zilongwang/ReadingBank huggingface dataset:
Explain why the event could happen at this time. Explain why the event could happen at this time. Explain why the could happen at this time. Explain why the could happen at this time. _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________
In addition to giving students pictures to use as prompts, also make time cards for them to match to the pictures and then place on a number line. It’s Time-Part III (Clock Hands) Explain why the event could happen at this time. Explain why the event could happen at this time. Explain why the event could happen at this time. Explain why the could happen at this time. Explain why the event could happen at this time. ________________ ________________ ________________ ________________ ________________
Take a bath Read a book Have recess Eat lunch Write a story Part V Have students return to their seat to create a number line of their own, using time to the hour. Give each student the It’s Time Part I task sheet and have them demonstrate their understanding of time as linear measurement and their ability to identify time to the hour on an analog and digital clock. Students will choose 5 things they love to do throughout the day and write the time on the analog clock and digital clock along with a short description of the event. They will then cut out each strip and glue them in order to create a number line. Allow students to share these with the whole group once all students have sequenced the events of their choosing. FORMATIVE ASSESSMENT QUESTIONS How are a and a number line related? What differences are there in a regular number line and one that measures time? What types of activities would occur during the am hours? The pm hours? DIFFERENTIATION Extension Make several that have time to the hour in the form of an analog clock and a digital clock. On a long sheet of construction paper, draw an empty number line. Have students place the cards correctly on the number line to reflect time. You could also include a short task sheet that requires them to answer questions about their number line, such as: What hour comes before _____ ? After _____? “I started with ____ o’clock because I know that…” Or have students write questions of their own for other students to answer. Intervention Help the student create a “My Day Timeline” whereby s/he lists the events of his or her day, hour by hour, to attach meaning to the concept of time.
Explain why the could happen at this time. Explain why the event could happen at this time. Explain why the event could happen at this time. Explain why the event could happen at this time. Explain why the event could happen at this time. CONSTRUCTING TASK: It’s Time – Part II Approximately 3-4 days STANDARDS FOR MATHEMATICAL CONTENT _______________ _______________
Explain why the event could happen at this time. Explain why the event could happen at this time. Explain why the event could happen at this time. Explain why the event could happen at this time. Explain why the event could happen at this time. ________________ ________________ ________________ ________________ ________________
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Measurement Olympics: Worms glue picture Explain why the event could happen at this time. glue picture Explain why the event could happen at this time. ________________ ________________ ________________ ________________ glue picture Explain why the event could happen at this time. glue picture Explain why the event could happen at this time. glue picture Explain why the event could happen at this time. ________________ ________________ ________________ ________________
Task 5: The King’s Counting Crew Scaffolding/Constructing Task Group, Partners MCC1.NBT.2 MCC1.NBT.4 Comparing Multiple Representations of Numbers Task 6: Symbols Constructing Task Large Group, Partners MCC1.NBT.2 MCC1.NBT.3 MCC1.NBT.4 Comparing Numbers with Symbols Task 7: Hopping Around Constructing Task Group MCC1.NBT.4 Relationship between Addition and Subtraction Task 8: Fishy Math Performance Task Large group, Individual MCC1.NBT.2 MCC1.NBT.4 Problem Solving FAL Performance Assessment MCC1.NBT.1 MCC1.NBT.2 MCC1.NBT.3 MCC1.NBT.4 MCC1.NBT.5 MCC1.NBT.6 FAL: Caterpillars and Leaves Task 9: Monkeys At The Zoo Performance Task Individual or Partner MCC1.NBT.2 MCC1.NBT.4 Problem Solving Task 10: What’s Around Me Scaffolding Task Group, Individual MCC1.NBT.2 MCC1.NBT.3 MCC1.NBT.4 MCC1.NBT.5 Exploring More and Less on 99 Chart Task 11: Different Paths, Same Destination Scaffolding Task Large Group, Partner MCC1.NBT.2 MCC1.NBT.5 MCC1.NBT.6 Exploring More / Less on 99 Chart and relationship with Addition and Subtraction Task 12: Number Destinations Scaffolding Task Large Group, Individual MCC1.NBT.2 MCC1.NBT.5 MCC1.NBT.6 Exploring More / Less on 99 Chart and Related Number Sentences Task 13: What’s The Value of Your Name? Performance Task Individual, Group and Partner MCC1.NBT.2 MCC1.NBT.3 MCC1.NBT.4 MCC1.MD.4 Adding Values with an Understanding of Value As this unit has no Culminating Task, you may pair two Performance Tasks which would include all unit standards in combination.
The Commissioner of……. Spilt Milk Hiccups Book Bag Finding Face Wiping Dirt Removal Lost Homework Vegetable Eating Pencil Sharpening Teeth Brushing Snow Shoveling Things that Bump in the Night Battery Charging Dish Washing Book Returning Umbrella Holding Flat Tires Bug Squishing Trash Removal Bedtime Story Reading Toy Locating Chicken Pox Mosquito Slapping Bed Making Dog Bathing Games Foul Balls Dog Walking Homework Checking Tree Climbing Transportation Scary Nightmares Lawn Mowing Lunch Money Recycling Late Arrivals Mismatched Socks Hair Brushing Card Shuffling Counting Wrong Turns Clothes Folding Meat Cutting Nose Blowing Skinned Knees Toilet Scrubbing Lunch Packing Alarm Clocks “The King’s Counting Crew” Place Value Organizer Tens Ones
Roll 5 Number made Tally Mark Picture Tens and Ones Model Equation Roll 6 Number made Tally Mark Picture Tens and Ones Model Equation Roll 7 Number made Mark Picture Tens and Ones Model Equation Roll 8 Number made Tally Mark Picture Tens and Ones Equation Example of Sample Assessment for
grass. Three more bunnies hopped there. How many bunnies are on the grass now? 2 + 3 = ? on the grass. Some more bunnies hopped there. Then there were five bunnies. How many bunnies hopped over to the first two? 2 + ? = 5 on the Three more bunnies hopped there. Then there were five bunnies. How many bunnies were on the grass before? ? + 3 = 5 Take from Five apples were on the I ate two apples. How many apples are on the table now? 5 – 2 = ? Five apples were on the I ate some apples. Then there were three apples. How many apples did I eat? 5 – ? = 3 Some apples were on the table. I ate two apples. Then there were three apples. How many apples were on the table before? ? – 2 = 3 Total Unknown Addend Unknown Both Addends Unknown Put together/ Take apart Three red apples and two green apples are on the table. How many apples are on the table? 3 + 2 = ? Five apples are on the table. Three are red and the rest are green. How many apples are green? 3 + ? = 5, 5 – 3 = ? Grandma has five flowers. How many can she put in her red vase and how many in her blue vase? 5 = 0 + 5, 5 = 5 + 0 5 = 1 + 4, 5 = 4 + 1 5 = 2 + 3, 5 = 3 + 2 Difference Unknown Bigger Unknown Smaller Unknown Compare (“How many more?” version): Lucy has two apples. Julie has five apples. How (Version with “more”): Julie has three more apples than Lucy. Lucy has two (Version with “more”): Julie has three more apples than Lucy. Julie has five
Constructing Task Whole/Small Group Task Rounding numbers to the nearest 10 MCC.3.NBT.1 Constructing Task Group Task Rounding, Using estimation and mental math with addition MCC.3.NBT.1 MCC.3.NBT.2 Practice Task Small Group Task Place Value, Rounding MCC.3.NBT.1 Constructing Task Whole Class Task Using and sharing mental math strategies MCC.3.NBT.2 Constructing Task Group/Partner Task Mental Math with sums of 100 MCC.3.NBT.2 Constructing Task Partner/Small Group Task Mental Math with combinations of 100 MCC.3.NBT.2 3-Act Task Whole Group Addition/Subtraction Problem Solving MCC.3.NBT.2 Scaffolding Tasks Individually, Pairs, or Small Group Task Addition, Subtraction MCC.3.NBT.2 Constructing Task Individual/Partner Task Commutative, Identity and Associative Properties MCC.3.NBT.2 FAL Individual task Strategies for Subtraction MCC.3.NBT.2 Practice Task Partner Task Subtraction MCC.3.NBT.2 Constructing Task Individual/Partner Task Addition/Subtraction Problem Solving MCC.3.NBT.1 MCC.3.NBT.2
45 tens 18 ones 46 tens 8 ones 8 hundreds 17 ones 60 tens 400 ones 25 tens 25 ones 2 hundreds 20 tens 31 tens 51 tens 10 ones 3 hundreds 30 tens 4 hundreds 2 tens 6 ones 2 hundreds 21 tens 18 ones 6 hundreds 3 tens 21 ones 3 hundreds 20 tens 22 ones 3 hundreds 41 tens 25 ones 5 hundreds 36 ones I Declare War! Student Game Board
How Should We Teach Data Analysis? (Van de Walle, 2007) • Don't rely on textbook questions- students are not interested in questions that have no relevance to own lives. Allow opportunities for students to generate questions, decide on the appropriate data needed to answer the question, and how to analyze the data. • In the primary grades, students like to learn about themselves and their class. Questions around favorites, numbers, and measures are useful for the primary grades. Each student can contribute one piece of data (favorite color, number of siblings, foot length). • In the upper elementary grades, students can answer questions outside of the classroom. At these grade levels, data collection and analysis can be used in science and social studies (collecting leaf samples, U.S. Census). • Students must how to categorize or classify things in order to organize the data. • is done by objects’ attributes that allow them to be sorted (color, height, gender, etc.). • Once data is organized, it can be recorded in a graphical representation such as a pie chart, a picture graph, a bar graph, a line plot, or a histogram. • Students should construct their own graphs so that they are connected to the data and they learn how a graph conveys information about the data. • These graphs provide a visual representation that allows students to look at information about the data as the “big picture” and see how the data is spread out, instead of just a collection of numbers. • It is possible for one set of data to be used to answer multiple questions about the population depending on the depth of the data collection. • Understanding of data is impacted by choice of graphical representation. • The shape of the data allows the student to see how the data is spread out or grouped, what characteristics of the data is seen with the graph, and what it says about the data's population. ESSENTIAL QUESTION What is the relationship between a pictograph and problem solving? What’s the relationship between the picture’s value and patterns found in multiplication? MATERIALS Math journals/learning logs clipboards Chart paper markers GROUPING
Constructing Task Small Group Task Estimate and measure capacity liters MCC.3.MD.2 Scaffolding Tasks Individually, Pairs, or Small Groups Data and Graphing MCC.3.MD.3 MCC.3.MD.4 Practice Task Whole Group/Individual Task Determining Elapsed Time MCC.3.MD.3 MCC.3.NBT.2 Constructing Task Small Group Task Collect, Record, and Display Data (tables, line bar graphs) MCC.3.MD.3 MCC.3.MD.4 Culminating Task Individual Problem solving tasks involving elapsed time, area, perimeter, mass, and capacity MCC.3.MD.1 MCC.3.MD.2 MCC.3.MD.7 MCC.3.MD.8 tasks will help your students build up to the culminating task in this unit. Each task is an opportunity for teachers to formatively assess student knowledge of key concepts and identify strengths, weaknesses, and misunderstandings.
My “Magic Number” is: ______________________________ Roll Digit on First Die on Second Die Sum Points 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
TECHNOLOGY CONNECTION “Create A Graph” by the National Center for Education Statistics is a web-based program which allows students to create a bar graph. Limited in its use but very simple to use – most labels can be renamed. Provides instructions to create a line plot graph as well as features to look for in a line plot graph. Name ____________________________ Date ___________________ It’s in the Data? Part 2 You will be finding handful data for a different object. Record the data for each student in your class in the table below. Student Name Number of Objects in a Handful Student Name Number of Objects in a Handful
The zoo keeper needs to take fresh food and water to a herd of animals that live in a cage that has an area of 160 feet. Where should he take it? The grounds crew needs to cover a certain animal pen with 100 square feet of fresh sod. Where should they go? Take a visit to the animals that live in an area that is 180 feet around. Where will you go? Certain animals like to graze in an area that’s covered with 800 square feet of grass. Where is this place? A certain animal pen is 40 feet in perimeter. Where is this pen located? Certain animals live in their habitat that has an area of 360 square feet. Which animals live in this habitat? Can you find the habitat that’s enclosed in 92 feet of fencing? What animals like to play in an enclosed space of 24 feet?
Scaffolding Task Partner/Small Group Task Relative size of numbers MCC4.NBT. 1 Constructing Task Partner/ Group Task Relative size of numbers MCC4.NBT.2 MCC4.NBT. 1 Performance Task Individual/ Partner Task Making and Naming Large Numbers MCC4.NBT. 1 MCC4.NBT.2 Practice Task Individual/Partner Task Making and Naming Large Numbers MCC4.NBT.2 * 3 Act Task Individual/Partner Task Comparing Multi-digit Numbers, Adding Numbers MCC4.NBT.2 MCC4.NBT.4 Practice Task Individual/Partner Task Ordering Larger Numbers MCC4.NBT.2 * 3 Act Task Individual/Partner Task Comparing Multi-digit Numbers, Adding Numbers MCC4.OA.3 MCC4.NBT.4 Nice Numbers Constructing Task Partner/Small group Task Rounding, Four Operations MCC4.OA.3 MCC4.NBT.4 MCC4.NBT.3 Constructing Task Individual/ Partner Task Rounding, Adding, Subtracting numbers MCC4.NBT.4 MCC4.NBT.3 Constructing Task Individual/Partner Task Fluently subtracting multi-digit numbers MCC4.NBT.4 Constructing Task Individual/ Partner Task Ordering, Adding, Subtracting and Rounding numbers MCC4.NBT.2 MCC4.NBT.4 MCC4.NBT.3
MCC4.OA.3 Solve multistep word problems posed with whole numbers and having answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding Student explanation gives thorough description of numbers involved, the relative size of those numbers in relation to other, and how the number might impact a person’s decision to live in that region. Student explanation in regards to precipitation demonstrates an understanding of the relative size of various numbers. Student response shows an inability to accurately equate standard form with either word name or expanded form or both. MCC4.NBT.2 Read and multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. Student response shows all correct word and/or expanded form for whole numbers Student responses have minor errors in word and/or expanded form for whole numbers. Student response has errors in word and/or expanded form for whole numbers. MCC4.NBT.3 Use place value understanding to round multi-digit whole numbers to any place. A student response shows all numbers are rounded to the nearest whole number correctly. Student responses have errors in rounding whole numbers. Student response has errors in whole number rounding and expands forms.
Checking Constructing Task Individual/ Partner Task Ordering, Adding, Subtracting and Rounding multi-digit numbers the Circus Constructing Task Individual/ Partner Task Using Partial Products to Multiply School Constructing Task Individual/ Partner Task Using Properties of Multiplication to Multiply Sensible Rounding Constructing Task Partner/Small Group Task Rounding Compatible Numbers to Estimate Constructing Task Individual/Partner Task compatible numbers to divide Only Scaffolding Individual/Partner Task Patterns in Multiplication and Division What is 2500 ÷ 300? Constructing Individual/Partner Task Dividing with zeros My Son is Naughty Constructing Task Partner Task Finding Factors Finding Multiples Scaffolding Task Individual Task Finding Multiples Investigating Prime and Composite Scaffolding Task Partner Task and Composite Numbers Prime vs. Composite Practice Task Individual Task Prime and Composite Numbers The Factor Game Practice Task Individual/Partner Task Ordering Decimals Number Riddles Constructing Task Individual/Partner Task Factors and Multiples Earth Day Project Constructing Task Individual/Partner Task Generating Rules Culminating Task: It’s in the Number Performance Task Individual Task Calculation and Estimation with Whole Numbers Culminating Task: School Newspaper Performance Task Individual Task Multiplication, Division and Rounding Constructing Task: Building 1,000 STANDARDS FOR MATHEMATICAL CONTENT MCC4. NBT.1 Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. MCC4.NBT.2 Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
Individual/Partner Task Culminating Task: Performance Task Individual Task Multiplication, Division and Rounding MCC4.OA.1 MCC4.OA.2 MCC4.OA.3 MCC4.OA.5 MCC4.NBT.5 MCC4.NBT.6 If you need further information about this unit, please view the unit 2 webinar at . FORMATIVE ASSESSMENT LESSONS (FALS) Formative Assessment Lessons are designed for teachers to use in order to target specific strengths and weaknesses in their students’ mathematical thinking in different areas. A Formative Assessment Lesson (FAL) includes a short task that is designed to target mathematical areas specific to a range of tasks from the unit. Teachers should give the task in advance of the delineated tasks and the teacher should use the information from the assessment task to differentiate the material to fit the needs of the students. The initial task should not be graded. It is to be used to guide instruction. Teachers may use the following Formative Assessment Lessons (FALS) to help them determine the areas of strengths and weaknesses of their students in particular areas within the unit. Formative Assessments FALS (Supporting Lesson Included) Content Addressed Pacing (Use before and after these tasks) X Multiplication Strategies School Store Sensible Rounding Compatible Numbers to Estimate Only What is 2500 ÷ 300 X Prime & Composite Factors & Multiples My Son is Naughty The Factor Game Investigating Prime and Composite Numbers Prime vs. Composite
Jack and Ray were at the football game. Ray’s team was winning so Jack decided to give Ray a hard time. So Jack said “Did you know that today is my three sons’ birthday?” “How old are they?” Ray inquired. “I’ll give you a hint. The product of their ages is 36 and the sum of their ages is 13,” Jack replied. “That’s no help,” said Ray. So Jack weakened and gave him another clue. “O.K. My youngest son is very naughty.” “Nothing to it,” exclaimed Ray and he told Jack the correct ages of his sons. How did Ray figure out the correct answer and what are Jack’s sons’ ages? Intervention Provide students with a table similar to the one above to fill in the information. TECHNOLOGY This game involving finding factors could be used for additional practice of the concept. This activity involves prime and composite numbers. It can be used for remediation or additional practice.
deep/rich contextualized problem solving tasks The following represent the level of depth, rigor, and complexity expected of all fourth grade students. These tasks or tasks of similar depth and rigor should be used to demonstrate evidence of learning. It is important that all elements of a task be addressed throughout the learning process so that students understand what is expected of them. While some tasks are identified as performance tasks, they also may be used for teaching and learning. Task Name Task Type Grouping Strategy Content Addressed Fraction Kits Scaffolding Task Individual Task Recognize equivalent fractions Their Fair Share Scaffolding Task Individual Task Recognize equivalent fractions Write About Fractions Constructing Task Small Group/Partner Task Write fraction number sentences, identify and represent equivalence Benchmark Fractions Constructing Task Small Group/Partner Task Write fraction number sentences, identify and represent equivalence More or Less Practice Task Group/Partner Task Write fraction number sentences, identify and represent equivalence Closest to 0, 1/2, or 1 Practice Task Small Group/Partner Task Write fraction number sentences, identify and represent equivalence Equivalent Fractions Practice Task Individual/Partner Task Using multiplicative/finding equivalent fractions Making Fractions Practice Task Partner Task Compare and order fractions Factor Findings Constructing Task Partner Task Recognizing factors as prime and composite numbers Finding Products Constructing Task Individual/Partner Task Understanding multiplicative identity with factors Factor Game Practice Task Individual/Partner Task Determining factor
Name _________________________________________ Date___________________________ Write About Fractions Write a convincing argument for the following statement: 1 + 1 does not equal 2 2 3 5
own understanding toward the mastery of the standard and requires them to extend their chain of mathematical reasoning. Formative Assessment Lesson (FAL) Lessons that support teachers in formative assessment which both reveal and develop students’ understanding of key mathematical ideas and applications. These lessons enable teachers and students to monitor in more detail their progress towards the targets of the standards. CTE Classroom Tasks Designed to demonstrate how the Common Core and Career and Technical Education knowledge and skills can be integrated. The tasks provide teachers with realistic applications that combine mathematics and CTE content. Task Name Task Type/Grouping Strategy Content Addressed Standard(s) ? Scaffolding Task Partners/Groups Learning conventions for the parts of a shape MCC4.G.1 Practice Task Partners Sorting shapes by angles MCC4.G.1 Practice Task Large Group/Individual Comparing angles MCC4.G.1 Practice Task Partners/Groups Refine/extend understanding of geometric objects MCC4.G.1 Constructing Task Partners/Groups Investigate and explain properties of triangles MCC4.G.1 MCC4.G.2 Practice Task Individual/Partner Classify triangles by their angles and length of sides MCC4.G.1 MCC4.G.2 Constructing Task Partners/Groups Investigate and explain the properties of quadrilaterals MCC 4.G.1 MCC4.G.2 * 3 Act Task Individual/Partner Determine the characteristics used to sort quadrilaterals MCC 4.G.1 MCC4.G.2
conversion within the same system Scaffolding Task Partner/Small group Estimate and measure metric capacity MCC4.MD.1 MCC4.MD.2 Constructing Task Individual/Partner task Measure capacity customary units; Convert liquid measures within the customary system MCC4.MD.1 MCC4.MD.2 Constructing Task Individual/Partner Task Measure capacity metric and customary units MCC4.MD.1 MCC4.MD.2 Culminating Task: Performance Task Individual/Partner Task Use weight measurement and weight conversion; apply area formula MCC4.MD.1 MCC4.MD.2 MCC4.MD.3 Angle Measurement Task Name Task Type/Grouping Strategy Content Addressed Standard(s) Scaffolding Task Partner task Use non-standard units to measure angles MCC4.MD.5 Scaffolding Task Individual/Partner task Use a 360° circle; Identify and use benchmark angles MCC4.MD.5 MCC4.MD.7
This activity involves converting measurements in the customary system. It can be used for additional practice. This lesson involves estimating lengths. It can be used for additional praction or remediation purposes. This online activity invovling the measurement in inches can be used for additional practice. Name______________________________________________ Date____________________ Measuring Mania Recording Sheet Show all ½ inch increments. Start at the beginning of the ruler and highlight each increment with a contrasting color. Show all ¼ inch increments. Start at the beginning of the ruler and highlight each increment with a contrasting color. Show all 1/8 inch increments. at the beginning of the ruler and highlight each increment with a contrasting color.
This resource is an introductory activity for estimating and checking the volume of different containers. It can be used as a mini-lesson for this task, additional practice or remediation purposes. This online resource involves metric units of capacity. It can be used for additional practice or remediation purposes. Name______________________________________ Date ______________________ Capacity Line-up Measuring with Graduated Cylinders Record your estimate for the capacity of each container in the “Estimate” column below. Next, find the best cylinder to use to measure the capacity and record its capacity in the “Cylinder Used” column. Finally, record the capacity of each container in the “Actual Measure” Column. Container Estimate Cylinder Used Actual Measure A _____mL _____mL _____mL B _____mL _____mL _____mL C _____mL _____mL _____mL D _____mL _____mL _____mL
center and earn money to be used for an upcoming field trip. If the pattern continues how many days will it take to collect at least 100 cans? Use what you know the cans collected in the first five days to make a prediction about how many days it will take to collect at least 100 cans. Show your work and explain in words why you predicted the number of days that you chose. Continue the pattern in the Fill in the missing values. Explain how you found the missing values in the t-table. How many days will it take the class to collect enough cans for the field trip. Show all work and explain your thinking. On the graph paper below, label the horizontal axis “Number of Days,” label the vertical axis “Number of Cans.” Label the horizontal axis 1-25 by 1s; label the vertical axis 1-100 by 5s. Make sure you start at zero. Plot the number of cans collected each day for days 1 - 5. If the pattern continues, use the to predict the number of cans the students will collect on the 25th day. FORMATIVE ASSESSMENT QUESTIONS What is the coordinate for the horizontal (x-axis) and vertical (y-axis) axis? Why do you need to plot your point where two lines intersect? How do you graph and name a point on the coordinate plane? Explain how you used an ordered pair to locate a point on the coordinate plane? How do you use an ordered pair to identify a point on the coordinate plane? How did you determine how to number your x and y axis? What is changing each day in the pattern? How many cans will be collected on day 4? How do you know? How will the pattern look? How did you complete the How do you know you are correct? What do you notice about the numbers in each column? What do you notice about how the numbers in each row are related? How did you find the number of cans collected on day 20? On day 100? How do you know your answers are correct? DIFFERENTIATION Extension Ask students to write in words what is happening in the pattern (i.e. each day the number of cans increases by 4; the number of cans each day can be found by multiplying the day number by 4 and adding 1 or the expression 4 × + 1 where is the day number.). Also, ask students to make other predictions based on the graph and check their predictions using the expression 4 × + 1.
Task Name Task Type Grouping Strategy Content Addressed Standard(s) Polygon Capture Scaffolding Task Partner Task Classify polygons by properties MCC5.G.3 My Many Triangles Constructing Task Partner/Small Group Task Classify triangles by and angles MCC5.G.3 Tangling with Triangles Practice Task Small Group/Individual Task Create and explain the attributes of each type of triangle MCC5.G.3 Triangle Hierarchy Diagram Performance Task Individual Task Constructing a triangle hierarchy diagram MCC5.G.3 MCC5.G.4 Rectangles and Parallelograms Scaffolding Task Individual Task Identify, compare, and analyze attributes of rectangles and parallelograms MCC5.G.3 MCC5.G.4 Property list of Quadrilaterals Constructing Task Partner/Small Group Task Create and compare quadrilaterals MCC5.G.3 Investigating Quadrilaterals Practice Task Individual/Pair/Whole Group Compare and analyze attributes of quadrilaterals MCC5.G.3 MCC5.G.4 Quadrilateral Hierarchy Diagram Performance Task Individual Task Constructing a quadrilateral hierarchy Diagram MCC5.G.3 MCC5.G.4 *Constructing Hierarchies Practice Task Partner/Small Group Compare and analyze attributes of 2D figures to construct a hierarchy MCC5.G.3 MCC5.G.4 Shapely Pairs Culminating Task Partner/Individual Task Review all properties of polygons and show true understanding of knowledge MCC5.G.3 MCC5.G.4 If you need further information about this unit, visit the GaDOE website and reference the unit webinars. SCAFFOLDING TASK: Polygon Capture
(Sides) (Sides) (Sides) At least one pair of sides is perpendicular. (Sides) All pairs of opposite sides are parallel. (Sides) It is a quadrilateral. All pairs of opposite sides have equal length. (Sides) WILD CARD: Pick your own side property.
Congruent Does not have to have congruent sides All sides are congruent Opposite sides are congruent All sides are congruent Does not have to have congruent sides Opposite sides are congruent Congruent angles Does not have to have congruent angles All angles are congruent All angles are congruent Opposite angles are congruent Does not have to have congruent angles Opposite angles are congruent angles Does not have to have a right angle All angles are right angles All angles are right angles Does not have to have right angles Does not have to have right angles Does not have to have right angles Parallel sides Does not have to have parallel Opposite sides are parallel Opposite sides are parallel Opposite sides are parallel At least one set of opposite sides are parallel Opposite sides are parallel Symmetry Does not have to have symmetry Has four lines of symmetry Has at two lines of symmetry Has at least two lines of symmetry Does not have to have a line of symmetry Does not have to have symmetry Congruent angles Does not have to have congruent angles All angles are congruent All angles are congruent Opposite angles are congruent Does not have to have congruent angles Opposite angles are congruent
Shapely Pairs Game Rules: 1. Only ask yes or no questions. 3. You CAN’T look at your in your stack. Shapely Pairs Game Rules: 1. Only ask yes or no questions. 3. You CAN’T look at your cards in your stack.
Substitution: To replace one element of a mathematical equation or expression with another. Variable: A letter or symbol used to represent a number. The Properties of Operations Here a, b and c stand for arbitrary numbers in a given number system. The properties of operations apply to the rational number system, the real number system, and the complex number system. Associative property of addition (a + b) + c = a + (b + c) Commutative property of addition a + b = b + a Additive identity property of 0 a + 0 = 0 + a = a Existence of additive inverses For every a there exists –a so that a + = (–a) + a = 0. Associative property of multiplication (a × b) × c = a × (b × c) Commutative property of multiplication a × b = b × a Multiplicative identity property of 1 a × 1 = 1 × a = a Existence of multiplicative inverses For every a ≠ 0 there exists 1/a so
that a × 1/a = 1/a × a = 1. Distributive property of multiplication over addition a × (b + c) = a × b + a × c The Properties of Equality Here a, b and c for arbitrary numbers in the rational, real, or complex number systems. Reflexive property of equality a = a Symmetric property of equality If a = b, then b = a. Transitive property of equality If a = b and b = c, then a = c. Addition property of equality If a = b, then a + c = b + c. Subtraction property of equality If a = b, then a – c = b – c. Multiplication property of equality If a = b, then a × c = b × c. Division property of equality If a = b and c ≠ 0, then a ÷ c = b ÷ c. Substitution property of equality If a = b, then b may be substituted for a in any expression containing a.
What do the coordinates in blue represent? What do the coordinates in red represent? Why do the colors not overlap this time? Graph the following on the same coordinate grid and give 3 solutions for each. 2x + 3y < 6 x + 5y > 5 y ≥ ½ x – 1 y ≤ –¼ x + 6
If Jaden has $6, how many minutes can he talk? Justify your answer. If Jaden uses both talk and text, write an equation for the cost C of sending t texts and talking m minutes. How much will it cost Jaden to send 7 texts and talk for 12 minutes? Justify your answer. If Jaden wants to send 21 texts and only has $6, how many minutes can he talk? Will this use all of his money? If not, will how much money will he have left? Justify your answer. Jaden discovers another prepaid phone plan (Plan B) that charges a flat fee of $15 per month, then $.05 per text sent or minute used. Write an equation for the cost of Plan B. In an average month, Jaden sends 200 texts and talks for 100 minutes. plan will cost Jaden the least amount of money? Justify your answer. Solving System of Equations Algebraically Mathematical Goals Model and write an equation in one variable and solve a problem in context.
+ 5x + 6y = 9______ ____________________ New Equation Is (–3, 4) still a solution to the new equation? Justify your answer. Now multiply 4x + 3y = 0 by ‘–2’. Then add your answer to 5x + 6y = 9. Show your work below. What happened to the y variable in the new equation? Can you solve the new equation for x? What is the value of x? Does this answer agree with the original solution? How could you use the value of x to find the value of y from one of the original equations? Show your work below.
Why do the colors not overlap this time? There is no coordinate that is a solution to both inequalities. Therefore, the system has no solution. Graph the following on the same coordinate grid and give 3 solutions for each. 2x + 3y < 6 x + 5y > 5 y ≥ ½ x – 1 y ≤ -¼ x + 6 3x – 4y > 5 y > ¾ x + 1
11. a function rule for CA(t), CB(t), PA(t), PB(t), and then using these function rules, write an explicit function rule for RA(t) and RB(t). Verify that each function gives the correct value that you calculated from the data in the table above. 12. Using the functions, can you make predictions about crime rates in the future if the trends in the given data continue? Given the functions f and g as defined in the table below X f(x) g(x) 1 3 2 2 4 1 3 1 4 4 2 3 Complete the tables for the following functions: 13. n(x) = f(x) + g(x) What kind of function is n(x)? Why? X f(x) g(x) n(x) 14. p(x) = 2f(x)g(x) - f(x)
How can we use counting in our everyday life? How can numbers be represented? What is an efficient strategy for counting teen numbers? MATERIALS Numerals, Pictures, playing cards GROUPING Whole group, small group, partner, individual TASK DESCRIPTION, DEVELOPMENT, AND DISCUSSION Concentration/Memory: Shuffle the cards and lay them face down in a pattern. Let students decide the pattern but they need to be able to explain their pattern. On each turn, a player turns over two cards (one at a time). If the amount represented on each card matches the player keeps the cards. If a match is made the player gets another turn. When a player turns over two cards that do not match, those cards are then turned face down again and it becomes the next player’s turn. Each pair matched is worth one point. When all possible cards have been matched, the player with the most points wins.(SMP1,2,3,6,7,8) Squeeze: Cards are placed face down in a stack on the table. The first player takes two cards and places them face up on the table with a space between them and in order from smallest to largest. The second player does the same. Then, they turn up the top card in the pile. If this card squeezes between the two cards, that player gets a point. If Player 1 has “12” and “15” and Player 2 has “14” and “19” and a “13” is flipped over, only Player 1 gets a point because “13” fits between their numbers. Keep score on a ten-frame. First player to 10 wins.(SMP 1,2,3,6,7) Got Dots: The subitizing activities listed in Got Dots can also be included and played with the Numeral, Picture, Word Cards.(SMP1-7) Suggested questions used to engage students: How do you know that you counted correctly? How many dots did you see? How do you know? What way did you see the dots grouped together? How many dots are 8 from 5? How many dots would you need to make 10? (anchoring 5&10) TEACHER REFLECTION QUESTIONS Are students able to correctly identify numerals 11-20? Are students able to count counters using one to one correspondence?
Ten and Some More Name:___________________________ Bag How many groups of 10 can you make? How many singles are left over? Total in the bag Closer to 10, 15, or 20? How far away? A 10 15 20 _________ B 10 15 20 _________ C 10 15 20 _________ D 10 15 20 _________ E 10 15 20 __________
The Honourable Ginette Petitpas-Taylor, PC, MP Minister of Health of Canada 70 Colombine Driveway Tunney’s Pasture Ottawa, Ontario K1A 0K9 Cc’d :Simon Kennedy, Deputy Minister, Health Canada: And Pierre Sabourin, Assistant Deputy Minister, Health Products and Food Branch (HPFB) Health Canada: And Cathy Parker, Acting Director General, Biologics & Genetic Therapies Directorate, (HPFB) Health Canada: And Dr. Graham Sher, CEO, Canadian Blood Services () And Don Lapierre () at Canadian Blood Services. Dear Minister of Health, The Canadian Centre for Gender & Sexual Diversity would like to express for Canadian Blood Services next incremental step in altering the blood donation policy for men who have sex with men. This request will seek permission to move from the current 1 year waiting period from last sexual contact to a 3-month waiting period. To be clear, the CCGSD does not see this as a final step but rather one that can be safely adopted while we await results of current research. Current research indicates that the MSM deferral is no more than a historically discriminatory barrier that continues today. Moreover, international research indicates that MSM communities (gay, bi, queer, two-spirit, trans men who have sex with men) are no risk to the blood supplies. We truly believe that once implemented, expectation of further surveillance and research to alter the deferral to a gender-neutral screening policy or one that defers folks on behaviour (instead of identity) would better protect the blood supply. The has been working with Canadian Blood Services and other organizations on this file for over 15 years. As a participant of the recent consultations, we are proud of the work Canadian Blood Services is doing to advance this work. This consultation approach has brought all stakeholders to this critical point. We are share a need to have a safe, accessible and generous supply of blood in our country; and we know that by
APPROVED VENUES – LIMAVADY AREA Roe Valley Arts & Cultural Centre, 24 Main Street, Limavady BT49 0FJ Both Partnership and Marriages Contact: Monica Anderson, 028 7776 0650 or 028 7772 2226 Email: Roe Park Resort, 40 Drumrane Road, Limavady BT49 9HP Both Civil Partnership and Marriages Contact: Mr G Conn, Samantha Ferguson, Manager, Brian Lowney, Manager 028 7772 2222 Email: Drummond Hotel, 481 Clooney Road, Ballykelly, Limavady BT49 9HP Marriages Only Contact: James Peoples, Pearse Cooke, Manager Phone: 028 7772 2121 Drenagh, 15 Dowland Road, Limavady BT49 0HP Both Partnership and Marriages Contact: Chris McLaughlin, Director 028 7772 2679 Email: Please contact the Limavady Council Office to check availability of a Registrar to officiate at the Venues: Limavady Council Offices, 7 Connell Street, Limavady BT49 0HA Phone: 028 7772 2226 Email:
Waking in Wisdom: (Ephesians 5: 15-21) ___Sober ___Spirit-filled ___Guiding others in Spiritual things ___Submitting to others ___Submitting to authorities Fruit of the Spirit: (Galatians 5:22) ___Love ___Joy ___Peace ___Kindness ___Patience ___Goodness ___Faithfulness ___Gentleness ___Self-control Follows Matthew 18 principle in dealing with students, parents, administration, and staff ___Use by teacher ___Use by students Shows support for the role of parents as primarily responsible before God for their children’s education, and assists them in the task ___Communicates frequently with parents ___Shows respect for parents in speech and actions ___Makes parents part of the discipline process Encourages students to accept God’s gift of salvation and grow in their faith ___Communicates the Gospel to and with students ___Offers opportunity to accept God’s gift of salvation ___Offers opportunities to grow in faith through study ___Offers opportunities to grow in faith through service ___Offers opportunities to grow in faith through witnessing to peers ___Modeling God’s Creation and gift of salvation Emphasizes to students the reality of their self-worth in Christ ___Demonstrates a talent for improving the skills of others through effective selection, task, assignment, mentoring, motivation and empowerment. ___Encourages students by teaching to their God given strengths ___Encourages student individuality Comments:
CCH Software News - Service Cloud Launch Dear CCH Customer: In order to continually evolve and improve our customer support, Wolters Kluwer Tax & Accounting is pleased to announce that we have invested in a new, world-class customer support system which will be rolling out on Monday, June 13, 2016. As this new system evolves, we will be able to provide you more timely updates on issues and be able to better personalize your experience with us. There will be a change to our current work processes of which we want you to be aware. In order to improve the level of service we provide and keep you better updated on the status of your requests, we are now requiring our representatives to record customers' first and last names, account number and email addresses as part of our processes. We appreciate your patience and willingness to provide these items to the representative. It will only be necessary to provide all of the information once, and then going forward you will be identified via your email address. If you would like to have your users pre-loaded into our system to speed the process while on the phone, we are happy to do that. To request this, to fill out with the requested information and email to . Also, please note that our web ticketing site will be Under Construction until the end of June as part of this system change. From June 10, 2016 through June 30, 2016, you will not be able to review existing cases online. Please call into Product Support during this interim period with the ticket # in question and they can provide you with the latest status. You will also be instructed to submit your tickets via an email address during this interim period vs. the form that you are used to seeing. Once web ticketing comes back on line in late June, you will need to log in and provide your account number to enter a case for support. There are no changes to chat as part of this process except that customers will need to provide their contact information as mentioned above. Knowledge Base searches will be performed in the same manner as today. While we are in this period of transition, you may see slightly elevated handle times as Customer Support Representatives become more proficient in the new technology. We ask that you “pardon our dust” during this period of transition. Please feel free to email if you have any questions. Sincerely, Wolters Kluwer If this email was forwarded to you, and you would like to subscribe to CCH Software News announcements, . © CCH. All Rights Reserved.
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Section I: Scenario Demographics Scenario Title: CCB OD Date of Development: 24/05/2015 (DD/MM/YYYY) Target Learning Group: Juniors (PGY 1 – 2) Seniors (PGY ≥ 3) All Groups Section II: Scenario Developers Scenario Developer(s): Kyla Caners Affiliations/Institution(s): McMaster University Contact E-mail (optional): kcaners@gmail.com Section III: Curriculum Integration Learning Goals & Objectives Educational Goal: To expose learners to a multi-drug overdose and the management of a severe CCB OD. CRM Objectives: Maintain calm leadership throughout complex case. Demonstrate situational awareness as patient status changes Medical Objectives: Recognize a possible CCB overdose Administer appropriate early treatments for a CCB overdose Recognize hypercapneic respiratory failure and manage appropriately. Consider intralipid as treatment in an arrested CCB overdose Case Summary: Brief Summary of Case Progression and Major Events A 48-year-old female presents with a possible overdose including glyburide, clonazepam and nifedipine. She will remain hypotensive throughout the case, despite treatment with calcium, high dose insulin, and other vasopressors. She will also have progressive respiratory depression and will eventually require intubation. She will then proceed to arrest. The team will be expected to give intralipid once the patient has arrested. References Marx, J. A., Hockberger, R. S., Walls, R. M., & Adams, J. (2013). Rosen's emergency medicine: Concepts and clinical practice. St. Louis: Mosby. Section IV: Scenario Script
Scenario States, Modifiers and Triggers Patient State Patient Status Learner Actions, Modifiers & Triggers to Move to Next State 1. Baseline State Rhythm: sinus brady with 1st degree block HR: 50/min BP: 87/43 RR: 10/min O2SAT: 95% RA T: 36oC Somnolent, responding to pain only. Learner Actions - IV, O2, monitors - IV NS 1L bolus - Tox bloodwork, VBG - ECG - Go through med list - More history/px exam - Check glucose (6.8) - Trial narcan - Call poison centre Modifiers Changes to patient condition based on learner action - Narcan no effect - 1L bolus BP 92/50 transiently - Glucagon given emesis Triggers For progression to next state - 3 min 2. Persistent Hypotension 2. Persistent Hypotension BP 75/45 Patient status unchanged Learner Actions - Ca gluconate 2g iv bolus, consider Ca infusion 2-3g/hr - Insulin infusion (1u/kg/hr with 0.5u/kg bolus) with D10NS @ 150ml/hr - glucose q15 min - Repeat NS bolus - Add vasopressor infusion Modifiers - Post calcium BP 83/46 Triggers - All 3 agents started 3. More Somnolent - 9 min 3. More Somnolent 3. More Somnolent RR 6 O2SAT 91% Begin state with RN saying “she seems to be making less respiratory effort” Learner Actions - Check glucose (7.1) - Trial narcan (if not before) - Assist breathing (bagging) - Prepare for intubation Modifiers - Narcan No effect Triggers - Intubation 4. Intubation - If don’t intubate give VBG. At 12 min 5. Arrest 4. Intubation With O2SAT 95% Learner Actions - Appropriate RSI - Post-intubation CXR - Sedation infusion - Prepare for central line Modifiers - Propofol for intubation BP 50/22 Triggers