zilongwang/ReadingBank huggingface dataset:
Answer (a) [2] (b) (i) Solve the inequality −3 ≤ 4x + 5 < 21. (ii) Hence write down the negative integer values of x which satisfy the inequality. Answer (b) (i) [2] (ii) [1] 3 (a) The star called Alpha Centauri is 41 305 Tera meters from Earth. Express the distance in metres written in standard form. Answer (a) m [1] (b) A space ship travels at a speed of 2.998 × 107 m/s. How long would it take to reach Alpha Centauri? Give your answer in days expressed in standard form.
Answer (b) days [2] 4 (a) Express 756 as a product of its prime factors. Answer (a) [2] (b) Given that 756k is a perfect cube, state the smallest integer value of k. Answer (b) [1] 5 (a) A bus left its depot at 0450 and arrived at the Ang Mo Kio Bus Interchange at 0504. How many minutes did the journey take? Answer (a) min [1] (b) The distance from the depot to the interchange is 12 km. Calculate the average speed of the bus in kilometres per hour.
Answer (a) ° [1] (b) ∠GDA, Answer (b) ° [1] (c) ∠ECB. Answer (c) ° [1] 12 (a) Evaluate . Answer (a) [2] (b) Solve for x in the equation 31 − 2x = 27x + 2.
produced on that day. Answer (b) [1] 15 (a) Factorise 4p2 − 16 completely. Answer (a) [2] (b) Expand and simplify 3(m − 2n) − (4m − 5n). Answer (b) [2] (c) Solve 4x − 5 = 7x + 13.
Answer (c) x = [2] 16 The diagram shows the sector of a circle, centre O. It is given that the radius of the circle is 12 cm and ∠AOB = 120°. Find (a) the perimeter of the sector OAB, Answer (a) cm [2] (b) the area of the sector AOB. Answer (b) cm2 [2]
17 The diagram shows a right-angled triangle PQR with PR = 12.5 cm and . The line QR is extended to S. (a) Calculate the length of PQ. Answer (a) [2] (b) State the values of (i) , Answer (b) (i) = [2] (ii) . Answer (b) (ii) = [1] 18 In the diagram, L is the point (−1, 2), M is the point (1, 2) and N is the point (1, −1). (a) Write down the equations of the lines LM and MN. Answer (a) LM: [1] MN: [1]
(b) (i) Find the gradient of NL. Answer (b) (i) [1] (ii) Hence write down the equation of the line NL. Answer (b)(ii) [1] (c) Calculate the area of triangle LMN. Answer (c) unit2 [1] 19 In the diagram, BA is parallel to ED, BC = 5 cm, AC = 2 cm and EC = 8 cm. (a) Name a pair of similar triangles. Answer (a) and [1] (b) Find the values of (i) , Answer (b)(i) [1] (ii) .
Answer (b)(ii) [1] 20 The graph of y = (x − 2)(x + 5) cuts the x-axis at P and Q. It cuts the y-axis at R. Write (a) the coordinates of the point R, Answer (a) R ( , ) [1] (b) the coordinates of P and Q, Answer (b) P ( , ) [1] Q ( , ) [1] (c) the equation of the line of symmetry, Answer (c) [1] (d) the coordinates of the minimum point. Answer (d) ( , ) [1]
Materials: You will be expected to supply your materials including pencils, notebooks, abrasive paper, wood and protective clothing. Although paper will be provided you may want to print your own supplementary material. You may purchase any materials you wish to remove from the school or you may go to a local vendor but all wood must be new. Any student unable to purchase materials will be provided with a project that will be utilized by the school upon completion. Dress and Groom: Lab aprons are required and are available from the teacher or local vendors. No student will be permitted to work if their hair or clothing presents a safety hazard. No ties, long sleeves, loose material or jewelry of any type may be worn while working in the lab. Closed toed shoes are mandated by state law – NO SANDALS! Your focus should be on class responsibilities Groom and Beautify outside of my classroom. Miscellaneous: Instructor permission is mandatory to: enter classroom, use equipment or materials. NO student should be in our lab area or using any equipment when the instructor is not present, it is each student’s responsibility to know where the instructor is at all times. You will need a pencil, an up to date shop notebook (to be covered in class) and grading procedures with you each day for any and all work done in the shop Emergency procedures: Report all accidents, cuts and scratches to the instructor immediately! Minor Incidents Direct pressure will be applied to the site. Find a resting position where you pose no fall risk Elevate Send for the instructor, and alert the foreman/assistant foreman Major incidents All students stop what they are doing and return to seats. Foreman and assistant foreman assist teacher as needed. Foreman or assistant foreman are the only ones to call for help. If there should be a fire drill, duck and cover earth quake warning or any other emergency anytime during class students will be expected to immediately
Guangyang Secondary School 8 Bishan Street 12 Singapore 579807 Tel: 62589781/5 Fax: 63543108 Email: gyss@moe.edu.sg Semester Plan for Sec 4 NA Mathematics Syllabus A (2018) Please be informed of the following semester plan for matters pertaining to mathematics for your child/ ward in semester 2. Curriculum Plan Tentative Week Topics to cover Term 3 Week 1 Chapter 4 – Probability Term 3 Week 2 Chapter 5 – Circle Properties Term 3 Week 3 – 5 Revision Term 3 Week 6 – 8 Preliminary Examination Term 3 Week 9 Go through Preliminary Examination Term 3 Week 10 Revision Term 4 Week 1 N Level Examination (Part 1) Term 4 Week 2 – 3 Revision Term 4 Week 4 N Level Examination (Last part) Syllabus for GCE N Level Mathematics Syllabus A (Subject code: 4045) can be retrieved from SEAB website: Assessment Plan CA1: 100% (80% common test & 20% class tests) SA1: 100% (Preliminary Exam 1) SA2: 100% (Preliminary Exam 2) Assessment Components Tentative Date Topics covered Preliminary Exam Term 3 Week 6 to 8 Sec 1 to 4 topics Class tests TBA by respective mathematics teachers and conducted during curriculum time Topics will be advised by mathematics teachers. Preliminary Examination Format
Folders Tabs/Post Its/Sticky Notes Highlighters Study guides/rubrics Hand Held Recorders Digital Organizers Digital highlighter Search tools/engines Bookmarking tools Graphic organizers Manipulatives/ Instructional Tutorials Animations Other: ________________________ Time Management: Checklists Clock analog vs. digital Adapted clocks and watches 􀂈 Talking readout 􀂈Large numbers 􀂈 Visual cue Timed reminder message Schedules 􀂈 Picture 􀂈 Worded 􀂈 Calendar-based Digital scheduler/planning tool Digital reminder Other: ________________________ Summary of Student’s Abilities and Concerns Related to Organization
Ag Literacy Planning – Review Worksheet Pillars of Ag Literacy Directions: Catalog all of your recent ag literacy efforts and complete the review of each. Activity or Material When Presented/ Developed - How frequently? - When first developed/conducted? Results - Evidence of impact? Relationship to Pillars of Ag Literacy - Foundational Knowledge - Ag and the Environment - Ag and Food, Fiber & Energy - Ag and Animals - Ag and Lifestyle - Ag and Technology - Ag and The Economy Target Audience - Pre-K-Kindergarten - 1st-3rd Grade - 4th-6th Grade - Middle School/Junior High - High School - College Students - Young adults - Older adults Method of Engagement - Classroom presentations -Retail location events -Fairs/festival booths -Farm tours and other hosted special events -Social media -Developing new materials (brochures) to share -Getting books and materials into libraries, classrooms and other locations Example: Ag books for school library Once a year, past 5 years The librarian appreciates the books Foundational Knowledge K-6 Sharing materials
Plant Operations GLH and TQT Recording Form OFQUAL Ref of Knowledge Unit OFQUAL Title of Knowledge Unit Formal Input (hrs) Additional Formal Activities (hrs) Invigilated Formal Assessment (hrs) Personal (or Unsupervised) Study (hrs) Additional Personal Activities (hrs) (eg completion of a personal log) Unsupervised Assessment (hrs) (eg completing an online e-assessment accessible at any time) Total Qualification Time: This must be divisible by 10 F/503/4300 (FV4W 60) Prepare and Operate Machinery to Excavate Materials J/503/4301 (FV4X 60) Prepare and Operate Machinery to Extract Materials L/503/4302 (FV4C 60) Prepare and Operate Machinery to Receive and Transport Loads R/503/4303 (FV4Y 60) Prepare and Operate Road Rail Plant R/503/4298 (FV50 60) Prepare and Operate Machinery to Access Work Areas Y/503/4299 (FV47 60) Prepare and Operate Machinery to Compact Materials Y/503/4271 (FV4A 60) Guide Moving Loads or Machinery L/503/4252 (FV1V 60) Workplace Health, Safety and Welfare R/503/4253 (FV1W 60) Conform to Productive Work Practices Y/503/4321 (FV3Y 60) Sling and Signal the Movement of Loads L/503/4297 (FV4V 60) Prepare and Operate Cranes or Machinery to Lift and Transfer Loads
Title Overview of the work (100 words) Team Name University Representative Name Address TEL E-mail Members *Name of all team members and the role of each member. Name Role Software Products you wish to rent UC-win/Road UC-win/Road SDK VR-Cloud® VR-Cloud® SDK *Note : The title of your work and team name should be in English. However you may add a subtitle in Japanese, Chinese, etc. if you wish to add one at all. Title
writing with the assessment of impacts; the proposed measures to minimize harm; and the mitigation necessary to preserve, rehabilitate and enhance those features and values of the Section 4(f) property; and that such measures will result in a net benefit to the Section 4(f) property. 6. If Federal funds have been used in the acquisition or improvements of the 4(f) site, the land conversion/transfer has been coordinated with the appropriate Federal agency, and they are in agreement with the land conversion or transfer. Documentation is attached X or NA Alternatives Considered YES NO 1. The "Do Nothing" alternative has been evaluated and is considered not to be feasible and prudent because it would neither address nor correct the transportation need that necessitated the project. X 2. An alternative has been evaluated to improve the transportation facility in a manner that addresses the project’s purpose and need without use of the Section 4(f) property and is considered not to be feasible and prudent. X 3. An alternative has been evaluated to build the transportation facility at a location that does not require use for the Section 4(f) property and is considered not to be feasible and prudent. X Mitigation and Measures to Minimize Harm YES NO 1. The proposed action includes all possible planning to minimize harm. X 2. Mitigation measures include one or more of the following: (Check applicable mitigation measures.) Replacement of lands used with lands of reasonably equivalent usefulness and location, and of at least comparable value. Replacement of facilities impacted by the project including sidewalks, paths, benches, lights, trees, and other facilities. Restoration and landscaping of disturbed areas.
[Tuesday’s note] Do you think Farmer Brown really feeds his animals pizza? [Chickens and duck in window] [Project picture or walk about to provide a close-up view.] What does not belong in this picture? [Wednesday’s note] Do you think Bob should use Farmer Brown’s bubble bath and favorite towels to bathe the pigs? [Bob with pig] Why do you think the author wrote, “Giggle, Giggle, Oink” on this page? [Farmer Brown calls home] Do you think Farmer Brown is worried about his animals? [Duck sharpening pencil] I think I can infer something here. When I infer, I think about what I know and try to figure out something new. I know that the animals are getting exactly what they want. I know that Farmer Brown would not want them to eat pizza and have bubble baths. I also know that ducks do not use pencils. So I will infer that the duck is writing the notes. Raise your hand if you think so too. We will soon see if I'm right. [Farmer Brown on vacation] Why are all the animals giggling? [Thursday’s note] What movie would a cow choose to watch? Tell your partner. [Watching TV] Who do you think is calling on the phone? [Farmer Brown on phone] How do you think Farmer Brown feels when he hears all of the animals giggling? [It’s for you, Bob] What do you think Farmer Brown will say to Bob? [Farmer Brown running] [Show picture for close inspection.] Where do you think Farmer Brown is going? Why? Discussion This book is really about a trick that the animals played on a human. How did Duck trick Bob? [Prompt the conclusion that Duck has been substituting notes of his own.] Teach Tier 2 Words
Theme Monday Tuesday Wednesday Thursday Friday All About Animals SCHOOL CLOSED Blue Bird Gap Farm $1.00 Water Play Lights, Camera, Action Movies $10.00 Water Play Crazy Art D'Art Center $1.00 Water Play Fun w/Food CiCi's Pizza $7.00 Water Play August 2016 Theme Monday Tuesday Wednesday Thursday Friday Touch & Feel Children's Museum $8.00 Water Play Movin' & Groovin' Funville $10.00 Water Play Space in this Place Air & Space Museum $9.00 Water Play Water World The Rec Center (water play) $1.00 Water Play Wrapping it Up End Of Water Play
Standard 4: Creating and Sustaining Structures Indicator 1: Administrator implements systems and processes to align curriculum, instruction, and assessment to state standards and standards, continually reviewing and adapting when appropriate. Level 4 Administrator implements effective systems and processes to effectively align curriculum, instruction, and assessment to state standards and college-readiness standards, continually reviewing and adapting when appropriate. Level 3 Administrator implements sufficient systems and processes to adequately align curriculum, instruction, and assessment to state standards and college-readiness standards, reviewing and adapting when appropriate. Level 2 Administrator implements limited systems and processes to align curriculum, instruction, and assessment to state standards and college-readiness standards. Level 1 Administrator implements no, or almost no systems and processes to align curriculum, instruction, and assessment to state standards and college-readiness standards. Indicator Level (whole number only) Use rubric to identify potential evidence sources here: Indicator 2: Administrator develops systems and processes to implement a coherent and clearly articulated curriculum across the entire school, continually reviewing and adapting when appropriate. Level 4 Administrator develops effective systems and processes to implement a coherent and clearly articulated curriculum across the entire school, continually reviewing and adapting when appropriate. Level 3 Administrator develops sufficient systems and processes to adequately implement a coherent and articulated curriculum across the entire school, reviewing and adapting when appropriate. Level 2 Administrator develops limited systems and processes to minimally implement a coherent and articulated curriculum across the entire school. Level 1 Administrator develops no, or almost no systems and processes to minimally implement a coherent and articulated curriculum across the entire school. Indicator Level (whole number only) Use rubric to identify potential evidence sources here: Indicator 3: Administrator allocates resources effectively, including organizing time, to support learning goals. Level 4 Administrator allocates and reallocates human and fiscal resources effectively, including organizing time, to support learning goals and achieve the school’s vision. Level 3 Administrator allocates resources adequately, including organizing time, to support learning goals. Level 2 Administrator allocates resources inadequately including organizing time, to minimally support learning goals. Level 1 Administrator allocates no or almost no resources to support learning goals. Indicator Level (whole number only) Use rubric to identify potential evidence sources here: Standard 4 Score (Average of Indicator Levels) =
Sample Format- Textual Analysis: The Four-Step Plan Title: Author: Step One: Subject Diction List ideas about audience, subject, and/or purpose of text: List notable word choice patterns : Step Two: Speaker Tone Mood Briefly describe: List descriptive words: List descriptive words: Step Three: Location: Paragraph/Line# Device(s) Brief explanation (as applicable) Note location of devices: List devices noted: Step Four: ACE Paragraph
First Nine Weeks Second Nine Weeks Third Nine Weeks Fourth Nine Weeks GEOGRAPHY AMERICAN HISTORY Geography The World in Spatial Terms Grid system Location Technology Geography of the United States Physical features Regions of the United States Climate of the United States Ancient Cultures and Early Civilizations in North America The Maya The Aztec Anasazi Inuit Mound Builders Cahokia Regional Native American Tribes Native Americans of the Southwest Native Americans of the Pacific Northwest Native Americans of the Great Plains Native American tribes of the Eastern Woodlands AMERICAN HISTORY ECONOMICS Exploration New trade routes and improved technology European Explorers Interactions among Native Americans and Europeans Early European Settlements Motivation for colonial settlement: Economic, Political, Socio-cultural Interactions between Native Americans and European settlers Tequesta- Native American in Miami Colonial America New England Colonies Middle Colonies Southern Colonies Political, Economic, and Social Aspects of Daily Colonial Life Governments Each colony had Governor, Assembly, Judges Political participation Local governments varied by colony Economy Market Economies Trade Daily life Triangular Trade and Slavery in the Colonies Triangular Trade Slavery in the colonies Slave Codes AMERICAN HISTORY Events Leading Up To The American Revolution French and Indian War British Taxes and laws imposed on colonists Boston Massacre Significant individuals and groups who played a role in the American Revolution Declaration of Independence The American Revolution Continental Army compared to the British Army Role of women in support of the war African Americans join Continental Army Wartime Shortages and cost of loyalty Battles of the Revolutionary War British surrender at Saratoga- turning point Help from foreign alliances and individuals British surrender, October 18, 1781 Treaty of Paris- 1783 Miami during the Treaty of Paris Thirteen Colonies now the United States The New Nation Governing the new country Articles of Confederation (weaknesses) Problems in the new country Debt Individual states’ laws and taxes Shays Rebellion Northwest Ordinance of 1787 Failure of the Articles of Confederation The call for a Constitutional Convention AMERICAN HISTORY CIVICS AND GOVERNMENT The United States Constitution Constitutional Convention Main concepts of the Constitution Branches of Government Checks and balance Federalism Bill of Rights Amendment process Civic Responsibility Lawson E. Thomas: A Voice of Justice Athalie Range Nelson Mandela Visits Miami Integrating the local lunch counter The Nation Expands Louisiana Purchase Westward expansion War of 1812 Foreign Policy Changes brought about by the Industrial Revolution (technology, transportation) Demographic changes (growth of cities, immigration) Age of Jackson and Westward Movement Country divided over slavery The Florida Underground Railroad The Wagner Family Compromise Andrew Jackson Indian Removal Act How Miami-Dade County Got Its Name Overland Trails Manifest Destiny War with Mexico Battle of the Alamo Gadsden Purchase California Gold Rush
Children’s Literature Multiplying Menace: The Revenge of Rumplestiltskin by Pam Calvert A Remainder of One by Elinor Pinczes Safari Park by Stuart J. Murphy (Finding Unknowns) NCTM: Common Core Videos TNCore: Videos for the TN State Standards Achieve the Core Mini-Assessments Achieve the Core: Aligned Instructional Materials
Content TEKS and Process Skills ELAR Informational Text Social Studies & Science Resources Strategies 4.11 Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. 4.11A Summarize the main idea and supporting details in text in ways that maintain meaning; (READINESS) 4.11C Describe explicit and implicit relationships among ideas in texts organized by cause-and-effect, sequence, or comparison; (READINESS) 4.11D Use multiple text features (e.g., guide words, topic and concluding sentences) to gain an overview of the contents of text and to locate information (READINESS) 4.12 Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. 4.12A Explain how an author uses language to present information to influence what the reader thinks or does. 4.13 Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. Students are expected to: 4.13A Determine the sequence of activities needed to carry out a procedure (e.g., following a recipe); (Supporting) 4.13B Explain factual information presented graphically (e.g., charts, diagrams, graphs, illustrations). (Supporting) Social Studies Scott Foresman Textbook TCM Primary Source Readers (1 kit per every two teachers on your campus) LRE Biography Cards Science Delta Science Readers: Simple Machines, Color and Light, Electromagnetism, Erosion, Flight and Rocketry, Oceans, Pollution, Rocks and Minerals, Weather Forecasting, Your and Your Body (your kit has 8 copies of each title and 10 copies of corresponding Skillbuilders) AIMS: booklets STEMscopedia* Reading Science ** Science Rocks! Lyrics** P-B-L Science** *found in STEMScopes 2.0, available in 2014-2015 **found in both STEMScopes 1.0 (currently available) and STEMScopes 2.0 Graphic Organizers Foldables Headlines/Reverse Headlines I Used to Think…Now I Think Sketch-to-Stretch The Explanation Game What Makes You Say That? Think-Puzzle-Explore Text Coding This Needs a Caption
Suggested Instructional Calendar 4th Grade Florida Studies 2nd Marking Period October 27, 2014-January 15, 2015 Week/ Date: Topic/Benchmark: Correlation to Textbook: Teacher Notes: Week 1 5 Days Oct. 27-31, 2014 SS.4.A.3.7 Identify nations (Spain, France, England) that controlled Florida before it became a United States territory SS.4.A.3.6 Identify the effects of Spanish rule in Florida. Unit 2 Lesson #4 Pages 68-71 Lesson #5, Part #1 Pages 72-73 Essential Questions: Why does control of an area change? What happens when cultures meet? Week 2 4 Days Nov. 3-7, 2014 *No School on Tuesday SS.4.A.6.3 Describe the contributions of significant individuals to Florida. Unit 2 Lesson 5, Part #2 Pages 74-75 Unit 2 Wrap Up Pages 76-79 Essential Questions What happens when cultures meet? Week 3 4 days Nov. 10-14, 2014 *No School on Tuesday Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. SS.4.A.1.1 Analyze primary and secondary resources to identify significant individuals and events throughout Florida history. Unit 3 Big Idea: Conflict causes change. Pages 80-87 Reading Skill: Compare and Contrast Firsthand and Secondhand Accounts Week 4 5 Days Nov. 17-21, 2014 SS.4.A.3.8 Explain how the Seminole tribe formed and the purpose for their migration. Unit 3 Lesson #1 Pages 88-91 Essential Question: What happens when cultures meet? Week 5 3 Days Nov. 24-26, 2014 (Thanksgiving) SS.4.A.3.9 Explain how Florida (Adams-Onís Treaty) became a U.S. territory. SS.4.A.3.10 Identify the causes and effects of the Seminole Wars. Unit 3 Lesson #2 Pages 92-97 Essential Question: How does control of an area change? Week 6 5 Days Dec. 1-5, 2014 SS.4.A.4.2 Describe pioneer life in Florida. Unit 3 Lesson #3 Pages 98-101 Essential Question: How do people adapt? Week 7 SS.4.A.4.1 Explain the Unit 3 Essential Question:
5 Days Dec. 8-12, 2014 effects of technological advances on Florida. SS.4.A.4.2 Describe pioneer life in Florida. Lesson #4 Pages 102-105 Why do societies change? Weeks 8 5 Days Dec. 15-19, 2014 SS.4.A.1.1 Analyze primary and secondary resources to identify significant individuals and events throughout Florida history. SS.4.A.5.1 Describe Florida's involvement (secession, blockades of ports, the battles of Ft. Pickens, Olustee, Ft. Brooke, Natural Bridge, food supply) in the Civil War Unit 3 Lesson #5 Pages 106-113 Essential Question: How does conflict affect people? Week 9 5 days Jan. 5-9, 2015 SS.4.A.5.2 Summarize challenges Floridians faced during Reconstruction. Unit 3 Lesson #6 Pages 114-119 Essential Question: Why do societies change? Week 10 4 days Jan. 12-15, 2015 SS.4.A.1.1 Analyze primary and secondary resources to identify significant individuals and events throughout Florida history. SS.4.A.1.2 Synthesize information related to Florida history through print and electronic media. Unit 3 Wrap Up Pages 120-123 Choose from multiple options of unit projects on pacing guide or in textbook page 121, or have students present information from their assigned lessons, Assess unit.
Directions: Complete all problems each day. Show your work. Remember to study for your quiz. Name: __________________________________________ Date: _______________________ Day 1 1. 600 ÷ 8 = 2. Put the following decimals in order from greatest to least: 5.67 56.7 6.57 65.7 _____ _____ _____ _____ 3. Greg jumped 4 feet in the long jump. How many inches did he jump? _______________________ 4. Write 4 as an improper fraction. _____________________________ 5. Val’s church group wants to go to a Braves game. The tickets cost $23 each. There are 31 members of Val’s group. How much will it cost them to go to the game? ____________________________________ Day 2 1. 79.14 - 45.26 2. Lisa bought 5 yards of fabric to make curtain. How many feet long is the fabric? _____________________ 3. Mark has 39 doughnuts for his baseball team to eat. There are 12 boys on the team. If they each get to have the same amount of doughnuts, how many doughnuts will be left over? _____________________ 4. Find the product. 6 x = _______ 5. Johnny and his 17 friends go bowling. If only four people can use a lane, how many lanes will they need to have so everyone can bowl? ____________________________________
4. The zookeeper takes 2 bags of peanuts to an elephant. Each bag has 12 peanuts. How many peanuts does the zookeeper give to the elephant? ___________________________ 5. Write an equation that describes the array. _______________________________ Day 4 1. 909,709 + 48,953 2. 73,987 - 65,698 3. List all of the factors of 11 and tell if it is prime or composite. 4. Round 183,982 to the nearest ten thousand. Use a model or explain your reasoning. ____________________________ 5. Write an equation that describes the array. ______________________________ ASSESSMENT Name: __________________________________________ Date: _______________________
Drama/Play- is a story that is meant to be performed for an audience. Noticings Author’s Purpose: to entertain Characters: portrayed by the actors in the play; may include a narrator who provides background information and fills in details about the characters, setting, or events Stage Directions: notes from the playwright (author/writer of the play) that tell actors how to move or with what emotion certain lines
I have 5 groups of 5 in 25. 60 5 = 300 Student 3: I doubled 25 and cut 12 in half to get 50 6. 50 6 = 300 Trevor has pizzas left over from his soccer party. After giving some pizza to his friend, he has of a pizza left. How much pizza did Trevor give to his friend? 1 pizza Multiplication of Fractions In a relay race, each runner runs ½ of a lap. If there are 4 team members how long is the race? Student 1: Draws a number line of 4 jumps of ½. Student 2: Draws an area model showing 4 pieces of ½ joined together to equal 2. Student 3: Draws an area model representing 4 ½ on a grid, dividing one row into ½ to represent the multiplier. The four halves shaded combine to make 2. Decimals = + Angle Measurement Measurement and Data 20% Geometry 10% Classification of Geometric Figures Line Plots Items Measured to the Nearest 1/8 inch How many objects measured 1/4 inch? 3 items 1/2 inch? 2 items If you put all the objects together end to end what would be the total length of all the objects? 4 or 4 ¼ Symmetry
4.OA.4 numbers. 11:00 – 11:40 Music/Art Library Counselor Extra Recess Read Weekly Writing Assignment 11:45 – 12:10 Lunch Lunch Lunch Lunch Lunch will be at 12:45 Period 6 PE PE PE PE PE will be at 12:15 Social Studies 1:00 – 1:45 2 Prehistoric Alabama Prehistoric Alabama Prehistoric Alabama Prehistoric Alabama Prehistoric Alabama Weekly Test Science 1:45 2:30 ECL What Electricity Can Do -Students will investigate how to light a bulb Closer Look At Circuits -Students will look at ways to connect parts of a circuit. What Is Inside a Lightbulb -Students study the parts of a bulb and the path of electricity through it. Building a Circuit Students use new devices to build a circuit. Building a Circuit Students use new devices to build a circuit Health / Stride Academy 2:30-2:50 Health Studies Weekly -Health Information Health Studies Weekly -Health Information Stride Academy Stride Academy Stride Academy Duties: Tuesday Morning- Cafeteria Tuesday Afternoon- Bus
A graphic-response interface on which the student manipulates objects using a computer mouse to create a response to the question. The graphic –response interface may be a map, a chart, or graph, a picture or a diagram on which the student must position objects correctly. A Graphic Response or Short Answer for the EOY: Students will type their individual responses, and it will be scored by the computer. A Simulation An interactive graphic interface that presents a set of: interactive stimulus materials or simulates a historical situation, social relationship or an aspect of the inquiry process. The graphics may be static or contain animation. Information is displayed in the form of: dynamic maps or illustrations, statistical tables, texts, charts or graphs. Data “inputs” can be adjusted by the student, depending on the requirements of the scenario or the associated items, and the graphics adjust themselves to account for the new inputs. In social studies, simulations are accompanied by several items of various types. The simulation functions as an interactive stimulus that provides information for the student to reflect on, analyses or synthesize with other knowledge into a cognitively demanding set of answers. This can be used to simulate an aspect of the social science inquiry process. Other stimulus types associated with discrete items or tasks are familiar from classroom use and may include: document excerpts and other texts photographs and illustrations graphs charts data tables maps timelines. 4th Grade: Ohio in the United States YCSD Suggested Pacing Guide 2016-2017 Theme: Ohio in the United States The fourth-grade year focuses on the early development of Ohio and the United States. Students learn about the history, geography, government and economy of their state and nation. Foundations of U.S. history are laid as students study prehistoric Ohio cultures, early American life, the U.S. Constitution,
11 Which of these ideas is found in both selections? Animals have difficulty finding places to hide. Scientists have many ways of studying animals in their environment. Scientists are continuing to discover unique ways in which animals protect themselves. Tool users are the most intelligent animals. 12 Both selections suggest that scientists — are interested in studying only small animals do not completely understand some animal behavior have to use cameras to study animals D do not spend much time observing animals in the wild
School’s almost out. We have to spend the money somehow. We put suggestions 5 on the board: Pizza party. Roller skating. How about thinking of other people? 10 Miss D. says. Kayla raises her hand. A present for Grams, she says. What would Grams like? 15 I put my head down and shut my eyes and think. A big picture of us in front of Pleasant Hill, 20 I say. We vote on slips of paper called secret ballots. Pizza gets four, 25 skating gets three, and the picture wins. From Where the Steps Were by Andrea Cheng. Copyright © 1994 by Andrea Cheng. Published by Wordsong, an imprint of Boyds Mills Press. Reprinted by permission.
called them “Zach Packs.” A Zach Pack wasn’t complete until it also contained a toy! In 2007 Zach decided to pull his little red wagon on a longer walk. Zach wanted to collect money to help homeless children. He planned to walk from his home in Tampa to Florida’s state capital, Tallahassee—280 miles away! It took Zach and his mother 23 days to reach their destination. But it was worth the blisters and sore muscles. By the time they arrived in Tallahassee, Zach had raised $25,000. It was enough money to provide food and supplies for 800 families. Beyond Florida Zach knew that homelessness wasn’t a problem only for children in Florida. He wanted to help kids all over the country, so in 2008 he planned another journey. He decided to start in Tallahassee and walk to Atlanta, Georgia. Along the way Zach stopped to talk to groups and teach people some facts about homelessness. He explained that homeless kids aren’t different from other kids, except that they might not have access to some of the things that other kids take for granted. Zach wanted others to know what essential things kids are missing when they don’t have a home. He hoped his message would encourage others to donate these needed items. The next year, Zach and his now-famous wagon traveled all the way from Atlanta, Georgia, to the White House. This was the longest walk of all! It took 10 weeks, and along the way donations totaled $50,000. The money was used to purchase supplies for a homeless shelter in Washington, D.C., and to build a playground in Florida for children without permanent homes. What’s next for Zach and his little red wagon? He says he is planning a 2,300-mile journey across the United States. This time other volunteers will take turns walking to help Zach reach his goal.
English/Language Arts SOL Pacing Guide – 4th Grade August-October Oral Language Reading Writing The student will use effective oral communication skills in a variety of settings. Present accurate directions to individuals and small groups. Contribute to group discussions across content areas. Seek ideas and opinions of others. Communicate new ideas to others. Demonstrate the ability to work independently. The student will expand vocabulary when reading. Use context to clarify meanings of unfamiliar words. Use word-reference materials, including the glossary, dictionary, and thesaurus. The student will read and demonstrate comprehension of fictional texts, narrative nonfiction texts, and poetry. Identify the problem and solution. Describe the relationship between text and previously read materials. Make, confirm, or revise predictions. Read with fluency and accuracy. The student will read and demonstrate comprehension of nonfiction texts. Formulate questions that might be answered in the selection. Distinguish between fact and opinion. Use prior knowledge and build additional background knowledge as context for new learning. Read with fluency and accuracy. The student will write cohesively for a variety of purposes. Identify the intended audience. Focus on one aspect of a topic. Use a variety of pre-writing strategies. Revise writing for clarity of content using specific vocabulary and information. The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing. Use subject-verb agreement. Use noun-pronoun agreement. Use correct spelling for frequently used words, including common homophones.
Day 1 11:10-11:40 Reini Patel Hunter Trowbridge Emily Zartman Judi Ismail Ursula Raab 11:35-12:05 Haylee Arnold Giana DeCampos Michael Estes Henry Lewis Mason Dissinger Lauren Gula Day 2 10:40-11:10 Eleanor Black Ewen Murphy Meghan O’Brien Lucius Cabeza Adalaide Hickey Brayden Waiter 11:05-11:35 Ashlynn LaGray Stella Mistelske Ella G 11:30-12 Alexia Kouletsis Maddox Rooney 1:40-2:10 Juliet Youngbluth Alyssa Langan Chiara Mardegain Kylie Eismann Cameron Bashore Day 4 Beginner Orchestra 10:45-11:30 (Starts in Nov. TBA)
Department of Social Sciences K-5 Learning Logs The K-5 Social Studies Learning Logs provide opportunities for teachers and their students to have ongoing discussions about what students are learning relevant to the social studies curriculum. Specifically, they show the “big picture” of each grade level’s curriculum, the content standards and benchmarks. Furthermore, students can reflect about their learning. Why is this important? Strategies for metacognition, “thinking about my thinking” and “thinking about my learning”, provide students with significant benefits as the process of reflection is integral to the learning process. Some ideas and tips for using the K-5 Social Studies Learning Logs are as follow: Introduce the Learning Logs as a tool for students to ‘keep track” of their learning in an interactive way through conversations with the teacher and classmates. Individual copies of the Learning Log may be kept in the students’ social studies folders. Students’ thinking should be guided through teacher modeling (think alouds), such as: How do I know that I understand this? What evidence (student work or oral responses) do I have that I understand? Why is it important to know this? How will it help me? Besides my teacher, which classmate(s) may share their knowledge about this benchmark? It’s OK if I don’t know this right away, I can continue learning by asking questions, reading again, talking to a classmate, etc. Students can select pieces of work and also discuss their thinking as evidence of how they perceive their progress. Since instruction for the content benchmarks is repeated throughout the year, teachers may revisit a benchmark and students may revise their rating. Students may write the dates next to the ratings for the same benchmark and chart their learning in this manner. Learning Logs may be shared with parents during conferences. Learning Logs should encourage discussion and questions to motivate students for the ongoing learning of socials studies.
-change -transportation -population -communication -Natural ressources communicate with each other in the past and present. 4.G.1.1-Explain reasons for population growth. 4.G.1.1-Summarize changes that have occurred in NC since statehood (population, growth, transportation, communication, landscape). 4.G.1.2-Describe the location of North Carolina. 4.G.1.2-Define natural resources. 4.G.1.2-Contrast 5 examples of natural resources based on regions of NC. 4.G.1.2-Differentiate the availability of natural resources determined by location in NC. 4.G.1.2-Explain the impact that human activity has on the availability of natural resources in NC. 4.G.1.3-Define culture. 4.G.1.3-Discuss the ways people from different cultures adapt due to the changes in the physical environment. 4.G.1.3-Generalize how location affects businesses and lifestyles of the people of NC. 4.G.1.3-Exemplify the interactions of various peoples, places, and cultures in terms of adaptation and -modify Current: -Barter -trade -natural resource -traditions -culture -ancestors -diversity -population -transportation -communication -availability Introductory: -country Digital Resources: -Discovery Education -www.ncgov.com -www.visitnc.com -www.ncparks.com Literary Connections: -“T is for Tarheel” Book by Gary Palmer -Pamphlets Depending on where you live in North Carolina, what resources would you have a lot of. If you wanted additional resources where would you go? Choose another culture that differs from yours and compare and contrast the two. Describe things like food, dress, and entertainment.
Team Name: ___________________________________ Time Completed: 1st min. 2nd min. 3rd min. 4th min. 5th min.
4th Grade Supply List - June 2018 Dear Future Fourth Grader, We thought it would be helpful for you to have a list of the school supplies you will need for a successful fourth grade school year. All supplies are due on the first day of school. Please adhere to the color coded system to make organization easier for your child. If you can label the materials that would be wonderful! We are looking forward to an exciting year and hope you are too. Sincerely, The Fourth Grade Teachers All Students Need 1 orange marble notebook for writing 1 blue marble notebook for math 1 black marble notebook for reading 1 2” green binder with a pack of dividers for Science/Social Studies 8 pack fine tip washable markers 24 pack crayons 2 black Sharpies 3 highlighters (different colors if possible) 4 pens 36 Number 2 pencils-sharpened Scissors 2 Glue sticks and 1 glue bottle 1 box of baby wipes 4 packs of 3”X3” post it notes 1 clear plastic shoebox with a lid for supplies-6qt/5.7L 14”LX8”WX4 7/8” H 2 rolls of scotch tape 6- 2-pocket folders (orange-writing/word study, blue-math, 1 design folder-take home, one design folder for Reading, another design folder-classwork) 4 felt furniture glides for your child’s chair. This eliminates unnecessary noise in the classroom. Earbuds for the iPad-please put them in a small Ziploc bag with your child’s name on the bag Optional: stylus for iPad _______________________________________________ Different Supplies based on classroom teacher Brennan, Sukoff/O’Leary, and Wind-no supply box Damadeo-3 packs of 3X5 lined index cards Driscoll-1.5” blue floppy binder for reading with a pack of looseleaf paper inside instead of the marble notebook
Multiplication Facts SMP 2, SMP 5 3-3 Multiplication Facts Practice 4.OA.4, 4.OA.5 SMP 4, SMP 7 3-4 More Multiplication Facts Practice Timed test and Math Boxes 4.OA.1 SMP 2, SMP 6 3-5 Multiplication and Division 4.OA.1, 4.NBT.6 SMP 1, SMP 5 3-6 World Tour: Flying to Africa 4.NBT.3, 4.MD.2 3-8 A guide for Solving Number Stories 4.OA.3, 4.MD.2 SMP 1 3-9 True or False number stories 4.NBT.2 SMP 2, AMP 7 3-10 Parentheses in Number Sentences SMP 1, SMP 6 3-11 Open Sentences 4.OA.1, 4.MD.2 SMP 1, SMP 3 3-12 Progress Check 3 Assessment Checks – These are meant to be quick assessments at the beginning or end of class to check for understanding. 4.G.1 4.G.2 4.NBT.1
Reading Street 4th Grade Evaluation Chart: Unit 6 Assessment Focus Skill- Fact and Opinion, Graphic Sources Student Name_____________________________________ Pre Test Date ______________________________________Post Test Date_____________________________________ Item # Comprehension Post Test Pre Test scoring Post Test scoring 1 Graphic Sources Comprehension _________ of 9 correct Fact and Opinion __________of 4 correct Graphic Sources ___________of 5 correct Post test – Comprehension ________ of 22 correct Comprehension _________ of 9 correct Fact and Opinion __________of 4 correct Graphic Sources ___________of 5 correct 2 Fact and Opinion 3 Graphic Sources 4 Fact and Opinion 5 Compare and Contrast 6 Draw Conclusions 7 Draw Conclusions 8 Sequence 9 Main Idea 10 Author’s Purpose 11 Genre 12 Sequence 13 Draw Conclusions 14 Main Idea 15 Draw Conclusions 16 Draw Conclusions 17 Graphic Sources 18 Author’s Purpose 19 Fact and Opinion 20 Fact and Opinion 21 Graphic Sources 22 Graphic Sources Notes
Operations and Algebraic Thinking Name _______________________ Date ________________________ Clement’s Farm The Clement’s Farm has parakeets and elephants. One member of the family looked over the fence and announced, “There are 20 heads.” Another member of the family looked under the fence and said, “There are 64 legs.” How many parakeets and how many elephants are on the Clement’s farm? Explain your answer and your thinking.
Math Skills *Extend understanding of fraction equivalence and ordering. (4.NF.A.1-2) *Understand decimal notation for fractions and compare decimal fractions. (4.NF.C.5-7) Practice math facts on a daily basis. Social Studies People and the Land Student will evaluate how and where people live. Students will analyze how people will adapt to the environment Students will provide examples of how people have altered the environment Students will analyze the way technology has harmed and improved of the environment. Student of the Month: Amira Harris- Mrs. Bacote Contact Information Office Phone: 301-218-1520 Reading/Language Arts Skills Reading: Students will describe the overall structure of events, ideas, concept, or information in a text. They will be able to refer to details and examples when explaining a text. Writing: Write informative/explanatory text to explain a specific topic *Pearson Realize is an additional website students will use to increase reading comprehension. Science Skills Earth Changing Processes
Study and practice multiplication facts to become or remain fluent. This means you should be able to answer a fact question in 3 seconds. now? What time will it be in 6 1⁄2 hours? What time was it 15 minutes ago? 18 minutes ago? 400 fingernails, how many people did she see that day in her shop? If the vet examined 26 dogs, how many paws did she see? area of your front or back door. Record and explain. Draw a picture that only uses geometric shapes. Identify as many shapes as possible. Make a table to show how many of each shape was used. If you get up at 7:30 and need to be at your friend’s at 8:15, how much time do you have to get ready if it takes you 10 min. to walk there? Use the numbers 4, 5, 3, and 2 and any operations (+,-,x,÷) to create at least 10 story problems that all have different answers. www.bedtimemath.org Read a math story. See how many problems you can solve. Fill a sandwich bag with cereal. Estimate how many pieces are in the bag. Count to see how many there are. Find the difference between your estimate and the actual number. What number do you add to 74 to get 100? What are 2 numbers you can add to 245 to get 300? 245+___+___= 300 How many seconds are in 5 minutes? How many minutes are in 4 hours? How many seconds are in 2 1⁄2 minutes? When you buy school supplies (backpack, clothes, etc...) keep track of the amount you spend. Total up the cost. For 5 days record the temperature. Temp ________ Temp ________ Temp ________ Temp ________ Temp ________ Graph the results. Survey 5 people about their favorite ice cream or popsicle flavor. Create a pictograph with a key to show the results. In the number 75,643 what number is in the hundreds place? Ten thousands place? the numbers to create the smallest number. John has $10.00. John needs to buy two pens for $1.29 each. Estimate how much it will cost. Find the exact total & change.
same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model. (4.NF.7.) (DOK 1,2,3) Measurement and Data: Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit. Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. (4.MD.1.) (DOK 1) Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. (4.MD.2.) (DOK 1,2) Apply the area and perimeter formulas for rectangles in real world and mathematical problems.(4.MD.3.) (DOK 1,2) Measurement and Data: Represent and interpret data. Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. (4.MD.4.) (DOK 1,2) Aug. Sept. Oct. Nov. Dec. Jan. Feb. Mar. Apr. May Measurement and Data: Geometric measurement - understand concepts of angle and measure angles. Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement: (4.MD.5.) (DOK 1) An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points