zilongwang/ReadingBank huggingface dataset:
Weekly Lesson Plans Monday Tuesday Wednesday Thursday Friday 9/11 9/12 9/13 9/14 9/15 1st Geometry Section 1.1-Day 2 Pg. 8 #18, 20, 24, 28, 30, 32, 40, 55 Section 1.2 1.2 Practice A Worksheet No Class Section 1.3 Pg. 24 #4-10(even), Quiz 1.1 to 1.2 2nd Geometry No Class Section 1.1-Day 2 Pg. 8 #18, 20, 24, 28, 30, 32, 40, 55 Section 1.2 1.2 Practice A Worksheet Section 1.3 Pg. 24 #4-10(even), Quiz 1.1 to 1.2 3rd Geometry Section 1.1-Day 2 Pg. 8 #18, 20, 24, 28, 30, 32, 40, 55 No Class Section 1.2 1.2 Practice A Worksheet Section 1.3 Pg. 24 #4-10(even), Quiz 1.1 to 1.2 4th Algebra II Linear and Absolute Value Functions Review Linear Absolute Value Graphing Review Worksheet Quadratics Review Graphing Functions Review Worksheet No Class Section 1.1-Day 1 Pg. 8 #9-14 Section 1.1-Day 2 Pg. 8 #20-32(even), 33, 34 5th Pre-Calc 1A Parabolas Graphing Activity 1A Worksheet 1B Notes Interval Card Activity 1B Worksheet 1A/1B Quiz 1C Intro Notes Piecewise Activity No Class 1C 1C Worksheet
6th Algebra II Linear Functions Review Linear Functions Worksheet Quadratics Review Graphing Functions Review Worksheet Section 1.1-Day 1 Pg. 8 #9-14 Section 1.1-Day 2 Pg. 8 #20-32(even), 33, 34 No Class 1st Semester – Week 2
Weekly Lesson Plans Monday Tuesday Wednesday Thursday Friday 9/25 9/26 9/27 9/28 9/29 1st Geometry Chapter 1 Practice Test Chapter 1 Test No Class Section 2.1–Day 1 Pg. 71 #3-9 Section 2.1-Day 2 Pg. 71 #13-16, 18, 20, 21, 23, 24, 29, 33, 36 2nd Geometry No Chapter 1 Practice Test Chapter 1 Test Section 2.1–Day 1 Pg. 71 #3-9 Section 2.1-Day 2 Pg. 71 #13-16, 18, 20, 21, 23, 24, 29, 33, 36 3rd Geometry Chapter 1 Practice Test No Class Chapter 1 Test Section 2.1–Day 1 Pg. 71 #3-9 Section 2.1-Day 2 Pg. 71 #13-16, 18, 20, 21, 23, 24, 29, 33, 36 4th Algebra II Finish Section 1.2 Section 1.3-Day 1 Pg. 26 #3-9 No Class Section 1.3-Day 2 Pg. 26 #13, 14, 18-21 Solving a System of Equations by Substitution and Elimination Worksheet 5th Pre-Calc Review for Test Unit 1 Test Unit 2 Pre-Test Simplifying Radicals Review No Class LT2A Day 1
6th Algebra II Finish Section 1.2 Section 1.3-Day 1 Pg. 26 #3-9 Section 1.3-Day 2 Pg. 26 #13, 14, 18-21 Solving a System of Equations by Substitution and Elimination Worksheet No Class 1st Semester – Week 4
Weekly Lesson Plans Monday Tuesday Wednesday Thursday Friday 10/16 10/17 10/18 10/19 10/20 1st Geometry Section 2.6 Pg. 111 #4, 5, 8, 11, 12, 14, 17, 18 Chapter 2 Review Pg. 116 #1-15, 22-26 No Class Chapter 2 Test Section 3.1 Pg. 129 #1-18 2nd Geometry No Class Section 2.6 Pg. 111 #4, 5, 8, 11, 12, 14, 17, 18 Chapter 2 Review Pg. 116 #1-15, 22-26 Chapter 2 Test Section 3.1 Pg. 129 #1-18 3rd Geometry Section 2.6 Pg. 111 #4, 5, 8, 11, 12, 14, 17, 18 No Class Chapter 2 Review Pg. 116 #1-15, 22-26 Chapter 2 Test Section 3.1 Pg. 129 #1-18 4th Algebra II Section 2.1-Day 2 Pg. 52 #13-24, 31-34 Section 2.2-Day 1 Pg. 61 #3, 6, 7, 10, 12, 15-18, 21, 23, 26 No Class Section 2.2-Day 2 Pg. 61 #32, 35, 36, 39-45, 49 2.1 to 2.2 Quiz 5th Pre-Calc Getting Ready for LT2D Notes LT2D Day 1 Notes LT2D Day 2 Notes No Class Target Review and Practice Test
6th Algebra II Section 2.1-Day 2 Pg. 52 #13-24, 31-34 Section 2.2-Day 1 Pg. 61 #3, 6, 7, 10, 12, 15-18, 21, 23, 26 Section 2.2-Day 2 Pg. 61 #32, 35, 36, 39-45, 49 2.1 to 2.2 Quiz No Class 1st Semester – Week 7
PreCal - 1st Six Weeks Syllabus 2019-2020 20 Aug. A Orientation N1: Solve Equations Review 21 B A1: Solve Equations Assignment 22 A N2: Solve Inequality & Absolute Value Review B A2: Solve Inequality & Absolute Value Assignment 24 A HW CHECK: A1 Solve /Fractions N3: Multiply Expressions N3: Multiply Expressions Assignment 27 B HW CHECK: A2 N4: Factor Polynomials Notes 28 A Quiz 1 (15 minutes) *Open Notes/ NO RETEST A4 Assignment 29 B N5: Factor More Difficult Polynomials A5: Factor Polynomials Assignment 30 A HW CHECK: A4 & A5 Test Review 31 B Test Review Multiply & Factor Extra Practice – optional *Pep Sch. 3 Sept. Labor Day Holiday 4 A Test 1: Algebra Review (50 minutes) 5 B N6: Functions: Domain & A6 Assignment 6 A A6 Assignment Cont. N7: Functions: Interval Notation A7 Assignment 7 B N7: Functions: Interval Notation A7 Assignment ONE WEEK LEFT TO DROP PRECAL 10 A HW CHECK: A6 & A7 N8: Operation of Functions A8 Assignment 11 B N9: Composite Functions A9 Assignment 12 A Quiz 2 – NO Calculator (15 minutes) *Open NO RETEST 13 B HW CHECK: A8 & A9 N11: Linear Functions – The Basics A11 Assignment 14 A N12: Linear Functions Continued Test Review (NO CALCULATOR) LAST DAY TO DROP PRECAL! *Pep Sch. 17 B N12 Assignment 18 A Test 2: Functions (NO Calculator) 19 B Test 2: Functions (NO Calculator) 20 A N13: Solve Quadratics 21 B A13 HW Check
HW A11/A12 Test Review (NO CALCULATOR) using Factoring & Formula A13 Assignment Start N14: Graph Quadratics from Standard Form 24 A Finish N14: Quadratics from Standard Form 25 B A14 Assignment 26 A A14 HW Quiz 3: Functions in Standard Form (15-20 minutes) *Open Notes/ NO RETEST 27 B N15: Graph Quadratics from Root Form A15 Assignment 28 A A15 HW Check N16: Graph Quadratics from Vertex Form *End of 6 weeks
NBT Task 1d Domain Number and Operations in Base Ten Cluster Extend the counting sequence. Understand place value. Standard(s) 1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones. Materials 40 cubes Task 40 cubes on the table in a scattered arrangement. Ask: How many groups of tens do you think there are in this pile of cubes? After student responds, say: Arrange this pile of cubes into groups of ten. Once the student has grouped the cubes into groups of tens, ask: How many groups of ten are there? Are there any cubes leftover? Then, ask: How many cubes are there in all? After the student states the amount, say: Count them to check. Note if the student counts the cubes by ones (1, 2, 3, …), or if the student counts the cubes by tens (10, 20, 30, 40). Continuum of Understanding Developing Understanding Places into groups of ten incorrectly. Incorrectly identifies that are 4 groups after the cubes are arranged. States an incorrect total amount. Counts the cubes by ones, even though they are arranged in groups of ten. Makes a guess at the total amount. Uses the groupings to determine the amount. (e.g., ”There are 4 groups. That means that there are 40 cubes.”) Counts the cubes to determine the total amount by: ones tens Complete Understanding Places cubes into groups of ten correctly. Correctly identifies that there are 4 groups after the cubes are arranged. States a correct amount. Counts the groups of cubes by ten. Standards for Mathematical Practice 1. Makes sense and perseveres in solving problems. 2. Reasons abstractly and quantitatively. 3. Constructs viable arguments and critiques the reasoning of others. 4. Models with mathematics. 5. Uses appropriate tools strategically. 6. Attends to precision. 7. for and makes use of structure. 8. Looks for and expresses regularity in repeated reasoning.
Guidelines for completing Vetting Invitation Form (NVB 1) Please read the following guidelines before completing this form. Miscellaneous The Form must be completed in full using BLOCK CAPITALS and writing must be clear and legible. The Form must be completed in ball point pen or can be typed (except for signature). Photocopies will not be accepted. All applicants are required to provide a copy of their Passport, Public Services Card or Drivers Licence to validate their identity. If you are under 18 years of age, a completed NVB 3 - Parent\Guardian Consent Form will be required. Please note that where the applicant is under 18 the e-mail correspondence will be issued to the Parent\Guardian. This being the case, the applicant must provide their Parent\Guardian Email address on this form. Personal Details Insert details for each field, allowing one block letter per box. For Date of Birth field, allow one digit per box. Please fill in your Student Number (B000……), allowing one character/symbol per box. This is required as the invitation to the e-vetting website will be sent to your student e-mail account. Personal e-mail accounts are not acceptable. Please allow one digit per box for your contact number. The Current Address means the address where you are now living The address fields should be completed in full, including Eircode/Postcode. No abbreviations. Role Being Vetted For The role being applied for must be clearly stated. ‘Student Placement’ has already been filled in for your convenience. Declaration of Application The applicant must confirm their understanding and acceptance of the two statements by signing the application form ticking the box provided. Return the Completed Vetting Invitation The completed form and a copy of your passport, public services card or drivers licence should be brought along to your Induction /Registration session. Please contact Rachel Dockrell on if you have any questions. ITB Blanchardstown Road North Dublin 15 YV78 ITB Ref: Form NVB 1
Writing in the First person When the narrator is a character in the story and uses the pronoun ‘I’ Writing in the Second person When the narrator Writing in the Third person When the narrator is not a character PEACHES Writing in the First person When the narrator is a character in the story and uses the pronoun ‘I’ Writing in the Second person When the narrator Writing in the Third person When the narrator is not a character Writing in the First person When the narrator is a character in the story and uses the pronoun ‘I’ Writing in the Second person When the narrator Writing in the Third person When the narrator is not a character Writing in the First person When the narrator is a character in the story and uses the pronoun ‘I’ Writing in the Second person When the narrator Writing in the Third person When the narrator is not a character Writing in the First person When the narrator Writing in the Second person When the narrator Writing in the Third person When the narrator PEARS
Writing in the First person When the narrator i Writing in the Second person When the narrator Writing in the Third person When the narrator Writing in the person When the narrator Writing in the Second person When the narrator Writing in the person When the narrator Writing in the person When the narrator Writing in the Second person When the narrator Writing in the Third person When the narrator
Nope. Got a lunch date. New blonde desk clerk from the office. Reckons I’m smart and cute. FRANK (coughing and yelling out) Run along buddy. The Justice Department needs its star player. Thanks for the brief. ANTHONY Sure Frank, cheers. NAIMA (chuckles) You dirty dog. Cheers Ant. Thanks. ANTHONY Cool. Bye. A thoughtful Anthony watches Naima walking away. INT. FRANK’S FARM HOUSE – MORNING We see a French vintage abode, with modern finishes. Hung up on the walls are old photos of Frank and a young Naima - mostly goofing around. We see a young Frank with friends, in military uniform. Beside it is a teenage Naima, receiving a medal, in Karate gear. Frank and Naima walk straight to the main bedroom, to a closet. Frank pulls his suits and shirts aside, and punches a secret code on a keypad, unlocking a hidden wooden door inside. He slides it open to a miniature room, approximately 2m x 3m in size. It’s lit by a fluorescent light bulb which flickers endlessly. There are guns, knives, hand grenades, silencers, rifle scopes and bullets inside. He places back the sniper rifles they’ve just used.
KALRO-SUGAR RESEARCH INSTITUTE 1st and 2ndQuarter 2016/17 review of the Sugar industry performance* Thematic Desired outcomes Initiatives Status/comments Final results/preliminary findings Variety development Elite sugarcane varieties in quality, yield and adaptation Evaluation of National Performance Trials 1995,96 & 97 series 6 varieties planted for Distictiveness Uniformity & Stability (DUS) in SRI-Kibos were characterized in September 2016. The 6 promising varieties that were superior to the cultivars in both quality and yield include; KEN KEN 95-593, KEN 97-102, KEN 97-131, KEN 97-215 and KEN Evaluation of National Performance trial (NPT) KEN 01 & 02 series. Data compilation and preliminary statistical analysis concluded Promising varieties from preliminary analysis: KEN 95-486, KEN 98-21, KEN 01-26,KEN 01-24, KEN 01-345, KEN 01- 404, and KEN 01-1100 Evaluation of National Performance trial (NPT) for KEN 2003 and 2005 series. Both trials are in first ratoon crop stage Harvested in September 2016 Yield and quality parameters obtained Evaluation of preliminary variety trials 2008 and 2009. (PVTS) Both trials are in RC II stage. Data analysis in progress and Elite clones to be advanced to NPT Trial on-going Pests and diseases management Research on pests and diseases of economic importance to the industry to reduce yield losses Surveillance on sugarcane pests and diseases Provided mitigation measures to the sugarcane yellow aphid reported and confirmed in Soin, Transmara, Malava, SonySugar and Busia. The economic impact of the sugarcane yellow aphid from secondary literature shows 30% yield loss. Need for research on aphid control approaches in sugarcane in Kenya. Stakeholders to finance such research COMESA studies Modelling COMESA sugar inflows to Kenya Examining the implementation roadmap of the recommendations made by Kenya Sugar Sector Safeguard Completed Implementation of the roadmap is at 70%, sensitization on quality based payment is ongoing The shift to quality based payment yet to happen
What is the weather like in İstanbul? Sunny b)Rainy c)7 C d)10 C What is the temperature in İstanbul? b)Rainy c)7 C d)10 C I was born on 20.06.1990. 20th May,1990 20th March,1990 20th June,1990 20th July,1990 Melahat ………………… to school now. Goes Go İs going Are going Murat and Mine ………………….. to the cinema now. Goes Go İs going Are going TUĞÇE VURAL ENGLISH LANGUAGE TEACHER GOOD LUCK www.kampustest.com
Mar. Weeks 25-28 Rubí ● Syllables with y; the conjunction y, and syllables with h. La mascota ● Digraph ll and syllables ce, ci Everyday Math Units 7 & 8 Subtraction Addition Time Compare & order sets Sorting by more than 1 attribute Shapes Fact Families Making number stories Add: Sum of 3 numbers “=” indicates two sides are equal Envision Topic 16 and 17 Addition and Subtraction Facts to 18 Addition and subtraction strategies Adding 3 numbers Living things meet needs in neighborhood Exploring Pumpkins Plant Cycle: Grass Man People at work Choices with Animal life cycles (Frogs & Butterflies) Apr. Weeks 29-32 Sapo ySepo ● Consonant blend br, plurals with –s, -es, -ces Amiga hormiga ● Consonant blend pr; Syllables güe, and güi Units 9 & 10 Time Tens & Ones Missing numbers 10 more, 10 less +,- tens Tools for measuring Add: Repeating patterns & symbolic notation Topic 15 and 18 Time, Data and Graphing Time to the hour and half hour Picture graph Bar graph Tally marks Explore natural world in neighborhood Where is my neighborhood? Map Symbols Mapping my Neighborhood Matter How objects move Sorting Objects May Weeks 33-36 Clara y Félix ● Consonant blend cl; stressed syllables El jardín de piedras ● Prefixes in-, im-, and des-, re- Acuity Review End of Year Assessment Topic 19 and 20 Fractions and Adding/Subtracting Tens and Ones Making and describing equal parts Making halves and fourths Adding and subtracting tens from 2 digit numbers Role & Responsibility in Neighborhood Golden Rule Updated 9/7/11
Science Process Standards Standards for Mathematical Practice Science Process Standards The Nature of Science Use a scientific notebook to record predictions, questions and observations about data with pictures, numbers or in words. Conduct investigations that may happen over time as a class, in small groups, or independently. Generate questions and make observations about natural processes. Make predictions based on observations. Discuss observations with peers and be able to support your conclusion with evidence. Make and use simple equipment and tools to gather data and extend the senses. Recognize a fair test. The Design Process Identify a need or problem to be solved. Document the design throughout the entire design process. Brainstorm potential solutions. Select a solution to the need or problem. Select the materials to develop a solution. Create the solution. Evaluate and test how well the solution meets the goal. Communicate the solution with drawings or prototypes. Communicate how to improve the solution. Mathematical Practices MP.1. Make sense of problems and persevere in solving them. MP.2. Reason abstractly and quantitatively. MP. 3 Construct viable arguments and critique the reasoning of others. MP.4. Model with mathematics. MP.5. Use appropriate tools strategically. MP.6. Attend to precision. MP.7 Look for and make use of structure. MP. 8 Look for and express regularity in repeated reasoning. Plan of Work Common Misconceptions What misconceptions might students have with these ideas? All soil is made the same way. Soil only has one use (planting). Soil only contains nonliving objects. Suggested Activities
Patriot Oaks Academy 2018 – 2019 – 1st Grade Supply List (2) large Elmer’s Washable School Glue Sticks, white (4) boxes Ticonderoga Standard Size Pencils (12 ct.) pre-sharpened (1) 5” blunt Fiskars scissors (3) 24 ct. Crayola crayons (1) Mead PRIMARY Composition Book (top half blank, bottom half handwriting lines) (3) wide rule Mead Composition Books (2) white 1” view binder (clear sleeve in front) (1) box Kleenex tissues (1) Sterilite plastic pencil box (1) Germ-X Foaming 8 oz., waterless hand sanitizer (1) ream of white printer paper (1) Papermate pink pearl eraser (1) Zippered pencil pouch with 3 ring gromets (1) Crayola Washable thick classic markers, 8 ct. (1) 2 pocket plastic folder with center clasps – red (1) 2 pocket plastic folder with center clasps - blue (1) 2 pocket plastic folder with center clasps - yellow Clorox Wipes (4) Thin Black Expo Markers highlighters (1) box gallon Ziploc Bags – BOYS (1) roll paper towels – BOYS (1) package baby wipes – GIRLS (1) box sandwich size Ziploc Bags – GIRLS Additional Supply Items Large book bag (No mini backpacks and no rolling backpacks) Durable headphones, no earbuds Wish List Items Ream white card stock – 65 lb. Ream colored card – 65 lb. Black Expo Markers Colored Copy Paper Multicolored Construction Paper Index Cards Elmer’s glue (liquid) 3 x 5 post it notes ***Please do not label any of these items except headphones. Additional items may be requested by the teacher on the first day of school or as needed***
6th September 2017 Dear Parents, Autumn Term 1 Clubs 2017 school clubs start this week with two new members of staff: Mr (Will) Green is the new PE apprentice and will be in charge of PE, running the sports after school clubs and is the lead for wrap around care. Miss (Georgia) Higgins is the new teaching assistant working in Class 3 with Miss Armstrong and will be supporting Mr Green with the running of after school clubs and wrap around care. Clubs for this half term will run from Monday 11th September until Thursday 19th October 2017. The clubs available for the half term are as follows: Day Clubs Available to Capacity Cost for the term Monday Hockey Homework Mr. Green Miss Higgins Years 2-6 All years 25 25 £12 £12 Tuesday Table Tennis Film Mr. Green Miss Higgins Years 2-6 All years 16 30 £12 £12 Wednesday Football Starstruck Mr. Miss Higgins Steff/Starstruck Performings Arts Years 2-6 Years R-1 All years 20 15 25 £12 £12 £70 (term) Thursday Cricket Mad Science Mr. + Miss Higgins Georgia from Mad Science All years All 25 25 £12 £45 Friday Multi Skills Mr. Green Miss Higgins Years 2-6 Years R-1 15 15 £10 £10
Team : Incubators’ registration form Name Educational Qualifications Work Experience Field of work Years of Experience with Incubator/startup Share 5 innovation ideas that will make disruptive change for a better world 300 words ( 12 font size Calibri ) PLEASE SEND BY EMAIL TO – office@isba.in
PRESENTATION OF THE PROBLEMS: by problem coordinators, on February 12, Monday. WORKING IN GROUPS: each of students, coordinated by one or various trainers, will work on a problem PRESENTATION OF RESULTS AND CONCLUSIONS: each group will deliver a report describing the results and conclusions reached and one or more of its members will make a public presentation on February, 16, Friday. WRITTEN REPORTS: each Working Group will write a report setting out the results and conclusions reached. Reports should be sent to Limonka Koceva Lazarova, , deadline 1 April 2018, in order to be published in a special issue of Balkan Journal of Applied Mathematics and Informatics. MODELLING WEEK PROGRAMME Monday 12 February 2018 Place: Campus 2, Faculty of computer sciences 10.30 – 11.00 Registration of the participants 11.00 – 11.30 Welcome and presentation of the Action MI-NET and presentation of the program of the modeling week – plenary session with guests and media 11.30 – 12.30 Definition of the groups. Problem Overviews – Presentation of the problems in the particular group. 12:30 – 13:00 Coffee break 13:00 – 14:30 Common discussion each group. Work begins. 14.30 – 15.30 Lunch break 15.30 – 16.30 Work in progress 16.30 – 17:00 Coffee break 17.00 – 18:00 Work in progress Tuesday 13 February 2018 Place: Campus 2, Faculty of computer sciences 09.00 – 10.30 Work in progress 10.30 – 11.00 Coffee 11.00 – 12.30 Work in progress 12.30 – 14.30 Lunch break 14.30 – 16.00 Work in progress 16.00 – 16.15 Coffee break 16.15 – 17.00 Coordination and ideas exchange / discussion Free evening Wednesday 14 February 2018
Organizing Committee: Vineta Srebrenkoska – Macedonia Tatjana Atanasova – Pachemska – Macedonia Limonka Koceva Lazarova – Macedonia Svetlana Risteska – Macedonia Igor Dimovski - Macedonia Marija Miteva – Macedonia Riste Timovski - Macedonia
UNIT TASKS Task Name Task Type/ Grouping Strategy Content Standard Content Addressed Description Scaffolding Task Individual or Partner MGSE1.NBT.1 Make and Compare sets of More/Less/Same Represent Numbers up to 100 in tens and ones Students will compare amounts of objects in different sets. 3 Act Task Whole Group and Individual MGSE1.NBT.1 MGSE1.MD.4 Collect and represent data with tally marks Students will complete a 3 Act Task in which they will practice collecting data. Constructing Task Large Group MGSE1.MD.4 Collect and represent data with marks and charts Students will create a class tally chart and practice collecting information using tally marks. Practice Task Large Group, Partners MGSE1.MD.4 Compose Numbers to 30 with an understanding of place value Students will practice making groups of ten. Performance Task Individual or Partner MGSE1.NBT.1 Compose numbers ten frames and tally marks with an understanding of more and less Students will practice counting tally marks by fives and ten frames by tens as benchmark numbers. Scaffolding/Constructing Task Large Group, Individual Understand the magnitude of numbers to 50and represent them on a number line Students will work together to create a class number line. Scaffolding Task Large Group, Individual MGSE1.NBT.1 Skip Counting on Number Lines Students will create their own number line and practice skip counting on it. Constructing Task Large Group, Partners MGSE1.NBT.1 Exploring the 99 chart and patterns Students will have multiple opportunities to use a 99 chart for finding patterns with numbers.
Task Name Task Type/ Grouping Strategy Content Standard Content Addressed Description Performance Assessment MGSE1.MD.4 FAL: Place Value Students show their understanding of place value in a formative assessment lesson. Performance Task Large Group, Individual MGSE1.NBT.1 MGSE1.MD.4 Collect and represent data with tally marks and charts Students will practice graphing data collected. Practice Task Partners MGSE1.NBT.1 MGSE1.MD.4 Collect and represent data with tally marks and charts Students will create a tally chart while collecting information during a game. Performance Task Individual or Partners MGSE1.MD.4 Compose sets with a deep understanding of numbers Students will practice problem solving skills comparing sets of numbers. Practice Task Group MGSE1.NBT.1 Counting forward and backward on a 99 Students will use 99 to play a game and practice counting by ones and tens forward and backward. Performance Task Individual MGSE1.NBT.1 MGSE1.MD.4 Collect and represent data with marks and charts Students will collect data on Favorite Sports.
Intervention In “All Scrambled Up!”, cut the 99 chart into larger sections, this will make it easier for students to put it back together. Limit number chart to 0-49. 99 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29
Task Name Task Type Content Standard Content Addressed Brief Description Task 1: Developing Meaning Story Problems: Result Unknown Constructing Task Whole Group, Small Group, Individual MGSE1.OA.1 Problem solving with the result unknown Students will solve real world math problems using addition and subtraction. Task 2: Lots of Dots Scaffolding Task Small Group/ Partners/ Individual MGSE1.OA.3 MGSE1.OA.4 MCC.1OA.5 MGSE1.OA.6 Composing and decomposing of numbers Students will practice finding sums, creating equations, expressions, and the commutative property. Task 3: What Numbers Can You Make? Constructing Task Small Group/ Partners/ Individual MGSE1.OA.3 MGSE.1.OA.5 MGSE1.OA.6 MGSE1.MD.4 Composing and Decomposing of numbers Students will practice finding number combinations with like sums. Task 4: Shop Performance Task Small Group/ Partners/ Individual MGSE1.OA.2 MGSE.1.OA.5 Problem solving Students will find combinations of numbers for a given sum. 3 Act Task Large Group, Individual MGSE1.OA.1 MGSE.1.OA.5 MGSE1.MD.4 Problem Solving, Composing and Decomposing of numbers Students will solve real world problems. Task 5: Digging Dinosaurs Performance Task Small Group/ Partners/ Individual MGSE1.OA.1 MGSE.1.OA.5 Problem solving Students will practice the flexible use of numbers. Task 6: Meaning Using Story Problems: Change Unknown Constructing Task Whole Group/ Small Group/ Individual MGSE1.OA.1 Problem solving with the change unknown Students will solve real world math problems using addition and subtraction.
Provide students with problems involving two expressions where one has a missing addend. For example: There were two windows with two ladybugs on each window. Both sets of ladybugs have the same number of spots. If one window has ladybugs with three spots and four spots, and the other window has one ladybug with 2 spots, how many spots does the other lady bug have? Write an equation to solve this problem. Intervention Complete this task in a smaller setting. Students may work in pairs and the sum may not be greater than five. Gradually increase the sum until the concept is grasped. Lots of Dots How Many Counters? Materials: Blank ten-frames, one or more per player Counters A number cube Players: Two
Monday Tuesday Wednesday Thursday Friday Hansen Morning Hansen Morning Hansen all day Hansen Afternoon Hansen Morning FIESTA After school for all parents and students Homework: Chapter 10 lesson 1- 4 This week we are working on three dimensional shapes. I noticed in the parent packet that I put the third grade lesson 1 … the correct first grade lesson 1 is included in this email and is also available on our class site: Upcoming Field trip – Mrs. Kendall has sent home the permission slip for the upcoming first grade field trip(yellow paper). Please return promptly. Dual immersion movie showing in park city – THE BOOK OF LIFE Saturday, May 9 @ 3pm at the Park City and Kimball Junction Libraries (Rated PG, 95 min) Manolo, a young man who is torn between fulfilling the expectations of his family and following his heart, embarks on an adventure that spans three fantastic worlds where he must face his greatest fears. Presented in Spanish with English subtitles as part of the Dual Language Immersion Film Program in partnership with the Park City Library and Summit County Libraries. Admission is FREE. Healthy snacks will be provided by Whole Foods Market. More information at: http://www.parkcityfilmseries.com/movie.php?uid=929 Musical – The students are learning the songs and their roles for the upcoming performance. Expect more details soon.
1st Quarter 2015 Statement of Activity Actuals v Budget ANNOTATIONS REVENUE Membership $47, 270.14 Memberships are up over a conservative forecast; this does not capture deferred revenue from 2014. Certification $57,124.61 Certification revenue is up in almost all categories over forecast. Payment for several classes remain outstanding. Other We have had a better turnout for webinars than forecast – and we also added the “Best of Denver” series. We also had an additional Social Media workshop. National Conference -$1,173.34 We had anticipated getting a greater number of advance payments for the exhibit hall than came in from the 2014 conference. International Conference -$52,230.00 We are below our anticipated attendance – currently at 105 vs. the 200 we had budgeted for. Publications & Merchandise $13,914.02 Generally purchases are ahead of forecast at this point, especially for non-InterpPress books. Advertising -$2,084.52 We have yet to receive a commission check from Multiview ; I am having Paul check to see whether we can expect additional sales. Public Support $7,791.77 We received an unexpected “final payout” of the Weaver bequest of $7,461.77. Revenue -$2,466.09 RMBO is behind a month in their rent payment. I will be meeting with Tammy to address this. EXPENSES Member Services -$5,767
1st Team All State Division I 2nd Team All State Emily Wigg – St. Catherine’s “Player of the Year” Veronica Hine – Bishop Sullivan Catholic Maisy Fling - Collegiate Emily Santana – Bishop Sullivan Catholic Kaitlyn Sanderson Collegiate Taylor Smith – Cape Henry Collegiate Kaitlyn Antonick – Norfolk Academy Mia Jackson – Collegiate Mckenzie Mills – Norfolk Academy Kate Johnston – Collegiate Ashby Larkin – Norfolk Collegiate Haley Young – Norfolk Academy Sarah Smallets – Norfolk Collegiate Hannah Antonick – Norfolk Academy Lilli Marcia – St. Catherine’s Cameron – Norfolk Collegiate Katherine Yates – St. John Paul the Great Gillian Borton – St. Anne’s Belfield Lauren Proulx – Trinity Christian Kim – St. Catherine’s Alyssa Walker – Trinity Christian Cara Menges – St. Catherine’s Caroline McGonegal – Trinity Episcopal Julia Palumbo – St. Catherine’s Shelby Burger – St. John Paul the Great Lucy Perry – Trinity Episcopal School Brooke Tylka – Trinity Episcopal School
on WEDNESDAY 4th JULY 2018 (6:45pm) versus MAITLAND BC at MAITLAND BC LEAD Gr. Prentice SECOND W. Murray THIRD A. Reid SKIP Geo. Prentice LEAD G. Largue SECOND L. Sorrell THIRD A. Mitchell SKIP J. Urquhart LEAD G. Harrison SECOND G. Young THIRD D. Prentice SKIP G. Wilson (Jnr) LEAD C. Snodgrass SECOND J. Young THIRD G. Wilson SKIP J. Barr IF UNAVAILABLE PLEASE CONTACT A SELECTOR ASAP: I. MILLER: 07585000365
1. Cinnte 1 – Author: Yvonne O’Toole/E. Wade Pub: Edco 2. “Focloir Bearla Gaeilge “ (dictionary) 3. Graimear an Draoi Auth: Yvonne O’Toole & E Wade MATHS 1. Book to be decided in Sept. 2 Scientific Calculator Compulsory. Casio FX-85GT Plus 3. Geometry Set. MUSIC 1. Small Music Manuscript . 2. Aulos Descant Recorder – MUST be this model 3. Folder & poly-pockets – essential as there is no text book but will receive handouts instead. RELIGION 1. “Light the Way” Junior Cycle Non Exam – Niall Boyle Pub: Mentor 2. 1 copybook & wallet folder. SCIENCE 1. 1 copy. 2. 1 A4 Hardback copy. 3. Book Set – to be purchased from school in Sept & payable on VSWARE & students will keep portfolio & workbook. LOCKERS ARE PROVIDED FOR STUDENTS. LOCKER RENTAL IS INCLUDED IN SCHOOL EXPENSES. STUDENTS WILL NEED TO PURCHASE A LOCK FOR THEIR LOCKER. SCHOOL EXPENSES €200 (PAID ONLINE ONLY @ VSWARE) – MUST BE PAID BEFORE 31st MARCH 2018 SCHOOL JOURNALS WILL ONLY BE GIVEN OUT ONCE FULL PAYMENT IS RECEIVED. VOLUNTARY CONTRIBUTION €100
1OT411 Level 4A Professional Practice Assessment WEEKLY EVALUATION An Induction Week - Learning outcomes should reflect this WEEK 1 From: To: Hours completed: Outcome to be achieved by the end of the week (Relate to outcomes for the practice) Learning Resources (May include people, facilities and equipment needed by the student to achieve the outcome) Evidence of HOW outcomes achieved or WHY not achieved To be completed by the practice educator Work within the current HCPC Standards of Conduct, Performance and Ethics and COT Code of Ethics and Professional Conduct Work within relevant Health and Safety guidelines In light of the Francis report, has the student demonstrated the 6 C’s: Care Compassion Competence Communication Courage Commitment Issues raised in supervision to be addressed in the following This is a true record of discussions in formal and informal supervision.
Direct Operating: 9 Contracted- Personnel 10 Contracted - Services 11 Telephone/ Cell phone 12 Supplies 13 Travel 14 Training 15 Building rent or mortgage/utilities (only if not co-located) 16 Insurance 17 Printing 18 Postage 19 Activities (for community skills work) 20 Total Operating 21 Total Direct Costs Indirect Allocations: 22 Administration (not to exceed 13%) 23 IT Equipment 24 Repair & Maintenance 25 Indirect 26 Total Costs 27 Total Direct Service/ Supervision FTEs (Schedules B, C and D are to be included in the proposal packet) Schedule A*: Budget Submittal Form Instructions General Instructions: The Budget Submittal Form is a generic form designed to best fit all Program Proposals. Please read the program specifications carefully and follow the format to ensure that each budget item is considered for submittal Form A Detailed Instruction: Lines 1-6 – Salaries 1-5 – position titles in Column B. Enter paid hours for the contract period in Column C. Enter total salary for each position for the contract period. 6 – Sum of lines 1 –5 Line 7 – Fringe Benefits Enter the total fringe benefits to be paid for the total salaries on line 6 (max 25% – 33%) Line 8 - % of Salaries Line 7/Line 6
29 Travis McGraw $145.70 $145.70 0.0 0 $0.00 1 30 Clint Tatum $- $0.00 0.0 0 $0.00 1 BULL RIDING Winnings Winnings Score Winnings Score Winnings Score Winnings Average Winnings Winnings Ride Count 2018 IRA Finals Total Season 1st Go 1st Go 2nd Go 2nd Go 3rd Go 3rd Go on 3 Average Finals 1 Dustin Olmstead $ 3,186.95 $3,186.95 0 $0.00 0 2 Jacob Hanks $ 2,402.04 $2,188.64 70 $213.40 70 $213.40 1 3 Jared Byer $ 1,796.86 $1,263.36 83 $533.50 83 $533.50 1 4 Phil Reppert $ 1,432.93 $1,432.93 0 $0.00 0 5 LeRoy Miller $ 1,296.48 $1,296.48 0 $0.00 0 6 Levi Hopkins $ 1,154.00 $1,154.00 0 $0.00 0 7 Travis Garrett $ 1,036.80 $1,036.80 0 $0.00 0 8 Carson Keiffer $ 998.78 $998.78 0 $0.00 0 9 Clayton Amen $ 948.78 $948.78 0 $0.00 0 10 Malachi Schroeder $ 777.38 $777.38 0 $0.00 0 11 Clay Greve $ 658.00 $658.00 0 $0.00 0 12 Chester Raber $ 585.00 $585.00 0 $0.00 0 13 Hunter Dreager $ 444.88 $444.88 0 $0.00 0 14 Cody Herrick $ 441.80 $441.80 0 $0.00 0 15 Colby Stollman $ 90.00 $90.00 80 320.10 1
Introduction 2 Mission 2 Vision 2 Beliefs 3 Policies and Procedures 3 Communication 3 School Hours 3 Opening 3 Supplies 3 Visitors and Volunteers 3 Student Out 3 School Closings 3 Parent Concerns 4 Student User Agreement 4 PowerSchool 4 Progress Reports 4 Retention 4 Special Programs 4 Make-up work 4 Homework 5 Testing 5 Textbooks 5 Student Recognition 5 Library 5 Counseling 5 Drug –Free Environment 5 Confidentiality Statement 5 Celebrations 6 Fundraising 6 Field Trips 6 PTA 6 Lost and Found 6 Cafeteria 6 Cafeteria Rules 6 Lunch Charges 6 Extracurricular Activities 7 Physical Education 7 Illness and Accidents 7 Child Protection 7 Family Life 7 Medication 7 Attendance 7 Tardiness 8 Absences ……………………………………………..............................8 Unexcused Absences…………………………………………………….8 Truancy 8 Transportation 8 Bus Riders 8
SHIVAJI UNIVERSITY, KOLHAPUR Dept of Journalism and Communication science Admission to M.J.C. Round Day & Date : Tuesday, 17th June , 2014 Time:- 11.00 A. M. sharp Venue : Dept of Journalism and Communication science At the First Round of Admissions held on 17th June, 2014 some seats under various categories in various subjects as detailed below are vacant / have become vacant due to cancellation. The First Round of Admission to fill these vacant seats and the seats which may fall vacant for following M. J.C., will be conducted on Tuesday, the 17th June, 2014. Candidates as per the following General Merit Numbers as well as Category Merit Numbers will be considered for First Round of at the respective Departments Sr. No. Subject Nos. M.J.C. Total 30 Seats Marks % General Category up to % Reserved Category up to 59 to 37 % Merit List No. 1 to 14 (All Candidates are admissible ) * Subject to Qualifying Candidates 41 to 38% S.C. – 3 S.T. - 2 ---- V.J - 1 ---- N.T.- ( B ) -1 ---- 42% N.T.- ( C ) - 1 15 N.T.- ( D) - ---- O.B.C. - 5 ---- Other Uni. 3 ---- Hostel Admission :-The admitted students will be Hostel Admission on merit as per the Hostel quota allotted to each dept., at the time of admission it self. All the female students admitted to the course, if in need of Hostel accommodation, will be given Hostel Admission at the time of admission itself ( Dr.V.K. Shinde. ) Chairman, Dated :- 16 June, 2014 Admission Committee
Notes Table of Contents Introduction 1 Helpful Tips 2 Muzzles 2 Transporting to Vet 3 Fractures 3 Choking 3 Bleeding & Wounds 3 Minor Wounds …………………………………………………………………………………4 Mouth & Nose Bleeding ……..........…………………………………………………….... 4 Burns …………………………………………………………………………………………….. 4 Traumatic Shock …………………………………………………………………………….. 4 Eyeball Prolapse …………………………………………………………………………….. 5 Poisoning ……………………………………………………………………….……………….. 5 Emergency ……………………………………………………………………………………… 5 Insect Bites & Ticks ………………………………………………………….………......….. 5 Helpful Tips ……..………………………………………………………………..…………….. 6 Notes ……..………………………………………………………………………..……………… 7 Emergency Card ……………………………………………………………………….....….. 8 7
1st Amendment “Cheat” Sheet 1st Amendment: Congress make no law respecting an _________________________________________; or abridging the _________________________________, or of the ___________________; or the of the people peaceably to _______________________, and to _________________ the Government for a redress of grievances. 1st Amendment Exceptions, Doctrines, and Cases Exception/Doctrine Brief Summary Related portion of 1st Am Related Case(s) Summary of Case(s) “Wall of Separation” Establishment Clause 1. Everson v. US 2. Engel v. Vitale 1. 2. “Lemon Test” 1. 2. 3. Establishment Clause Can’t use public money to pay for private, Catholic school teacher salaries or materials “Strict Scrutiny/Compelling Interest” (Sherbert Test) If the government wishes to restrict religious practice, they MUST demonstrate some kind of compelling interest strict scrutiny Free Exercise Clause Sherbert v. Verner Sherbert fired for not working Saturdays (7th Day Adventist) and then denied unemployment *Sherbert Test has been relaxed at the state level Free Speech Schenck v. US Schenck convicted of violating espionage act by printing leaflets encouraging people to avoid the draft Political Speech Nominees for office cannot be told they cannot spend their own money when running for office. This applies to corporations as well Free speech 1. Buckley v. Valeo 2. Citizens United v. FEC Buckley with an individual wishing to spend his own money on his campaign. Citizens expands that right to corporations acting as individuals (SuperPACs) Free Speech at School Symbolic speech that is not disruptive to the school cannot be limited, Free speech 1. Tinker v. Des Moines
LITURGY CLASS FOR 1st Communion Parents Wed. January 16, 2013 – Winneconne / Wed. February 26, 2014 – Omro - 6:00-7:00pm (Order pamphlets for parents - “Why do we ‘have to’ go to Mass?” Our Sunday Visitor) OUTLINE of class: INTRODUCTION: what are we going to do tonight? Important to be good models for your children. Talk about how parents are the primary teachers of their children. WHAT DO WE DO ON SUNDAY? What is Mass/Liturgy? What have you seen or heard about? Have the group think of a word with their neighbor and then say them out loud. Work through sheet on WHAT IS LITURGY? WHY DO WE DO ALL THOSE THINGS? Hand out of people of different ages who go to liturgy. With your neighbor decide why do THEY go. Walk through sheet on “Why do we go to liturgy?” Move into purpose of liturgy. Why do people say Mass is BORING? WHY DO WE DO THESE THINGS OVER & OVER AGAIN? Tell story of rabbi in the woods. Meaning and power of ritual. Share Ron Rolheiser’s article on ritual – fidelity and commitment. Play DVD “Watching You” by Rodney Atkins Part 2 1. Structure of the Mass Hand out parts of the Mass to everyone. Give an overview of the four main parts of the Mass as 2. Closing Review what Mass is, why we come and how important it is to model this for our children.
Reading Date/ Time:__/__/__ Teacher:________________________________ Unit: 1 Monday Tuesday Wednesday Thursday Friday Modeled or Shared Reading (10-20 minutes) Standard: Essential Question: Text: Standard: Essential Question: Text: Standard: Essential Question: Text: Standard: Essential Question: Text: Standard: Essential Question: Text: Guided Reading Group 1 DRA/BAS Level: (20 min) Standard: Text/Level of Text: Activity/Task: Standard: Text/Level of Text: Activity/Task: Standard: Text/Level of Text: Activity/Task: Standard: of Text: Activity/Task: Standard: Text/Level of Text: Activity/Task: Guided Reading Group 2 DRA/BAS Level: (20 min) Standard: Text/Level of Text: Activity/Task: Standard: Text/Level of Text: Activity/Task: Standard: Text/Level of Text: Activity/Task: Standard: Text/Level of Text: Activity/Task: Standard: Text/Level of Text: Activity/Task: Guided Reading 3 DRA/BAS Level: (20 min) Standard: of Text: Activity/Task: Standard: Text/Level of Text: Activity/Task: Standard: Text/Level of Text: Activity/Task: Standard: Text/Level of Text: Activity/Task: Standard: Text/Level of Text: Activity/Task: Literacy Workstations Stations: Stations: Stations: Stations: Stations: Independent Reading Student reflection, Student discussion, or Task related to standard Student reflection, Student discussion, or Task related to standard Student reflection, Student discussion, or Task related to standard Student reflection, Student discussion, or Task related to standard Student reflection, Student discussion, or Task related to standard Writer’s Workshop/Writing Block
Date/ Time: __/__/__ Teacher:______________________ Unit: 1 Monday Tuesday Wednesday Thursday Friday Mini Lesson (10-20 minutes) Standard: Essential Question: Focus: Standard: Essential Question: Focus: Standard: Essential Question: Focus: Standard: Essential Question: Focus: Standard: Essential Question: Focus: Independent Writing (20-30 minutes) Guided Writing/Conferencing Sharing (5)
Click on Show Standards to the right of Grade 1 and assign 1.NBT.1 - Count to 120, starting at any number less than 120…. Fill in the Hundred Chart Fill in the Hundred Chart Race Formative Assessment Lesson: Pieces of a Hundreds Chart Utah Common Core Academy Tasks: Snow Fun by 2s Cookies Flip and Skip One Gorilla Counts Inside Mathematics: Double Down – Level A Seattle Public Schools Assessment Tasks: Choose the Number and Operations in Base-10 row and the Grade 1 column to get the WORD document and use these problems: 1NBT100, 1NBT101, 1NBT102, 1NBT103, 1NBT104, 1NBT105, 1NBT106, 1NBT107, 1NBT108, 1NBT109, 1NBT110 Cluster: Reason with shapes and their attributes. 1.G.1 - Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, Georgia Unit 3 Understanding Shapes and Fractions Circus Trip, pp. 14-16 What Are Attributes? pp. 17-23 Which One Doesn’t Belong? pp. 24-28 Shape Detective, pp. 47-50 EngageNY Module 5 Identifying, Composing and Partitioning Shapes End-of-Module Assessment: Problems 1, 2, 3, pp. 5.S.1-5.S.2 North Carolina 1st Grade Mid-Year Assessment Tasks: Task 14
Standard 1.3 Algebraic Reasoning-Patterns and Relationships- The student will use a variety of problem-solving approaches to model, describe and extend patterns-Demonstrate number patterns by counting as many as 100 objects by 1’s, 2’s, 5’s and 10’s Topic: Algebraic Reasoning Grade: 1 Score 4.0 Exceptional In addition to 3.0, in-depth inferences and applications that go beyond what was taught. Sample Activities Score 3.0 Capable The student: Demonstrate number patterns by counting as many as 100 objects by 1’s, 2’s, 5’s and 10’s. The student exhibits no errors or omissions. Score 2.0 Emerging There are no major errors or omissions regarding the simpler details and processes as the student: performs basic processes, such as: However, the student exhibits major errors or omissions regarding the more complex ideas and processes. Score 1.0 Beginning With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
1st Grade Science Vocabulary Goal 3 Understanding Properties & Relationships of Objects Solid Matter that has a shape of its own Liquid Matter that flows and takes the shape of what you pour it in Properties How something feels, looks, smells or tastes Matter What makes up all things Size How big something is Thick Big and heavy Thin Having the front and back close together Sort Separate by a common characteristic Describe Tell or write about something Sink To fall to the bottom Classify To put things into groups that are alike Float To stay on top of the Mixture Two or more different things put together Texture How an object Shape What it is like on the outside Flow The movement of liquid Color The kind of light that comes from an object Goal 4 Balance & Motion Push A force that moves something away from you Pull A force that moves something closer to you Position The place where something is Force A push or a pull Investigate To make a plan and try it out Balance A tool that measures mass Mass How much matter is in an object Gravity A force that pulls things toward Earth Friction A force that slows things down Lever A bar that balances on a point and moves like a seesaw Motion A change in an object’s position Speed How fast or slow something moves Movement To go from one place to another Steadily Not shaking, with little movement Distance The space between two objects Goal 1 Needs of Living Organisms Air A gas that people breathe Water It is a liquid that people, plants, and animals need to live Amphibians Animals that live in and on land Mammals A of animals with hair of fur that feed milk to their young Seed The part of a plant that can grow into a new plant Stem The plant part through which water and food move Soil A mixture of tiny bits of rock, air, water and dead plants and animals Shelter A place where animals can live and be safe Leaves parts that make food Living Thing Something that grows, changes and makes other living things like itself