zilongwang/ReadingBank huggingface dataset:
What is the maximum area that can be enclosed? (100 m2) What are the dimensions of the pen with the maximum area? (10 m by 10 m) What length produces a pen with an area greater than 90 m2? (between 6.9 m and 13.1 m) A company manufactures and designer T-shirts. The profit, P dollars, for selling a certain style of T-shirt is projected to be P = -20x2 + 1000x – 6720, where x dollars is the selling price of one T-shirt. What are the break even points? ($8 and $42) What selling price gives the maximum profit? What is the maximum profit? ($25, $5780) A life guard marks a rectangular swimming area at a beach with a 200 m rope. The width of the swimming area is x metres. The area enclosed is A square metres, where A = x(200 – 2x). What is the greatest area that can be enclosed? (5000 m2) A company manufactures and sells novelty caps. The profit, P dollars, for selling a certain style of cap at t dollars each is projected to be P = -15t2 + 90t + 675. What selling price is expected to give a maximum profit? What is the maximum profit? ($3, $810) A stone is thrown upward with an initial speed of 25 m/s. Its height, h metres, after t seconds is given by the equation h = -5t2 + 25t. For how long is the stone higher than 30 m? (1 sec) When a flare is fired upward at 58.8 m/s, its height, h metres, is given by the equation h = -4.9t2 + 58.8t, where t seconds is the time since firing. Determine the maximum height of the flare and the time it takes to reach this height. (176.4 m, 6 s) For how many seconds is the flare higher than 98 m? (8 s) Seatwork: p. 311 #2-6, 8
Conclude Class Remind students that workshop is their opportunity to receive feedback on their writing and that coming unprepared means that they will affect their own workshop experience as well as their peer groups. Connection to Next Class After today’s discussion of workshop and modeling, students will apply those concepts to peer review in the next class.
Transformation(s) given in the function notation Transformation parameter values (a, k, d, c) What is(are) the transformation(s)? Parent function The result of applying the transformation(s) to the parent function Translate left 1 unit and up 3 units p.70 #5-8, 10-13, 16-18, 21
4. Access 4.1 Entry and Exit Criteria The Service Users access the Service by self-referral or from any other source, including community mental health teams. 5. Service Components 5.1 Processes The following processes apply but are not limited to: assessment, treatment, intervention and support, review process and discharge. 5.2 Settings The Service is community based. 5.3 Key Inputs The Service is provided by a team of health professionals and / or support worker staff with a strong recovery focus, who have appropriate qualifications, competencies, skills and experience in accordance with the nature of the service required. 6. Service Linkages Linkages include, but are not limited to the following described in tier one Mental Health and Addiction Specialist Services and tier two Adult Mental Health service specifications. 7. Exclusions Refer to tier one Mental Health and Addiction Services service specifications. 8. Quality Requirements The Service must comply with the Provider Quality Standards described in the Operational Policy Framework or, as applicable, Crown Funding Agreement Variations, contracts or service level agreements. 9. Purchase Units and Reporting Requirements 9.1 Purchase Units are defined in the joint DHB and Ministry’s Nationwide Service Framework Purchase Unit Data Dictionary. The following Purchase Units apply to this Service. PU Code PU Description PU Definition PU Measure PU measure definition Payment systems MHA21C Activity based recovery support services - Nursing and/or allied health staff A recovery-oriented service by nurses and/or allied health staff to assist people with mental illness to develop their life and living skills and enjoy their relationships with others. FTE Full-time equivalent staff member (clinical or involved in direct delivery of services to consumers. Exclude time that is formally devoted to administrative or management functions e.g. half-time coordination of a community team. Sector Services
//JLAB SULI Project #include <iostream> #include <cmath> using namespace std; int main() { //variables double N=6.0221415e+23; //avogadro's number double r=2.817940325e-13; //electron radius in cm double Z; //atomic number of absorber double A; //atomic mass of absorber double l; //L(prime) in rad. length formula double L; //L in rad. length formula double Xo; //rad. length double al=1/137.03599911; //fine structure const. double a; //a in the rd. length formula double f; //see Bichsel article double X; //length of absorbing material in cm double d; //density of material in g/cm^3 double x; //length in g/cm^2, X*d double E; //final energy double E1; //initial energy
Day Care – Home (cont.) TAMMY’s DAY CARE ANITA BUTZ 57 Stanton Street 24 Betty Road Schuylkill Haven, PA 17972 Pottsville, PA 17901 385-4616 385-4355 Director: Tammy Yorski TAMAQUA CAROL KEICH RUTH’S DAY CARE 22 Hunter Street 37 Hometown Avenue Tamaqua, PA 18252 Tamaqua, PA 18252 668-0645 KELLY BOERNER Day Care 210 Penn Street Tamaqua, PA 18252 668-5044 Lil’ Dreamers GDCH 219 W. Broad Street Tamaqua, PA 668-6627 Director: Jennifer Paisley TOWER CITY – WILLIAMSTOWN
language arts/ music fine motor skills manipulatives dramatic play An example of an average day at daycare for a 18 – 24 months may be: 6:30 – 8:00 arrival and free-play 8:00 – 9:30 music and movement / stories and songs / breakfast 9:30 – 9:45 large muscle play (indoor or outdoor) circle time / art / learning centers 11:15 – 11:45 lunch 11:45 – 1:00 quiet play / story time 1:00 – 3:00 nap 3:00 – 4:00 snack / learning centers large muscle (indoor or outdoor) / departure An example of an average day at daycare for a 24-36 month old may be: 6:30 – 8:00 arrival and free-play 8:00 – 9:30 music and movement / stories and songs / breakfast 9:30 – 9:45 muscle play (indoor or outdoor) circle time / art / learning centers 11:15 – 11:45 lunch 11:45 – 1:00 quiet play / story time 1:00 – 3:00 nap 3:00 – 4:00 snack / learning centers large muscle (indoor or outdoor) / departure An example of an average day at daycare for a 3 - 5 year old may be: 6:30 - 7:00 arrival and free-play in designated room 7:00 - 8:00 arrive in classroom and table top toy play - fine motor skills 8:00 - 9:00 restroom / wash / breakfast circle time art / science / learning centers / small group activities muscle time (indoor or outdoor) – quiet activities / nap 3:00 – 3:30 snack 3:30 – 5:00 art / learning centers 5:00 – 6:00 muscle (indoor or outdoor) / departure play, with options for free art and quiet play Learning Centers may include: Dramatic Play Art Center Literacy Center Sensory Table Writing Center Math Manipulatives Science and Nature Table Small Motor Manipulatives Blocks and Transportation
DAYCARES SERVING CENTERVILLE PRIMARY VILLAGE SOUTH 2017-2018 ALL ABOUT KIDS 1300 W. SOCIAL RD CENTERVILLE, OH 45458 885-7480 CAROUSEL HOUSE ST. GEORGE’S CHURCH 5520 FAR HILLS RD KETTERING, OH 45429 434-1934 CENTERVILLE CHILD DEVELOPMENT CENTER 8095 GARNET DR CENTERVILLE, OH 45458 434-5949 CHILDTIME LEARNING CENTER 6375 CLYO RD CENTERVILLE, OH 312-1500 EARLY BEGINNINGS 5600 CLYO RD CENTERVILLE, OH 45459 436-9614 EXPLORATIONS 242 NORTH MAIN ST CENTERVILLE, OH 45459 434-1935 GODDARD SCHOOL 10685 DAYTON LEBANON RD CENTERVILLE, OH 886-0800 GOOD SHEPERD ACADEMY 11285 SPRINGBORO PIKE MIAMISBURG, OH 45342 885-1180 CREATIVE WORLD of MONTESSORI INSPIRE CENTER FOR LEARNING 6833 WILMINGTON PIKE CENTERVILLE, OH 45459 979-4132 HIGH 4 KIDS 1489 OLD SPRING VALLEY CT. DAYTON, OH 45458 (937) 291-5880 JEWISH COMMUNITY CENTER 525 VERSAILLES DR. DAYTON, OH 45459 610-1555 KIDS R KIDS 790 N. MAIN ST. SPRINGBORO, OH 45066 (937)748-1260 KINDERCARE-CENTERVILLE 1074 GOVERNOUR’S SQ DR CENTERVILLE, OH 45458 435-1231 LAPETITE ACADEMY 9755 DAYTON LEBANON PK CENTERVILLE, OH 45458 885-3116 PRIMROSE SCHOOL 10901 YANKEE RD. CENTERVILLE, OH 45458 885-6100 RAINBOW CHILDCARE 33 E SOCIAL ROW RD CENTERVILLE, OH 45458 350-5640 SEEDS TO TREES 7491 FAR HILLS AVENUE DAYTON, OH 45459 434-5437 REC WEST WASHINGTON TWP REC CENTER 895 MIAMISBURG-CENTERVILLE CENTERVILLE, OH 45459 433-0130 Tom Tingley/Jill Reid OF LOVE 3121 WILMINGTON PIKE KETTERING, OH 45429 (937) 293-8123 YOUNG LEARNER’S WORLD 1200 NORWICH LN CENTERVILLE, OH 45459 433-5437 VOYAGER-PVS AFTER SCHOOL PROGRAM CALL-438-6030 EXT. 333
Ineffective Management Patient unable to maintain proper insulin care Patient unable to maintain proper ventilation with COPD Patient unable to change lifestyle requirements to maintain health Patient lacks proper support and resources to assist with health maintenance Goal: Patient will be able to identify and maintain levels of self-health Patient will: adhere to changes in lifestyle adhere to medication regimen to assist with diabetes and COPD organize and maintain proper support and resources for ongoing assistance with health issues Nurse and collaborative team will provide patient with resources to offer necessary support (C ) and care team will support and encourage patient through education and medical care in the acute setting Chronic disease education assists patients in managing their diseases with confidence (Ho & Yan, 2010). Patient and support team display motivation and desire to maintain optimal health Patient demonstrates quality levels of self awareness and self care References Brown, T., & Shah, S. (2012). USMLE Step 1 Secrets. Retrieved from Ho, E. M., & Yan, C. C. (2010). Patient education in chronic disease management. Singapore Nursing Journal. Retrieved from
Daylily Sale 2016 Articulate Atlantic Champion Beautiful Edgings Ben Beside Still Waters Blackjack Cherry Brocaded Gown Chance Encounter Chartered Course Christmas Ribbon Coach’s Pride Cosmic Traveler Courting Trouble Desert Flame Double delicious Ed Murray Electric Elfin Illusion Emerald Splendor Entangled Faces of a Clown First Horizon Flat Faced Beauty Foxfire Light Georgia Sunburst Golden Hibiscus Green Glitter Guy Meadows Irving Schulman Jovial Keep on Trucking Love Those Eyes Maria Callas Midnight Raider Mountains Bow Down Naranja Daring Dilemna Creole Heir Symphony of Praise Northwind Dancer New Perspective Embers On to Something Painting the Roses Red Passion for Red Peacock Maiden Pink Peppermint Persian Ruby Points of Pride Pure Indulgence Pushamataha Rachelle Agin Radiant Ruffles Red Peacemaker Red Suspenders Red Twister Rose Royal Dreams Royal Pink Twist Sabine Bauer Santa’s Little Helper Seductive Fairy Tale Shores of Time Silk Mystique Spacecoast Cranbery Kid Spacecoast Sea Shells Spacecaost Sprawler Spacecoast White Out Star of Fantasy Strawberry Fields Forever Sussex Way Thunder and Lightening Timeless Truth Ultimate Perfection Victorian Lace Violet Eye Shadow William Austin Norris
The Day the Moon Was Gone DVD Worksheet – Scoring Guide 26-27 – 4 24-25 – 3.5 23 – 3 22 – 2.5 20-21 – 2 19 – 1.5 18 – 1 1-17 – .5 0 – 0
Math III – Multiplying Polynomials and Factored Form Name ___________________ Factoring Review: Factor: x2 + 4x - 12 ________________ and _________________are the linear factors. Example 1: Write a polynomial in Standard Form: a) (x + 1)(x + 2)(x + 3) b) x(x - 1)(x + 3)(x + 4) Example 2: Write a Polynomial in Factored Form: (Hint: Look for a GCF first!) a) 2x3 + 10x2 - 12x b) 3x3 - 18x2 + 24x To your answer on the calculator: Graph the original problem. Graph your answer. If the graphs are the same, your answer is correct. Example 3: Factors of higher degree: Factor x4 – 6x2 – 27 ( x² - 9 ) ( x² + 3 ) FOIL this. Does it work? Keep going if possible! (x + 3 ) (x – 3 ) ( x2 + 3 ) You Try: x4 – 29x2 + 100 b) m4 + 7m2 - 18
Name ________________________________________ Date _____________________________________________ Period ___________ Introduction to Vietnam In 1965, the United States became involved in the Vietnam War. In to contain the spread of communism in Southeast Asia, the United States began sending military troops to support the democratic government of South Vietnam. With casualties mounting on the battlefront and increasing deployment of Americans to Asia, the Vietnam conflict sparked a massive anti-war protest in America. In addition, numerous “power movements” demanded equality. (including African Americans, women, Mexican Americans, people accused of crimes). The youthful “hippie” counter culture was a visible part of the era as well. Conservative American reacted to the counter- culture protests by electing Richard Nixon into office in 1968. Despite Richard Nixon’s success in dealing with China, was unable to instill hope among Americans. Day 1: Vietnam Although Vietnam is a nation with rich history, language, music, literature and dozens of ethnic cultures, to most Americans it is identified more with a war than as a country. Do you agree or disagree with the above statement? Defend your answer. What do you know the following countries? Germany Italy Japan Vietnam What do you know? What did the United States lose in Vietnam? How long did the Vietnam War last? Why did the United States become involved in Vietnam? _________________________________________________________________________________________________________________________
countless crusades for _____________________ and reform have been based. What impact did the Declaration of independence and the Revolutionary war have on France? Standard 1.4 Dissatisfaction with the Articles of Confederation/Constructing the Constitution The Articles of Confederation The plan of government for the United States was the _________________ of _________________, which were drafted in 1776. The Articles were replaced by the U.S. Constitution in 1789. The Articles vs. the Constitution Articles of Confederation “A Firm League of Friendship” U.S. Constitution “A More Perfect Union” Representation Taxation Powers of Congress In addition to the Articles: Amendments / of Congress + / of States The Constitutional Convention
Standard 1.6 Two System, Democratic-Republicans and Federalist The First Two-Party System What was each party’s stance on each of these issues? FEDERALISTS (Jeffersonian) Leaders Federalism Constitution Economy National Bank Protective Tariff Federal Assumption of State War Debts Supporters Washington’s Farewell Address: 1. ____________________________________ Washington urged Americans to avoid 2. ____________________________________
7-5 Practice Exponential Functions each function. Find the y-intercept and state the domain and range. 1. y = 2. y = 3. y = 4. y = 4() + 1 Determine whether the set of data shown below displays exponential behavior. Write yes or no. Explain why or why not. 5. x 2 5 8 11 y 480 120 30 7.5 6. x 21 18 15 12 y 30 23 16 9
2-5 Study Guide and Intervention Solving Equations Involving Absolute Value Absolute Value Equations When solving equations that involve absolute value, there are two cases to consider. Case 1: The inside the absolute value symbols is positive. Case 2: The value inside the absolute value symbols is negative. Example 1: Solve + = 1. Then graph the solution set. Write + = 1 as x + 4 = 1 or x + 4 = –1. x + 4 = 1 or x + 4 = –1 x + 4 – 4 = 1 – 4 x + 4 – 4 = –1 – 4 x = –3 x = –5 The solution set is {–5, –3}. The is shown below. Example 2: Write an equation involving absolute value for the graph. Find the point that is the same distance from –2 as it is from 4. The distance from 1 to –2 is 3 units. The distance from 1 to 4 is 3 units. So, – = 3. Exercises Solve each equation. Then graph the solution set. 1. = 3 4. + 2 = 3 7. = 8 10. – = 50 2. – = 4 5. – 2 = 5 8. – = 7 11. – = 11 3. + = 2 6. + 2 = 4 9. – = 0.5 12. + = 6 Write an equation involving absolute value for each graph. 13. 14. 15.
2-8 Practice Literal Equations and Dimensional Analysis Solve each equation or formula for the variable indicated. 1. d = rt, for r 2. 6w – y = 2z, for w 3. mx + 4y = 3t, for x 4. 9s – 5g = –4u, for s 5. ab + 3c = 2x, for b 6. 2p = kx – t, for x 7. + a = a + r, for m 8. + g = d, for h 9. + v = x, for y 10. – q = k, for a 11. = h, for x 12. = c, for b 13. 2w – y = 7w – 2, for w 14. 3ℓ + y = 5 + 5ℓ, for ℓ 15. ELECTRICITY The formula for Ohm’s Law is E = IR, where E represents voltage measured in volts, I represents current measured in amperes, and R represents resistance measured in ohms. a. Solve the formula for R. b. Suppose a current of 0.25 ampere through a resistor connected to a 12-volt battery. What is the resistance in the circuit?
4-3 Practice Writing Equations in Point-Slope Form Write an equation in point-slope form for the line that passes through each point with the given slope. 1. (2, 2), m = –3 2. (1, –6), m = –1 3. (–3, –4), m = 0 4. (1, 3), m = 5. (–8, 5), m = 6. (3, –3), m = each equation in slope-intercept form. 7. y + 2 = 4(x + 2) 8. y + 1 = –7(x + 1) 9. y – 3 = –5(x + 12) 10. y – 5 = (x + 4) 11. y – = – 3(x + ) 12. y – = –2(x – ) 13. CONSTRUCTION A construction company charges $15 per hour for debris removal, plus a one-time fee for the use of a trash dumpster. The total fee for 9 hours of service is $195. a. Write the point-slope form of an equation to find the total fee y for any number of hours x. b. Write the equation in slope-intercept form. c. What is the fee for the use of a trash dumpster? 14. MOVING There is a daily fee for renting a moving truck, plus a charge of $0.50 per mile driven. It costs $64 to rent the truck on a day when it is driven 48 miles. a. Write the point-slope form of an equation to find the total charge y for a one-day rental with x miles driven. b. Write the equation in slope-intercept form. c. What is the daily fee?
at Standard Rate (SH × SR) 60,000 hours* × $14.00 per hour = $840,000 55,000 hours × $14.00 per hour = $770,000 55,000 hours × $15 per hour = $825,000 Labor efficiency variance = $70,000 F Labor rate variance = $55,000 U Spending variance = $15,000 F *30,000 units × 2.0 hours per unit = 60,000 hours Alternatively, the variances can be computed using the formulas: Labor efficiency variance = SR (AH – SH) = $14.00 per hour (55,000 hours – 60,000 hours) = $70,000 F Labor rate variance = AH (AR – SR) = 55,000 hours ($15.00 per hour – $14.00 per hour) = $55,000 U The Foundational 15 (continued) 9., 10., and 11. The variable overhead cost included in the flexible budget (SH × SR = $300,000), the variable overhead efficiency variance ($25,000 F), and the variable overhead rate variance ($55,000 U) can be computed using the general model for cost variances as follows: Standard Hours Allowed for Actual Output, at Standard Rate (SH × SR) Actual Hours of Input, at Standard Rate (AH × SR) Actual Hours of Input, at Actual Rate (AH × AR) 60,000 hours* × $5.00 per hour = $300,000 55,000 hours × $5.00 per hour = $275,000 = $280,500 Variable overhead efficiency variance = $25,000 F Variable overhead rate variance = $5,500 U
computed on the entire amount of materials purchased, whereas the materials quantity variance is computed only on the amount of materials used in production. Standard Quantity Allowed for Actual Output, at Standard Price (SQ × SP) Actual Quantity of Input, at Standard Price (AQ × SP) Actual Quantity of Input, at Actual Price (AQ × AP) 40,000 diodes* × $0.30 per diode = $12,000 50,000 diodes × $0.30 per diode = $15,000 70,000 diodes × $0.28 per diode = $19,600 Materials quantity variance = $3,000 U 70,000 diodes × $0.30 per diode = $21,000 Materials price variance = $1,400 F *5,000 toys × 8 diodes per toy = 40,000 diodes Alternatively, the variances can be computed using the formulas: Materials quantity variance = SP (AQ – SQ) = $0.30 per diode (50,000 diodes – 40,000 diodes) = $3,000 U Materials variance = AQ (AP – SP) = 70,000 diodes ($0.28 per – $0.30 per diode) = $1,400 F Exercise 8-17 (continued) b. Direct labor variances: Standard Hours Allowed for Actual Output, at Standard Rate (SH × SR) Actual of Input, at Standard Rate (AH × SR) Actual of Input, at Actual Rate (AH × AR)
Students in grade 3 also begin to enlarge their concept of number by developing an understanding of fractions as numbers. Additional Mathematics: In Grade 4, students compare fractions with unlike numerators and unlike denominators, while continuing to broaden their understanding of equivalent fractions. In Grade 4, students build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. In 4, students understand decimal notation for fractions, and compare decimal fractions. This work with fractions will continue in grades 5 and beyond, preparing the way for work with the rational number system in grades 6 and 7. Possible Organization of Unit Standards: This identifies additional grade-level standards within a given cluster that support the over-arching unit standards from within the same cluster. The table also provides instructional connections to grade-level standards from outside the cluster. Over-Arching Standards Supporting Standards within the Cluster Instructional Connections outside the Cluster 3.NF.1: Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. 3.G.2: Partition shapes into parts with equal area. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as of the area of the shape. 3.NF.2: Understand a fraction as a number on the number line; represent fractions on a number line diagram. 3.NF.2a: Represent a fraction on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and 3.MD.4: Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot where the horizontal scale is marked off in
Power Point slide displaying outcome for the Overview Power Point slides which provide an overview of the various components of a MSDE Unit plan. Power point slides displaying outcome and directions for the Jigsaw activity. Recording sheet for Jigsaw activity Copies of a primary and an intermediate MSDE unit plan (to be numbered prior to session and collected at the end of the day) Jigsaw-Unit Component Overview Display outcome for the Unit Component overview. Outcome: The participants will become familiar with the components of an MSDE unit plan. Overview Help the participants get a broad overview of what components are included in an MSDE unit plan by reviewing slides 20-26 Slide 20 describes where the information that is in an MSDE unit plan was obtained. Emphasize that the goal was to eliminate the need to access multiple documents that contained information that pertained to the CCSS in the unit. Slide 21 describes 4 categories into which the unit components fall. Slide 22 list the “Big Picture” components Slide 23 lists the “Building Understanding” components Slide 24 lists “Instructional Resources” Slide 25 lists the “PARCC” components 26 list the goals for work completion If your participants are not familiar with PARCC, this would be an appropriate time to share the background from last year about PARCC’s leadership in this transition. One possible source of information for both you (prior to the Academies) and your participants (after the Academies) is . Jigsaw NOTE: You have a decision to make PRIOR to this session: Participants choose either the Kindergarten or the Grade 3 unit to use in this activity OR All participants will use the same unit. You decide which one. Outcome: The participants will become familiar with the components of an MSDE unit plan. 30 minutes
Geometry Unit 1:Congruence, and Constructions #4 Make Geometric Constructions Standard to address Topic 4 G.CO.12 Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.). Copying a segment; copying an angle; bisecting a segment; bisecting an angle; constructing perpendicular lines, including the perpendicular bisector of a line segment; and constructing a line parallel to a given line through a point not on the line . Major Standard to Address Topic 4 G.CO.13 Construct an equilateral triangle, a square, and a regular hexagon inscribed in a circle.
Cluster Note: Encourage multiple ways of writing proofs, such as in narrative paragraphs, using flow diagrams, in two column format, and using diagrams without words. Students should be encouraged to focus on the validity of the underlying reasoning while exploring a variety of formats for expressing that reasoning. G.CO.9 theorems about lines and angles. Theorems include: vertical angles are congruent; when a transversal crosses parallel lines, alternate interior angles are congruent and corresponding angles are congruent; points on a perpendicular bisector of a line segment are exactly those equidistant from the segment’s endpoints. Note: This is an overarching standard that will be revisited throughout the course. See the skills and knowledge that are stated in the Standard. Students will base this new learning on what they know about : linear supplementary and complementary angles Parallel lines cut by a transversal This is an opportunity to also include same side interior (consecutive) angles and alternate exterior angles in the theorems from parallel G.CO.10 Prove theorems about triangles. Theorems include: measures of interior angles of a triangle sum to 180°; base angles of isosceles triangles are congruent; the segment joining midpoints of two sides of a triangle is parallel to the third side and half the length; the medians of a triangle meet at a point. Note: Implementation of this standard may be extended to include concurrence of perpendicular bisectors and angle bisectors as preparation for G.C.3 in Unit 5. Ability to construct a using one of a variety of methods G.CO.11 theorems about parallelograms. Theorems include: opposite sides are congruent, opposite angles are congruent, the diagonals of a parallelogram bisect each other, and conversely, rectangles are parallelograms with congruent diagonals. Ability to construct a proof using one of a variety of methods Students will base this new learning on what they know about the relationships that exist between the angles formed when parallel lines are cut by a transversal. Cluster Note: Build on prior student experience with simple constructions. Emphasize the ability to formalize and explain how these constructions result in the desired objects. Some of these constructions are closely related to previous standards and can be introduced in conjunction with them.
operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (–1)(–1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts. 2b: Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then: Interpret quotients of rational numbers by describing real-world contexts. 2c: Apply properties of operations as strategies to multiply and divide rational numbers. Associative Property of Multiplication Identity Property of Multiplication Recognize that rules for multiplying signed numbers remain the same for all rational numbers Ability to explore and to justify the result of division by 0 (zero) Ability to apply and extend knowledge of addition and subtraction of integers (i.e., two color counters, arrows on a number line) to multiplication and division Ability to use patterns and concrete models to devise a general rule for dividing integers: Ability to Identify and apply the following properties: Distributive Property Associative Properties Commutative Properties
Sample Assessment The items included in this component will be aligned to the standards in the unit and will include: Items purchased from vendors PARCC prototype items public release items Maryland Public release items Formative Assessment Interventions/Enrichments/PD: (Standard-specific modules that focus on student interventions/enrichments and on professional development for teachers will be included later, as available from the vendor(s) producing the modules.) Vocabulary/Terminology/Concepts: This section of the Unit Plan is divided into two parts. Part I contains vocabulary and terminology from standards that comprise the cluster which is the focus of this unit plan. Part II contains vocabulary and terminology from standards outside of the focus cluster. These “outside standards” provide important instructional connections to the focus cluster. Part I – Focus Cluster: Apply and Extend Previous Understandings of Operations with Fractions to Add, Subtract, Multiply, and Divide Rational Numbers rational numbers: Numbers that can be expressed as an integer, as a quotient of integers (e.g., , , 7, - , - , ‾ 7 ), or as a decimal where the decimal part is either finite or repeats infinitely (e.g., 2.75, ‾2.75, 3.3333… and ‾3.3333…) are considered rational numbers. additive inverse: The additive inverse of a number a is the number ‾a for which a + (‾a) = 0. absolute value: The absolute value of a number a, written , is the non-negative number which is equal to a if a is non-negative, and equal to ‾a if a is negative. For example: = 3; = 0; and = 3. complex fraction: A complex fraction has a fraction for the numerator or denominator or both. order of operations: The steps for simplifying expressions are:
Horse #1 My Group’s answer Teacher’s answer Events of 14th Century Horse #2 My Group’s answer Teacher’s answer Events of 14th Century Horse #3 My Group’s answer Teacher’s answer Events of 14th Century Horse #4 My Group’s answer Teacher’s answer Events of 14th Century
Horse #1 My Group’s answer Teacher’s answer: Pestilence Events of 14th Century 1.1347-48 Black Death 2. 1318 – Sheep infection 3. Periodic return of Plague in summer months Horse #2 My Group’s answer Teacher’s answer: War and Unrest Events of 14th Century 1. 100 years war 1337-1453 2. Civil wars England – War of the Roses -1485 Wat Tyler & Peasan’ts Revolt 1381 France – Jacques Bonhomme Jacquerie 1358 3.Unemployment encouraged people to turn to crime - attacks on nobles 4. Statute of Labourers 1351 – cut wages 4. Fur Collar 5. Challenges to the Church Babylonian Captivity & Great Schism William of Marsigilio of Padua England - John Wyclif Prague - Jan Hus Lay Piety ( Confraternities) and Mysticism Holland – The Bretheran Thomas a Kempis Bridget of Sweden 6. Ethnic tensions - Jews attacked - Statute of Kilkenny 1366 (forbade marriage between English & Irish) 7. Marital patterns led to Prostitution/Rape/Homosexuality “crimes against nature” 8. Stronger gender divisions – Guilds were increasingly male Horse #3 My Group’s answer Teacher’s answer: Famine Events of 14th Century 1. 1300 – Climate change “Little Ice Age” Unusual number of storms ruined crops -> starvation 2. Great Famine 1315-1322 3. Prices rose even in non-famine so fewer people could afford to buy food 4. Reduced caloric intake = susceptibility to disease 5. Workers on reduced diets has less energy = less production 6. People lost homes – deserted villages -> vagabonds Horse #4 My Group’s answer Teacher’s answer: Deaths ( pop decline) Events of 14th Century 1. Deaths through famine and starvation 2. Disease – e.g. Black death 3. Postponement of marriage led to reduced pop as fewer babies born. 4. Animals impacted also 1318 sheep infection – led to sharp decline of wool exports – weavers out of work.
Homework Practice Functions Choose four values for x to make a function table for each function. Then graph each function. 1. f(x) = 5x – 4 2. f(x) = 2 – 3x 3. f(x) = 6 + 2x Look on the back!!! 4. f(x) = x – 7 5. f(x) = 9x 6. f(x) = 3x + 5
(x, y + 7) (x, y – 6) (x + 3, y – 7) (x – 3, y – 7) (x + 5, y + 8) EXAMPLE 1: ΔABC is translated 1 unit right and 4 units up. Draw the image ΔA’B’C’. What are the coordinates of: A (1, -3) ↦ A’ _________ B (3, 0) ↦ B’ _________ C (4, -2) ↦ C’__________ From EXAMPLE 1, ΔABC ↦ ΔA’B’C’ As a general rule this translation could be written as: (x, y) ↦ (x + ___, y + ___). EXAMPLE 2: ΔJKL has coordinates: J (0, 2), K (3, 4), and L (5, 1). Draw ΔJKL. Draw the image ΔJ’K’L’ after a translation of 4 units to the left and 5 units up. Label the triangle. J (0, 2) ↦ J’ _________ K (3, 4) ↦ K’ _________ L (5, 1) ↦ L’__________ Rule: (x, y) ↦ ( , ) Tell me more about this figure, is it congruent or similar? Explain how you know. EXAMPLE 3: Write a general rule which describes the translation shown below. ΔLMN is the original triangle. M = L = N = M’ = L’ = N’ =
(x, y) ↦ ( , ) Write a rule to describe the transformation 1. (x, y) ↦ 2. (x, y) ↦ 3. _____________________________ 4. _____________________________ 5. _____________________________ 6. ____________________________
Average Salaries for 30 Atlanta Falcons, 2015 Player Avg Salary Player Avg Salary Player Avg Salary Jones $14,500,00 Tevin Coleman $1,000,000 Dezmen Southward $1,000,000 Brooks Reed $4,500,000 Justin Hardy $1,000,000 Devonta Freeman $500,000 Matt Bosher $2,500,000 Grady Jarrett $500,000 Beau Gardner $500,000 Matt Ryan $21,000,000 William Moore $6,000,000 Robenson Therezie $500,000 Paul Soliai $6,500,000 Roddy White $6,000,000 Terron Ward $500,000 Jackson $5,000,000 Jake Matthews $4,000,000 Jonathan Babineaux $3,000,000 Jon Asamoah $4,500,000 Justin Durant $3,500,000 Devin Hester $3,000,000 Vic Beasley $3,500,000 Matt Bryant $3,000,000 Desmond Trufant $2,000,000 Jalen Collins $1,500,000 Ra'Shede Hageman $1,000,000 Robert Alford $1,000,000 Josh Harris $1,000,000 Michael Person $1,000,000 Tamme $1,500,000 Create a dotplot of the salary. Complete the following table. Variable n Mean St. dev Min Q1 M Q3 Max Average Salary Find the percentile for Devin Hester’s salary. Explain what this means. Find the z-score corresponding to Hester’s salary. Explain what this means. Find the percentile for Julio Jones’ salary. Explain what this means. Find the z-score corresponding to Jones’ salary. Explain what this means.
CCGPS Geometry – Homework Inscribed Angles Find each measure. 1. mCED  _________ 2. mFGI  _________ _________ _________ 3. _________ 4. mXVU  _________ _________ mVXW  _________ 5. mBAC  __________ 6. mIHJ __________ __________ __________ Find each 7. x  __________ 8. z  __________ 9. mVUS  __________ 10. mZWY  __________ Find the angle measures of each inscribed quadrilateral. 11. mB  __________ 12. mF  __________ mC  __________ mG  __________
mD  __________ mH  __________ mE  __________ mI  __________ 13. mX  ________ 14. mC  ________ mY  ________ mD  ________ mZ  ________ mE  ________ mW  ________ mF  ________ 15. mT  ________ 16. mK  ________ mU  ________ mL  ________ mV  ________ mM  ________ mW  ________ mN  ________ 17. Lyla has not learned how to stop on ice skates yet, so she just skates straight across the circular rink she hits a wall. She starts at P, turns 75° at Q, and turns 100° at R. Find how many degrees Iyla will turn at S to get back to her starting point. _________________________
Step 3: x – 8 = 4x + 7 Justification:______________________________________ Step 4: -x + x – 8 = 4x + 7 – x Justification:______________________________________ Step 5: -8 = 4x + 7 – x Justification:______________________________________ Step 6: -8 = 4x – x + 7 Justification:______________________________________ Step 7: -8 = 3x + 7 Justification:______________________________________ Step 8: -7 – 8 = 3x + 7 – 7 Justification:______________________________________ Step 9: -15 = 3x Justification:______________________________________ Step 10: (-15) = (3x) Justification:______________________________________ Step 11: -5 = x Justification:______________________________________
What are the zeros of each function? y = 2x – 3 y = (x – 5)(x + 3) y = 4(x – 7)(x – 3)(x + 4) y = x(x + 6)
__________________________________ 2. ___________________________________
Day 0- The sperm the inside the , forming the In 2 days- the into two . After this first division, the developing organism is now called an . By day 4, the has divided to form a ball of 50 cells. By day 5, the embryo is a of cells called a . By day 7 (1 week), the becomes into the of the , where it continues to and . How can one tiny cell make all the different cells in your body? the is the . The DNA contains all the to an . At first, all the in the are but as the zygote , the cells begin to move to a place. How can one tiny cell make all the different cells in your body? Once the reaches its , certain genes “ ” and some “ ” This is called . are of on DNA that is for a specific job in the (example: eye color, height, skin color) The cells in the will eventually give rise to ALL different cells in the of the , all the cells are exactly the These cells are said to be or .
Power Point slides: Expected Changes in Mathematics Tasks Examples of Changes in Expectations Gas Task with questions NEW SINCE THE MAY 24 TRAINING “Shifts Illustrated by this task (3 slides) NEW SINCE THE MAY 24 TRAINING Four Sample Problems Copies of “Summary of Shifts and Expected Changes Including Illustrations” Ask participants to talk at their tables about how the task illustrates the Shifts or the Expected Changes in Tasks. Have a randomly selected person from each table group share the highlights of the conversations. There are 4 additional problems which illustrate the “Shifts” and “Expected Changes”. Show the slides which display each of the problems and ask participants to analyze each problem to determine which “shift” or “expected change” is being illustrated by the problem. Do only as many of these problems as your time allows. Refer participants to turn to the “Summary of Shifts and Expected Changes Including Illustrations” handout in their binders for future reference when preparing for school team planning. Talking points: Appendix F of the PARCC ITN documents offer comments that would be good talking points to share with participants. Multiplication problem (shirts): The small factors of 3 and 4 make feasible a strategy, which does not meet the standards. The standard requires students to multiply. The larger factors in the problem make “counting-all” a poor strategy. This problem assesses 3.OA.3, and should focus on products and related quotients from the three harder quadrants on the multiplication table, appearing primarily in multi-step problems. The word problem (apples): The original is a good multi-step problem that invites “forward methods” of arithmetic. 40 x 0.35 = 14.00, and 40 – 2=38, and 38 x 0.45 = 17.10, and 17.10 – 14.00 = 3>10. Her profit is $3.10. This is a very appropriate problem for Grade 5 students who are on target for being College and Career ready. This is the stepping off point that leads to the incorporation of algebraic thinking which is one of the major shifts in instruction. The transition from arithmetic to algebra involves problems such as the second illustration that invite an
Logistics for Day 3 One 3-hour content session Grouped by grade level (High School, Middle School, Elementary School) Activity Description Purpose 1 Warm Up: Quiz-Quiz Trade To provide an opportunity to review key information that has been communicated during the first two days of training. 2 Project Presentations Participants share the products created during the afternoon of Day 2 3 Shifts To make the participants aware of changes in both instructional and assessment shifts that will be associated with implementation of the CCSS. 4 Keep/Stop/Start To provide time for reflection on the types of practices that teachers must employ in the classroom of the future. 5 Reflection To provide time for the participants to share plans for the upcoming school team session.
Name one of the MSDE unit components that provide the “Big Picture.” Possible Answers Overview Essential Questions Enduring Understandings Vertical Alignment Name one of the MSDE unit components that help to “Build Understanding.” Possible Answers Possible Student Outcomes Possible Organization of Standards Content Standards with Clarifications and Teacher Notes Vocabulary Common Misconceptions Name one of the three Principles of UDL. Possible Answers Multiple Means of Representation Multiple Means of Expression Multiple Means of Engagement
Useful Websites Name of Site Link UDL Resources UDL Center CAST Virtual UDL Wheel Make a paper UDL wheel Standards Common Core Standards for Mathematical Practice Common Core Content Standards Collection of Assessment Tasks Mathematics Assessment Project Open Educational Resources (OER) Tasks Partnership for Assessment of Readiness for College and Careers PARCC Model Content Frameworks PARCC Invitation to Negotiate (See Appendices-particularly Appendix F) PARCC Home Page Progressions Progressions for the Common Core Common Core Tools Illustrative math Home Page Illustrative Math High School content standards with illustrations Home Page for Common Core Tools Possible Scope and Sequence charts developed with funding from Gates Foundation Student Achievement Partners for helping with Implementation of the Common Core Achieve Links to many state pages containing documents created for transition to the CCSS. Open Educational Resources (OER) Rubrics
Logistics for Day 3 One 3-hour content session Grouped by grade level (High School, Middle School, Elementary School) Activity Description Purpose 1 Warm Up: Quiz-Quiz Trade To provide an opportunity to review key information that has been communicated during the first two days of training. 2 Project Presentations To give participants an opportunity to share projects they created during the afternoon of Day 2 3 Shifts To make the participants aware of changes in both instructional and assessment shifts that will be associated with implementation of the CCSS. 4 Keep Stop Start To provide time for reflection on the types of practices teachers must employ in the classroom of the future. 5 Video To inspire participants and to draw an uplifting close to the 2012 EEA.
6-6 Skills Practice Systems of Inequalities Solve each system of inequalities by graphing. 1. x > –1 2. y > 2 3. y > x + 3 y ≤ –3 x < –2 y ≤ –1 4. x < 2 5. x + y ≤ –1 6. y – x > 4 y – x ≤ 2 x + y ≥ 3 x + y > 2 7. y > x + 1 8. y ≥ –x + 2 9. y < 2x + 4 y ≥ –x + 1 y < 2x – 2 y ≥ x + 1 Write a system of inequalities for each graph. 10. 11. 12.
AP Statistics: CW – p. 341: 5.9, 5.11, 5.13 Choosing an SRS a random number table Choose an SRS in four steps: Step 1: Label. Assign a numerical label to every individual in the population. Step 2: Table. Use Table B to select labels at random. Step 3: Stopping Rule. Indicate when you should stop sampling. Step 4: Identify sample. Use the labels to identify subjects selected to be in the sample. In the following exercises, use the four steps described above to take samples using Table B, the random number digit table. In particular, write down the numbers you obtain from the table, and indicate for each number whether it is used or discarded. 5.9 Choose your sample You must choose an SRS of 10 of the 440 retail outlets in New York that sell your company’s products. How would you label the population? Use Table B, starting at line 105, to choose your sample. 5.11 Who goes to the convention? A club has 30 student members and 10 faculty members. The students are: Abel Carson Chen David Deming Elashoff Fisher Ghosh Griswold Hein Hernandez Holland Huber Jimenez Jones Kim Klotz Liu Miranda Moskowitz Neyman O’Brien Pearl Potter Reinmann Santos Shaw Thompson Utts Varga The faculty members are: Andrews Besicovitch Fernandez Gupta Kim Lightman Moore Phillips West Yang The club can send 4 students and 2 faculty members to a convention. It decides to choose those who will go by random selection. Use Table B, beginning at line 123, to choose a stratified random sample of 4 students and 2 faculty members. 5.13 California polling A poll of opinion in California uses random digit dialing to choose telephone numbers at random. Numbers are selected separately within each California area code. The size of the sample in each are code is proportional to the population living there. What is the name of this kind of sampling method? California codes, in rough order from north to south, are: 530 661 707 818 916 213 209 626 415 323 925 562 510 709 650 310 408 949 831 909 805 858 559 619 760 Another California survey does not call numbers in all area codes but starts with an SRS of 10 area codes. Choose an SRS using Table B and starting at line 111.
Mathematical Concepts Explanation shows complete understanding of the mathematical concepts used to solve the problem(s). Explanation shows substantial understanding of the mathematical concepts used to solve the problem(s). Explanation shows some understanding of the mathematical concepts needed to solve the problem(s). Explanation shows very limited understanding of the underlying concepts needed to solve the problem(s) OR is not written. Mathematical Reasoning Uses complex and refined mathematical reasoning. Uses effective mathematical reasoning Some evidence of mathematical reasoning. Little evidence of mathematical reasoning. Explanation Explanation is detailed and clear. Explanation is Explanation is a little difficult to understand, but includes critical components. Explanation is difficult to understand and is missing several components OR was not included. Neatness and Organization The work is presented in a neat, clear, organized fashion that is easy to read. The work is presented in a neat and organized fashion that is usually easy to read. The work is presented in an organized fashion but may be hard to read at The work appears sloppy and unorganized. It is hard to know what information goes together. Strategy/ Procedures Uses an efficient and effective strategy to the problem(s). Uses an effective strategy to solve the problem(s), with perhaps some small errors. Strategy is apparent, but does not lead to problem being solved, or chosen strategy is implemented with significant errors. Strategy is not clear, or numerous errors produced no result, or a result that was not reasonable. Resource D: Does this task ask students to engage in MP3? That is, if students respond to the task prompts in a reasonable way, will they engage in constructing viable arguments and critiquing the reasoning of others? Your response: Yes, Potentially, Unlikely. Your reasoning: Because …. Optional: Record any questions you’d like to with the group. Task E: Antonio and Juan are in a 4-mile bike race. The below shows the distance of each racer (in miles) as a function of time (in minutes). (from illustrativemath.org) Who wins the race? How do you know?
H. Maslow’s Hierarchy of needs I. Define 10. __________________ the things you can’t change, and focus your energy on changing the things you ____________________. 1. Level 1: ____________________l-need to satisfy basic needs of hunger, thirst sleep and shelter 2. Level 2: ____________________- need to be secure from danger 3. Level 3: ____________________- need to be loved and need to belong 4. Level 4: Feeling _____________________- need to achieve, need to be recognized 5. Level 5:Reaching _____________________- need for self-actualization 1. ________________________________________________________________________