mark by 100 to give the % achieved For example: Learner score = 34 out of a possible 60 marks for the test and tasks added together for a term. 34 ÷ 60 x 100 = 56.6%* * rather than use decimal points round any fraction from .5 and bigger up to next whole percentage. The above example will be rounded up to 57%
Name: _____________________________________________________________________________ Date: ___________________________ Grade 6 Unit 4 Reading Comprehension Practice Use this table to score questions 1-3 after you have completed the reading comprehension practice exercise. Question Number Code Standard Student Mastery √= Answered correctly X= Answered incorrectly 1 RI.6.4. Determine the meaning of words and phrases as they are used in a text. 2 RI.6.3. Analyze in detail how a key event is elaborated in a text. 3 RI.6.2. Determine a central idea of a text and how it is conveyed through particular details. 4 RI.6.1. W.6.2. Cite textual evidence to support inferences drawn from the text. Write informative/explanatory texts to convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Total points on question 4: _________/ 4 points
Name and Surname: _________________________________________ RUBRIC FOR NARRATIVE ESSAY CRITERIA MARKS 9 - 10 MARKS 7 - 8 MARKS 5 - 6 MARKS 3 - 4 MARKS 0 - 2 MARK ACHIEVED CONTENT Excellent content, which has relevant ideas pertaining to the topic, and is very creative and interesting. Very good content, which has relevant ideas pertaining to the topic, and is creative and interesting. Good content, which has some relevant ideas pertaining to the topic, and is adequately creative and interesting. Satisfactory content, which has few relevant ideas pertaining to the topic, and is not very creative or interesting. Poor quality content, which has little/no relevant ideas pertaining to the topic and is not creative or interesting. CRITERIA MARKS 5 MARKS 4 MARKS 3 MARKS 2 MARK 0 - 1 DEVELOPMENT OF STORY Excellent development of story in each paragraph. Good development of story in each paragraph. Adequate development of story in each paragraph. There are gaps in the development of the story in each paragraph. Lacks coherence in the development of the story in each paragraph. SENTENCE AND PARAGRAPH STRUCTURE Sentences and paragraphs are perfectly structured. Sentences and paragraphs are well structured. Sentences and paragraphs are adequately structured. Sentences and paragraphs are poorly structured. Sentence and paragraph structure has not been achieved. STRUCTURE: Has a title, introduction, body, conclusion and all steps in the writing process Essay includes all 5 criteria listed under Structure. Essay includes only 4 criteria listed under Structure. Essay includes only 3 criteria listed under Structure. Essay includes only 2 criteria listed under Structure. Essay includes only 1 criteria listed under Structure. SPELLING AND GRAMMAR Has 5 or less spelling and grammar errors. Has 6-10 errors in spelling and grammar. Has 11-15 errors in spelling and grammar. Has 16-20 errors in spelling and grammar. Has more than 20 errors in spelling and grammar. TOTAL: 30 MARKS
RUBRIC FOR DIARY ENTRY CRITERIA MARKS 5 MARKS 4 MARKS 2-3 MARK 0-1 MARK ACHIEVED CONTENT Excellent content, which is creative and original. Very good content, which shows some creativity and originality. Fair content. Lacks creativity and originality. Poor content. Little/No creativity or originality. DEVELOPMENT OF TOPIC EXPRESSION OF EMOTIONS Excellent development of topic. Emotions expressed strongly. Very good development of topic. Emotions expressed very well. Fair development of topic. Fair expression of emotions. Poor development of topic. Emotions hardly expressed. SPELLING AND GRAMMAR Has 5 or less errors in spelling and grammar. Has 6-10 errors in spelling and grammar. Has 11-15 errors in spelling and grammar. Has more than 15 errors in spelling and grammar. STRUCTURE: Includes the date, greeting, mind map, first draft and final draft. Has included all 5 criteria under Structure. Has included 4 criteria under Structure. Has included 2 or 3 criteria under Structure Has included only 1 criteria under Structure. TOTAL : 20 MARKS
I consider… because… In the beginning,… (verb)…, but by the end… After that,… Later on,… After,… By the end of…, we see that __ has become… Difficult for Advanced and Fluent According to…, therefore I opine that… Upon reflection, I am confident that… Due to…, one might suspect that… Initially,…; however, by the end… Following the… , … changes in that… During the course of…, we see that… Throughout…, one can see… In conclusion, … Academic Vocabulary: Unit of Study Assessment Checklist (Page 1/2) 1 2 3 4 5 6 7 8 Student Name I can elaborate on the benefits of reading for my future and present happiness, power, and success. I can independently set personal goals for improving my reading. I can demonstrate work ethic that will lead me to attain my reading goals. I can read independently for a minimum of 30 minutes without stopping. I can choose and utilize appropriate strategies, tools, and/or resources to determine the meaning of unknown words and phrases within context. I can choose and utilize appropriate strategies, tools, and/or resources to aid overall comprehension when faced with challenging text. I can select a right” book to ensure I make reading growth. I can use artifacts (like reading logs) to track my reading interests, habits, and patterns. Notes
Name: _____________________________________________________________________________ Date: ___________________________ Grade 7 Unit 4 Reading Comprehension Practice Use this table to score questions 1-3 after you have completed the reading comprehension practice exercise. Question Number Code Standard Student Mastery √= Answered correctly X= Answered incorrectly 1 RI.7.4. Determine the meaning of words and phrases as they are used in a text. 2 RI.7.1. Cite several pieces of textual evidence to support inferences drawn from the text. 3 RI.7.6. Determine an author’s purpose in a text. 4 RI.7.3. RI.7.1. W.7.2. Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). Cite several pieces of textual evidence to support inferences drawn from the text. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Total points on question 4: _________/ 4 points
RESEARCH PROJECT – do not exceed 5 pages Scientific project State of the art Hypothesis Objectives Novelty Added value for the GR-Ex Feasibility Experimental plan, justification of chosen methods Expected results of each chosen methods Justification of the collaboration: role of each participant Milestones Budget For research project only, please detail your budget (fund limit 50K €: consumables, external services, equipment under 8000 € HT). Budget details are not needed for post-doctoral requests.
4 Solve for 5 4 3 Consider the quadratic equation: Solve for ; leaving your answer in simplest surd form. 3 Hence, state for which value(s) of the equation will have real roots. 3 2 14 Jeffrey’s Bank offers interest at 8% per annum compounded monthly for the first 3 years and there after 5,5% interest per annum compounded daily for the following 4 years. What lump sum should Michael invest now if he wishes to withdraw R 150 000,00 in 7 years’ time? 7 The world population is the total number of living humans on earth. According to the U.S. Census Bureau the world population in 2011 was about 6.9 billion people and it would grow about 76 million during the year. That is an increase of about 1,1%. In 2016 it is estimated at 7.288 billion (7 288 000 000). Using this information, the world population can be modelled by the formula: where is in millions and is the number of years after 2011. Estimate the population in the year 2050 to the nearest million. 3 By which year will the population be double what it was in 2011? 4 3 15 A team of workers is erecting a fence along a main road. They pitch camp at the one end of the fence and erect 0,75 km of new fencing each day. Every evening they return to the original camp at the start of the fence. How far will they travel on day 35? 3 How far will they travel in total in 35 days? 4 The following sequence is known as the triangular numbers: 3 ; 6 ; 10 ; 15… as they relate to the number of dots needed to form a triangle of various layers.
EVIDENCE PAGE Jack and Jill Jill—hill Down-crown poster Little Boy Blue Horn-corn Sheep-asleep poster Hickory, Dickory, Dock Hickory-dickory Dock-clock poster Old King Cole Cole-soul He-three poster Little Miss Muffet Muffet-tuffet Whey-away Spider-beside her Little Jack Horner Horner-corner Pie-I Thumb-plum poster Plans to Gather and Record Evidence 1. Evidence will be recorded by full group small group individual student 2. Evidence will be recorded on chart graphic organizer whiteboard sorting mats other:______________ 3. Evidence will be recorded in words/phrases pictures drawings objects photos audio file video file Understanding of evidence will be built through...
Man Woman Handsome Youth/Mother Moonshower rainbabies the home river orchard meadow babies arrive in rain shower wild wave boat scene lightning fire in meadow weasel snatch rainbabies claimed baby girl arrive Man Woman Handsome Youth/Mother Moonshower rainbabies the home river orchard meadow babies arrive in rain shower wild wave boat scene lightning fire in meadow weasel snatch rainbabies claimed baby girl arrive Literature Checklist: The Rainbabies by Laura Krauss Melmed and illustrated by Jim LaMarche Name of Student Characters Setting Major Events
“April Rain Song,” by Langston Hughes “Dragon Smoke,” by Lillian Moore “The More It Snows,” by A. A. Milne “Fog,” by Carl Sandburg Ten Little Raindrops A Kite The Wind Rain on the Grass Pitter-pat The Flower Calendar photographs collection Assorted Stuffed animals and plastic animal models
MATH The Mathematics Department of OKM wishes to provide students and parents with suggestions regarding the mathematics course he/she will study during the following school year. The following information is designed to assist students in making the choice for next year’s math course(s). We recognize that students and their parents often have difficulty selecting the most appropriate course. We hope this information will help guide you in making your choice. Included are two different flow diagrams showing the possible paths, course options, course prerequisites, and details you should consider when looking into your son’s/daughter’s school graduation. MATH PATHWAYS GR. 9 Math 9 Preparation for Foundation of Math & Pre-Calculus 10 GR. 10 Workplace Math Foundation of Math & Pre-Calculus Trades and Workplace Pathway Moderate homework load Life skills and work/trade related mathematics Solid C recommended from Math 9 Leads to Foundation of Math 11or Pre-Calculus 11 Heavy homework load Honours class is has same content/assessment with additional concepts and increased pace Recommended for students planning to attend university/college (excluding trades programs) GR. 11 Workplace Math Foundations of Math Pre-Calculus Recommended for Entry into most trades programs Moderate homework load Required for Post-Sec programs not involving Theoretical Calculus Solid C recommended from Math 10 Heavy homework load Required for Post-Sec. programs involving Theoretical Calculus Solid B recommended from Math 10 Heavy homework load ALL three options satisfy the math requirement for basic graduation (gr. 11 level) GR. 12 Foundations of Math Pre-Calculus Solid C+ recommended from Math Foundations 11 Intended for entrance into Arts and Fine Arts programs Solid B recommended from Pre-Calc 11 Intense homework load Intended for entrance into Science, Engineering and Business Degree Programs It is the sole responsibility of parents and students to research entrance requirements at the Post-secondary institutions of their choice. Calculus Strongly recommended for those planning to take Science, Math or Engineering at the post-secondary level STUDENTS WILL TAKE A NUMERACY ASSESSMENT AS PART OF THE MINISTRY OF EDUCATION’S GRADUATION REQUIREMENT. INTRO MATH 10
Rory and Trent are standing at points and respectively. As shown below, they are looking at point , the top of the vertical pole . Rory is standing 2 meters from the top of the pole. S, R, and T are in the same horizontal plane. , , and Prove that Rory and Trent are standing 1 meter apart. 6 Find in terms of . 1
Reading Pacing Guide Reading Writing Workshop Textbook (Short Text) Science Benchmark and Pacing Guide Literature Anthology Textbook (Main/Paired Selection) Science Benchmark and Pacing Guide Quarter 2 Week 12 11/04/13 to 11/08/13 Growing in Place: The Story of E. Lucy Braun pp. 122-125, 129 SC.5.N.1.1 (Thinking like a scientist) SC.3.L.14.1 (Plant Observations) Quarter 3 Topic 14 The Boy Who Drew Birds pp. 138-151 SC.5.N.1.1 (Thinking like a scientist) SC.5.L.17.1 (Bird Adaptations) Quarter 3 Topic 15 Quarter 2 Week 13 11/11/13 to 11/15/13 From Tale to Table pp. 172- 175 (T217T) SC.5.P.9.1 (Changes in Matter) Quarter 1 Topic 6 Quarter 2 Week 18 12/16/13 to 12/21/13 Patterns of Change pp. 194-202 SC.5.N.1.1 (Patterns) SC.4.E.6.1 (Rock Types) SC.4.E.6.4 (Weathering) Quarter 2 Topic 11 The Story of Snow pp. 216-229, 231 SC.5.E.7.4 (Precipitation-snow) Quarter 3 Topic 13 *Fibonacci’s Amazing Find pp. 232-235 SC.5.L.14.2 Patterns in nature Quarter 3 Topic 14 Quarter 2 Week 19 01/06/14 to 01/10/14 Gulf Spill Superheroes pp. 208-211 SC.4.L.17.4 (Environmental Impact) Quarter 3 Topic 15 Winter’s Tail pp. 236-249, 251 SC.4.L.17.4 (Environmental Impact) Quarter 3 Topic 15 SC.5.L.14.2 (Animal structures’ function) Quarter 3 Topic 14 *Helping Hands pp. 252-255 SC.4.N.3.1 (Using models) SC.5.L.14.1 (Human body ) Quarter 4 Topic 17
Peer Assessment/ Feedback: Peers will collaborate and discuss understanding throughout the unit, particularly when experimenting with materials. They will give feedback on presentations at end of the unit based on class-determined criteria Self Assessment: Students will assess themselves on presentations based on criterial Summative Assessments: Consider choice and authentic audiences In addition to the final presentation, a quiz could be designed to assess basic understanding of concepts covered during the unit.
Calculate the values of the point (4) Give the equation of line of best fit. (2) [9] QUESTION 6 The following data is collected in a Curro High School. It depicts the results of Mathematics Portfolio marks of 100 learners. Complete the Cumulative frequency column. (2) Mark Intervals Number of learners Cumulative Frequency 30 3 40 15 50 18 60 19 70 28 80 15 90 2
GRADE 5 BATTLE OF THE BOOKS 2018/19 GRADE 5 Name The Bad Beginning Because of Mr. Terupt The Capture Eager Flora & Ulysses: the Illuminated Adventures The Island of Dr. Libris Out of My Mind Sadako and the Thousand Paper Cranes Zomboy
6.1 Determine the equation of . (4) 6.2 State the range of . (2) 6.3 Calculate the value of if . (2) 6.4 Given , determine the minimum distance between the two arms of the hyperbola. (3) 6.5 Determine the equation of , where is obtained by reflecting in the line . (4) [15] QUESTION 7 A credit card company charges 12% interest rate per year, compounded every 6 months. What annual effective rate does the company charge? (2) Hylton wants to buy a Mustang 5.0 GT Convertible 6AT for R935 900. He will take out a loan which will be repaid in monthly instalments of R21 294,60. 7.2.1 Determine how many instalments he needs to make to repay the loan in full if the bank offered him a rate of 13% per annum compounded monthly. (4) 7.2.2 After making his 50th payment Hylton wishes to settle the loan. What is the outstanding balance of the loan at this point? (5) Hylton wants to replace his Mustang after 5 years. The Mustang will depreciate at 6,5% per annum on a reducing balance. The inflation rate is expected to be 4,5% per annum over the next 5 years. Hylton will be able to invest money into a sinking fund paying 6% per annum compounded monthly. 7.2.3 Calculate the depreciated value of the Mustang in 5 years time. (2) 7.2.4 Hylton is going to trade in his old Mustang in 5 years time. Determine the monthly amount he must pay into a sinking fund in order to be able to purchase a replacement Mustang. (4) [17]
Grades K-2 DAYS Essential Question: How does friendship help characters overcome challenges? 1 2 3 4 5 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 Complete the Writing Process (edit, revise, publish through technology) with the Culminating Task from previous week Extension: Using one of the supplemental resources or texts, explain how friendship helped a character overcome a challenge. Editing Checklist (based on our district/school created) Rewrite a polished copy based on Editing Checklist Partner edit/read through for understanding Type piece on computer OR Rewrite based on partner suggestions Illustrate piece on computer OR Type piece on computer Standards List Reading and Writing standards related to the texts, questions and tasks. Reading: Literature RL.1.2, RL.1.4, RL.1.10 Writing W.1.1 Speaking and Listening SL.1.2
Gr 12 Mathematics September Paper 2 MEMORANDUM GRADE 12 Sept Paper 2 2016 Q MARK DISTRIBUTION TOTAL COGNITIVE LEVELS TOTAL PAPER 2(150 MARKS) PAPER 2(150 MARKS) Data Handling Analytical Geometry Trigonometry Euclidean Geometry 150 QUESTIONS Routine procedures(35%) Complex procedures(30%) Problem Solving(15%) 150 (20±3) (40±3) (40±3) (50±3) 1 9 9 1 7 2 0 9 2 11 11 2 10 1 0 11 20 DH 85% 15% 0% 20 3 14 14 3 12 2 0 14 4 16 16 4 12 4 0 16 5 10 10 5 0 5 5 10 40 Analyt 60% 27.5% 12.5% 40 6 19 19 6 10 9 0 19 7 7 7 7 2 3 2 7 8 14 14 8 8 2 4 14 40 Trig 50% 35% 15% 40 9 12 12 9 9 3 0 12 10 8 8 10 8 0 0 8 11 12 12 11 5 7 0 12 12 15 15 12 6 5 4 15 13 3 3 12 0 0 3 3 50 Euclid 56% 30% 14% 50 TOTAL 20 40 40 50 150 TOTAL 89 43 18 150 % 13 27 27 33 100 % 59 29 12 100 Ideal 55 30 15 QUESTION 1 1.1 = 15,25 (3)R 1.2 Standard deviation: (R) (2)R
y = + (3)R 4.5 + = x = -13 y = 10 A(-13;10) (3)R [16] QUESTION 5 5.1 = + = + = = 125 = 25 = 5 (5)C 5.2 = 1 Max value of sin = 1, so max value of 1 Max value of (5)P [10]
Grade 10 Student Questionnaire PLEASE MARK YOUR RESPONSE TO EACH QUESTION IN YOUR STUDENT ANSWER BOOKLET. In my ENGLISH LANGUAGE ARTS CLASS, I am confident that I: True Almost True Mostly True Only a Little True Not at All True 16. consider my audience (e.g., peers, my teacher, younger students, parents) when I present information. A B C D E 17. effectively use technology to incorporate data (e.g., tables and graphs) into written presentations. A B C D E 18. can infer an author’s idea even if it is not directly stated. A B C D E 19. can independently read challenging texts to expand my knowledge. A B C D E 20. am able to improve my use of vocabulary when I revise a piece of writing. A B C D E In my ENGLISH LANGUAGE ARTS CLASS, I am confident that I: True Almost True Mostly True Only a Little True Not at All True 21. support my ideas in class discussions with relevant evidence from the text. A B C D E 22. can determine when an author has made a strong argument. A B C D E 23. choose language best suited to the audience I am speaking to. A B C D E 24. use the type of evidence that best supports the subject I am writing about (e.g., results from an experiment in science, or a historian’s point of view in history). A B C D E 25. use what I learn about different cultures in class to help me communicate with people from those cultures. A B C D E 3
letters). context. Application Student makes personal imaginative connections with people who lived through the Depression. Little personal or imaginative identification with the hardships that people faced during the Depression. Some awareness of personal or imaginative connections with people living during the Depression. Effective, personalized understanding of what people suffered during the Depression. High degree of identification with people living during the Depression and full imaginative connection with that time and place.
Following this introduction, use Overhead 2: Post-war Toys – Research Question to introduce the lesson’s research question and the archival collection that the class will be using to explore this question. Organize students into small groups and ask them to use the Venn diagram provided on Student Handout: Girl Toys, Boy Toys, Both? to take notes on the attributes of gendered toys found on the Eaton’s Post-War Toy Catalogue – Page 1 & 2 handouts. What did the toys encourage young children to do? Are there toys that are designed for both girls and boys? Are the gender lines more or less rigid than today? Ask them to think about what kinds of activities children would be expected to partake in while playing with those toys, what the differences would be for girls’ and boys’ activities, and why people would find this limiting as they grew up. Reconvene as a class and have a large class discussion about the notes they took on post-war toys. Discuss the baby boom and the larger kid-centric culture that privileged traditional gender roles. Use this discussion as a bridge into discussion of the women’s movement. Extension/Accommodation Have toy catalogue changed much? Encourage students to make their own toy catalogue mimicking or challenging the Eaton’s toy catalogue. Use the class discussion as a point of entry into a formal debate about the influence of toys on one’s adult life. Handouts & Worksheets
Student Worksheet: World War I Posters Notes Poster I liked the best: Poster that best appealed to my emotions: Poster I thought had the best use of colour: Because: Because: Because: Poster that would not have caught my eye: Poster that would have discouraged me from supporting the war effort: Poster that best appealed to patriotism: Because: Because: Because: Poster that would make me to give money: Poster I thought had the best text: Poster I liked the least: Because: Because: Because: Other posters to mention:
World War I: Primary Source Posters – “Can't you see?” Can't you see? You must buy victory bonds [Canada], [between 1914 and 1918] Creator: Alex McLaren. Archives of Ontario War Poster Collection Reference Code: C 233-2-12 Archives of Ontario, World War I: Primary Source Posters – “Canada's Victory Bonds” Canada's Victory Bonds - A safe and profitable investment that will keep your business booming [Canada], [between 1914 and 1918], Creator: Creator unknown. Archives of Ontario War Poster Collection. Reference Code: C 233-2-1 Archives of Ontario, I0016203 Marking Rubric Criteria Level 1 Level 2 Level 3 Level 4 Knowledge and Understanding The student demonstrates understanding of how propaganda works. Limited understanding of the source materials in terms of their effectiveness as propaganda Some understanding of the source materials in terms of their effectiveness as propaganda A good, reasonably comprehensive understanding of the source materials in terms of their effectiveness as propaganda A clear, comprehensive, balanced and well integrated understanding of the source materials in terms of their effectiveness as propaganda Thinking/Inquiry The student demonstrates the ability to analyze the effectiveness of posters presented in the exhibit. Unclear perspective and limited analysis of the posters. Somewhat effective organization and interpretation of the posters but with limited analysis of the posters A clear and critical position that is evident in all aspects of the work, resulting in an effective analysis A critical analysis presented with a high degree of ability and clarity resulting in a precise and persuasive analysis Communication The student Imprecise and inconsistent Somewhat effective use of Effective use of language, Precise, consistent and
writes effectively for the purpose, using clear and persuasive language to present the analysis. use of language, with poorly organized ideas. language, with fairly clearly organized ideas. with clearly organized ideas effective use of language, with clearly organized ideas. Application The student makes personal imaginative connections with the material presented in the exhibit. Little understanding of the principles of effective propaganda and difficulty in applying them creatively Some understanding of the principles of effective propaganda and an ability to use at least some of them in a creative way Good grasp of the principles of effective propaganda and a well developed ability to apply those principles creatively Excellent grasp of the principles of effective propaganda and a highly evolved ability to apply those principles creatively.
worked during the summer months at Scarboro, paid the regular employees here a high tribute. “We worked with the grandest lot of women”, Miss Galbraith is quoted as saying. “When we went into the plant we didn’t know much about our jobs, but everyone was so kind to us that it made it much easier.” Continuing she said, “You sometimes hear criticism about people who work in munitions plants, but there should be none, because these are the people who are really patriotic.” In her interview, Miss Galbraith stressed the fact that the teachers were here only temporarily to help out while the regular employees were on vacations. “It’s the day-to-day employee who does the real work year in and year out. There are housewives, girls, women with husbands and sons and widows whose heart and soul are in their work. They are wonderfully patriotic and I have the greatest respect for them,” she said. Questions to think about: What do you think the criticisms were of people who worked at munitions plants? What kind of women were working at the Scarboro Plant? Why were they more patriotic than others? Group 1: Women in the Workforce “Let’s Visit” Radio Broadcast Transcript Program Introduction (1:17) Male Host - Let’s Visit! We take on Let’s Visit microphone to one of the largest fuse filling plants in the Dominion of Canada. Female Host - In Scarboro Plant of the General Engineering, at Toronto, Ontario.Your name is? Anne - Mrs. Anne Edmonds. Female Host - You are interested in doing a full-time war job Mrs. Edmonds? Anne - Yes I am. With my husband overseas, I have felt for a long time that I should be helping too. Now the children are older and I have a plan for them to be well-looked after and I am ready to start. Female Host - Well I’m glad to hear that! Canada has increased her ammunition filling program tremendously. We replace the millions of shells that are being used in the invasion. Plenty of ammunition means that saving of casualties, and the speeding of victory. Here at Scarboro, we are filling the fuses and other small parts of the shell. For this work hundreds of women are needed. Their desk fingers are especially skilful at those fine, light operations. You don’t need previous experience.
Mathematics Paper 2 Grade 11 Mid – Year Examination 2017 DURATION: 3 hours EXAMINER: R. Obermeyer MARKS: 146 marks MODERATOR: A. Janisch Date: 30 June 2017 External Moderator: I. Atteridge INSTRUCTIONS: See overleaf for Instructions. This paper consists of 22 pages (including cover) and an information sheet. NAME: ____________________________________ ASSESSMENT Question Level Tested Topic Time Allocation Possible mark Mark obtained SECTION A 1 1 – 4 Statistics 12 mins 11 2 1 – 4 Analytical Geometry 19 mins 16 3 1 – 4 Euclidean Geometry 19 mins 16 4 1 – 4 Trigonometry 26 mins 22 5 1 – 4 Trig Graphs 14 mins 10 6 1 – 4 Trig Formulae 14 mins 12 SECTION B 7 1 – 4 Euclidean Geometry 19 mins 16 8 1 – 4 Analytical Geometry 16 mins 13 9 1 – 4 Trigonometry 11 mins 7 10 1 – 4 Measurement 12 mins 10 11 1 – 4 Trig Formulae 18 mins 13 TOTAL: 146 PERCENTAGE: Teacher’s Signature: ________________________ Controller’s Signature: _______________________ Moderator’s Signature: _______________________
QUESTION 3 [13 marks] (a) Given: (1) Calculate: (i) (1) (ii) (1) (iii) (2) (2) Calculate the values(s) of , if (2) (b) Given and (1) Draw a neat sketch graph of , indicating the asymptotes and intercepts with the axes. (3) (2) If the graph of is reflected about the -axis to give the function , write down the equation of . (2) (3) Write down the equation of in the form = ------- (2) QUESTION 4 [16 marks] Sketched below are the graphs of and is a point on the graph of. B is the turning point of. The asymptotes of are represented by the dotted lines. The graph of passes through the origin.