zilongwang/ReadingBank huggingface dataset:
CASTLE LEARNING ASSIGNMENT 5A 1. Calculate: 42 + 12 - 2 = Answer: _______ 2. Find the value of 52 × 32 + 1. Answer: _______ 3. Simplify the expression: (16 ÷ 2) ÷ (9 - 8) = _______ Answer: _______ 4. Which of the following operations should usually be performed first in a mathematical expression? Addition Subtraction Exponents Division 5. What is the value of 3 × 6 ÷ 2 + 8? Answer: _______ 6. Which variable expression is equivalent to a number decreased by 7? x - 7 7 + x 7 ÷ x 7x 7. Which phrase could not represent the expression 4 + x? The product of 4 and a number The sum of 4 and a number The total of 4 and a number A number added to 4
8. How can you write the quotient of m and 9 as a mathematical expression? 9m m + 9 m − 9 m ÷ 9 9. Which variable expression is equal to 12 increased by a number? x − 12 12 + x 12x 12 ÷ x 10. How would you express the product of q and 52 as a mathematical expression? 52q 52 + q 52 ÷ q 52 − q 11. Solve for x: 5 + x = 15 Answer: x = _______ 12. Solve for x: 3 + x = 9. Answer: x = _______ 13. Solve for m: m - 55 = 20. Answer: m = _______ 14. Solve for m: 5m = 45. m = 8 m = 9 m = 10 m = 11 15. Find x in the equation = 7.
CASTLE LEARNING ASSIGNMENT 8A 1. Nikki read 896 pages of her book this week. How many pages is this per day? Answer: _______ pages per day 2. A cart travels a distance of 3.6 meters in 1.8 seconds. The average speed of the cart is: Answer: _______meters per second. 3. Express the ratio of 300 miles to 4 hours as a unit rate. Answer: _______ miles per hour 4. Write the ratio 42 : 4 in simplest form: Answer: _______ : _______ 5. Brett is a used-car dealer. Brett has 17 Hondas, 15 Fords, 12 Toyotas, and 10 Dodges on his car lot. What is the ratio of the number of Fords to the number of Hondas? Answer: _______ : _______ 6. There are 15 boys and 45 girls competing in a race. What is the ratio of girls to boys in the race, in lowest terms? Answer: _______ : _______ 7. Solve for x: = x = _______ 8. Solve the proportion: = . m = _______ 9. Solve the proportion for b: = b = _______ 10. At the grocery store, you can purchase loose lemons at 2 for $0.99. You can also buy a bag of 6 lemons for $2.50. Which is the better buy?
CASTLE LEARNING ASSIGNMENT 17A 1. What is the ratio of orange blocks to the total number of blocks shown? Answer: _______ to _______ 2. Half of the students at Lee Elementary buy school lunch. How would this value look as a percent? Answer: _______ % 3. Which number is a ratio in simplest form? 4. What decimal value could be represented by the arrow on the number line? 0.29 0.35 0.43 0.49 5. Solve. 6. The Ortiz family drove 425.8 miles on Monday, 375 miles on Tuesday, and 487.5 miles on Wednesday to arrive on vacation in New Orleans. What was the total number of miles that they drove in the three
The controlling idea or meaning of a literary work. Tone: The author’s attitude toward the subject or audience. Vignette: A short descriptive literary sketch; a brief incident or scene as in a play or movie. Unreliable narrator: A narrator who is not objective and whose version of the story reflects personal attitudes and judgments that the reader cannot always trust. The narrator's distorted point of view can reflect emotional instability, arrogance, lack of sophistication, or prejudice Aim: How can we continue to teach each other Cisneros’ novel, The House on Mango Street by “picking apart” each short vignette? Do Now: Describe your dream house. Transition: (I will ask several volunteers to share their responses.) We have just written and thought about what we would like our “dream house” to be. We know that the title of the work we are about to begin is called The House on Mango Street, and we talked about vignettes and how despite their short length, there is much more “below the surface.” Let us see if we can discover the complexity beneath the seemingly simple first vignette. Motivation: What is the name of the first vignette? Why does Cisneros choose to title her first vignette “The House on Mango Street”, which is also the title of the entire collection? What is the significance? Transition: You all read the first three vignettes last night, so who can tell me why they think Cisneros chooses to duplicate the title and use it twice? Remember, we are forgetting all
3. Explain the significance of his conversation with Kamala at the end of the chapter in terms of being able to love. (pp. 71-73) “Samsara” (pp. 75-85) How does Siddhartha “clearly and mockingly” show his “contempt for riches and the false deity of businessmen” in this chapter? (pp. 78-79) Discuss the symbolic significance of Siddhartha’s dream about the bird (p. 82) and what Kamala does with the actual bird at the end of the chapter (p. 85). Also, what does Kamala discover at the end of the chapter? (p. 85) Why is this chapter entitled “Samsara;” what does this term mean in Hinduism and Buddhism and how is it symbolized? “By the River” (pp. 87-100) What does Siddhartha passionately wish for, and why? Why did he eventually reject this wish? (pp87-89)
Scavenger Hunt Items Something unusual A bone An echinoderm – “spiny skin” and 5 fold symmetry An arachnid – spider A nonflying insect A mollusk – snail or slug An annelid – segmented worm A nematode – round worm A flying insect A pupa (resting stage between a larva and an adult) A larva – immature insect Something round Something soft Something white Something that makes noise A feather (detached from a bird) Conifer Pinecone Seven pieces of trash or litter left by humans Something beautiful Chewed plant part (not chewed by humans) An owl pellet A fungus from a tree A fungus from the ground A gall – abnormal outgrowth of plant tissue ***You must take a good picture of at least 25 items A monocot leaf – has parallel veins in leaf A dicot leaf – “branching” veins in leaf Scat – Animal droppings Something large Something straight A wind dispersed seed An animal dispersed seed 50 of any item A Thorn An example of camouflage A solar energy trap An animal track A frond – large divided leaf (fern) A palmate leaf – leaf resembling an open hand A symbiotic relationship between 2 organisms Flower Seed
8. Atlas The ancient Greeks were not the first to make maps, but they can be credited with changing map-making from a haphazard and scattered process into a rigorous science. The first known world map was made by Anaximander of Miletus, an ancient Greek. His map featured Greece at the center surrounded by Asia, Europe, and Africa. The land masses were surrounded by ocean and according to his map, the Earth was flat. Eratosthenes was the first person to describe the world as a sphere-shape. He knew that if the world were flat, shadows would be the same size everywhere on every day. Erastothenes put sticks in the ground at two different locations and measured the lengths of their shadows at different times during the year. From this information he was able to calculate the size of the Earth. Even though he was right, it took more than 1500 years for people to accept that the Earth is round.
What do you think happens as a continental and oceanic plate push together? What is a limitation of this model? Place two pieces of dry cracker side by side on the frosting. Slide them past each other. The dry crackers represent continental plates. Record your observations in a diagram. Diagram: What tectonic process(s) does this model? What do you think happens when two continental plates slide past one another? What is a limitation of this model? Place two pieces of dry crackers end to end with one another. Push them together. Record your observations in a diagram. Diagram:
What tectonic process(s) does this model? What do you think happens when two plates push together? What is a limitation of this model? Pull the two pieces of dry crackers away from each other. Record your observations in a diagram. Diagram: What tectonic process(s) does this model? What do you think happens when two plates move away from each other? What is a limitation of this model?
Focus on Topic (Content) There is one clear, topic. Main idea stands out and is supported by detailed information. Main idea is clear but the supporting information is general. Main idea is somewhat clear but there is a need for more supporting information. The main idea is not clear. There is a seemingly random collection of information.
Rubric: CATEGORY 4 3 2 1 Content Covers topic with details and examples. Subject knowledge is excellent. Includes essential knowledge about the topic. Subject knowledge appears to be good. Includes essential information about the topic but there are 1-2 factual errors. Content is minimal OR there are several factual errors. Presentation Well-rehearsed with smooth delivery that holds audience attention. Rehearsed with fairly smooth delivery that holds audience attention most of the time. Delivery not smooth, but able to maintain interest of the audience most of the time. Delivery not smooth and audience attention often lost. Originality Product shows a large amount of original thought. Ideas are creative and inventive. Product shows some original thought. Work shows new ideas and insights. Uses other people\'s ideas (giving them credit), but there is little evidence of original thinking. Uses other people\'s ideas, but does not give them credit. Benchmark: T.L.W. recognize a variety of psychological disorders and various treatments for these disorders. Domain of Learning: Mostly Transmission with a little bit of Emergence during the video activity.
Post-quiz: Individually Students will fill out 10 blanks with the correct organelles in a diagram of an animal and plant cell such as the image placed bellow. Students will also complete a 20 question multiple choice and matching quiz of the organelles and cell structures with their function and correct type of cell. Quiz time: 30 minutes Assessment/Evaluation: 1. Students will identify the 10 organelles/cell structures on diagram with correct spelling. 2. Students will identify the organelles/cell structures with their function and whether they are found in plant or animal cells. 3. Students use internet to gather information about plant and animal cells. 4. Students will design, create, and present a 3D labeled animal or plant cell. Group Member Input Rubric Student__________________________ Date____________ Group Member 1-needs improvement 2-satisfactory 3-Excellent Grade Speaker/Labeler Did not label items or speak at all or about what group discussed Labeled some items and spoke mostly what group discussed; stayed mostly on task Clearly labeled items and spoke what group discussed; stayed completely on task Organelle Architect Did not create organelles Created most organelles; stayed mostly on Created all organelles; stayed completely on task
task Cell Body Architect Did not create cell body/ structure Created most of cell body/ structure; mostly on task Created all of cell body/ structure; stayed completely on task Researcher Did not research or contribute to group Mostly Researched and contributed to group; mostly on task Researched and contributed to group; stayed completely on task Individual Total Rubric Student__________________________ Date_____________ Activity 1- needs improvement 2-satisfactory 3-Excellent Total Fill in outline handout with diagrams All or almost all boxes empty Less than 10 boxes empty 0-5 boxes empty Cell presentation Did not discuss points or talking about unrelated topics; Spoke unclear or quietly Some discussion of required points; Spoke fairly clear and loud Discussed all required points; Spoke clearly and loud Animal or plant cell structure Sloppy, little though behind project or incomplete; none or unclear labels Some thought behind design or materials; mostly clear labels Unique materials or structures; clear labels Group Member Rubric No participation or off task Completed most duties Completed all required duties 0- needs improvement 45- Excellent Complete blank diagram quiz Blanks empty or incorrectly filled out Spelling errors/ some blanks empty or incorrectly filled out Correct answers and spelling Complete Blanks empty or Some blanks Correct answers
Tape/CD Rom Library Make video tapes of sound effects Chimes/Bells Build a Foley Stage Encyclopedias on Composers Cartoon set to music Microphones/Amplifiers Go to MGM studio Classical Music in the Background Guest Speakers-singers, composers Sound Effects Equipment-Foley Stage Bring in guest musicians Cans, Shakers, hollow coconut Class Choruses Video Cameras Tripods/Lights 4. Body-Kinesthetic -High Energy Materials Activities Audio Cassette Tapes Exercises in Seats Musical Albums Hard Hat Worker-Wears the hat and helps the teacher Large Dramatize Stories Interactive Spelling Story retelling - videotaped Science Lab Equipment Videotape commercials Puppet Stage Photographic safaris around school Drama Area Scavenger Hunts Props Trampoline Jumping Dyna Boards Marching with instruments Chalkboards. White Boards Build graphs with large blocks Mathematics
SL.3.6 Conventions of Standard English L.3.1, L.3.2 Knowledge of Language L.3.3 Vocabulary Acquisition and use L.3.4, L.3.5, L.3.6 Use of Post-its Resources The Important Book (T-S) The Relatives Came (T-S) Gordon Willfred McDonald Partridge (T-S) Fireflies (T-S) Ira sleeps over by Bernard Weber (T-S) The Pain and the Great One by Judy Blume (T-S) Freckle Juice (T-S) Author Study (T-T) Charlie the Caterpillar by Dom DeLouise (T-T with science) Amis and Boris by William W. Steig The Lorax by Dr. Seuss (T-W) Ms. Rumphius (T-W) A Chair for my Mother (Post-its – Sad) Stephanie’s Ponytail (Post-it – Surprise) A Bad Case of Stripes (Predicting) Mr. Lincolns Way (Predicting) Two Bad Ants (Predicting) The Halloweener (Visualization) Night in the Country (Visualization) Brave Irene (Visualization) Smokey Night (Questioning) Two Bad Ants (Questioning) Dandelion (Questioning) The One in the Middle is the Green Kangaroo (Questioning) The Quiet Night In (Dialogue) Herbie and Annabelle (Reader – Dialogue) Three Little Jabelinas (Dialogue) Resources The Day of Ahmed’s Secret by Florence P. Heide and Judith Heide Gilliland How My Parents Learned to Eat by Ina R. Friedman Jamaica Louise James by Amy Hest The Keeping Quilt by Patricia Polacco Looking Back by Lois Lowry Ma Dear’s Aprons by Patricia McKissack My Diary from Here to There by Amanda Irma Perez My Mountain Song by Shutta Crum Owl Moon by Jane Yolen Snapshots from the Wedding by Gary Soto the words that are combined to form them Correct use of apostrophes Resources If you were a Preposition by Nancy Loewen The Girl’s Like Spaghetti by Lynne Truss I’m and Won’t, They’re and Don’t by Brian P. Cleary Resources Word families Word ladders Sentences Word building (stretch) Word search Word sorts ABC order Cloze paragraph Word manipulation
*END OF SUMMER 2011 CAP WORK* *END OF SUMMER 2011 CAP WORK* *END OF SUMMER 2011 CAP WORK* *END OF SUMMER 2011 CAP WORK* *END OF SUMMER 2011 CAP WORK* *END OF SUMMER 2011 CAP WORK* October- November Non Fiction (expository) Information Books Science- Habitats and Ecosystems Social Studies- Time for Kids Text Features Steps in a Process Skim & Scan Synthesizing Information Fact & Opinion Big Books Time For Kids Textbooks (ss/sc) Chibi (reader) Danger Icebergs (reader) Water on Earth (reader) November - December Fables, Folktales Fairy Tales Story Elements Author’s Purpose (explain, teach a lesson) Sequencing, Retell-detail- Main Idea Theme Predictions Cause & Effect Compare & Contrast Conflict & Resolution Inference Drawing Conclusion Use anthologies as test prep Steven Kellogg tales: Ananse’s Feast (text) Time For Kids: World communities: each has a folktales Biography Timeline-passage of time Interviewing Past vs. Present Cause and effect Difference between biography and autobiography Facts vs. opinion Flight: Journey of Charles Lindbergh (text) David Alder books John Henry by J Lester
Rationale This Curriculum Area Project was deemed necessary due to the College Board’s recent revision of the Advanced Placement World History curriculum. Not only were the time periods adjusted, but there is a new emphasis on particular historical skills. In addition, the College Board made changes in topics to be addressed, in some cases adding or specifying topics (“required examples”), in other cases providing teachers with a choice of topics to be addressed as “illustrative examples.” It is hoped that this syllabus will provide teachers with the ability to follow the revised Advanced Placement World History curriculum.
Other Possible Readings/Activities/Assignments: Kristof, Nicholas D. “1492: The Prequel.” New York Times Magazine. 6 June 1999. Ghazanfar, S.M. “Islamic World and the Western Renaissance.” Discuss the validity of the periodization of 1450-1750. Why not 1350-1800? Historical Interpretation Essay: “Did Christopher Columbus’s Voyages Have a Positive Effect on World History?” Use the following two essays: “Columbus and the Beginning of the New World” by Robert Royal “For a Country within Reach of the Children” by Gabriel Garcia Marquez. Both of these articles are found in Taking Sides: Clashing Views in World History, Volume 1. In-Depth Readings: “Causation of the West’s Expansion” “Elites and Masses” “Multinational Empires” “The Great Exchange” “The Gunpowder Empires and the Shifting Balance of Global Power” “Slavery and Human Society” “Means and Motives for Overseas Expansion: Europe and China Compared” Period Five: Industrialization and Global Integration, c. 1750 to c. 1900 • Key Concept 5.1: Industrialization and Global Capitalism • Key Concept 5.2: Imperialism and Nation-State Formation • Key Concept 5.3: Nationalism, Revolution, and Reform • Key Concept 5.4: Global Migration The modern period is characterized by major political and economic changes, specifically, political revolutions in the Americas and France, and industrialization, which slowly becomes a worldwide phenomenon. Imperialism in parts of Africa, Asia, New Zealand, and Australia is one result, while reform movements in other areas are another important result. The political, economic, and social causes and effects of industrialization are developed in detail, and are connected to both imperialism and reform movements. In-depth analysis of the conflicts arising
Thomson, Jim. “The Haitian Revolution and the Forging of America.” “Weavers Tell Their Stories.” “Women and Confucianism.” Women in World History Curriculum: “Women's Rights: Ancient Egypt and the United States.” World History for Us All.
Canada Heritage. February 12, 2010. . City of Ottawa . 2001-2011 Bernstein, Vivian. America's Story. 2. Orlando: Steck-Vaughn, 2006. Dotlich, Rebecca Kai. “Washington, D.C,” 2000. Hakim, Joy. A History of US. New York: Oxford University Press, 1999. Hopkins, Lee Bennett. My America: A Poetry Atlas of the United States. New York: Simon and Schuster, 2000. Jermyn, Leslie. Mexico. Milwaukee: Times Editions, 2000. Keddie, Marlo. Canada Past Present and Future: A Series of Books About Canada. Trafford Publishing. Bloomington, IN, 2011. Landau, Elaine. Mexico. New York: Children's Press, 2008. Lockledge, Ann. Movements in American History. Grand Rapids: Instructional Fair, 1997. Meltzer, Milton. Hour of Freedom: American History in Poetry. Honesdale: Wordsong, 2003. Reilly, Mary Joe, and Leslie J. Mexico. New York: Benchmark Books, 2002 Rogers, Barbara, and S. Rogers. Canada. New York: Children's Press, 2000. Stein, R. Conrad. Mexico. New York: Children's Press, 1998. , R. Conrad. Mexico City. Chicago: Children’s Press. 1996. Sexton, Colleen. Canada. Minneapolis: Bellweather Media, 2011. Thorsen, Steffen. Time and Date AS 1995–2011. Walsh, Kieran. Canada. Vero Beach: Rourke, 2005
Abstract 1 Rationale and Bibliography 2 NYSSMA Solo Recommendations and Descriptions 3-27 Flute and Piccolo 3 Clarinet 5 Bass Clarinet 7 Double Reeds 8 Alto Saxophone 10 Tenor and Baritone Saxophone 11 Trumpet 12 Horn 14 Trombone 16 Euphonium 18 Tuba 19 Snare Drum 21 Timpani 23 Mallets 24 Vibraphone 26 Multiple Percussion 27
East Meadow U.F.S.D. Curriculum Area Project 2011-2012 Gr.10-12 –Vocabulary and SAT Preparation East Meadow High School Richard Aberman – Facilitator Kimberly Jendzo – Writer Superintendent – Louis R. DeAngelo Principal – Richard Howard
1. Students use the internet to gather information about redistricting and create redistricting maps. 2. Students will design, create, and present district maps for a U.S. state. Group Member Input Rubric Student__________________________ Date____________ Group Member 1-Needs improvement 2-Satisfactory 3-Excellent Grade Speaker Did not speak at all or about what group discussed Spoke mostly what group discussed; stayed mostly on task Spoke what group discussed; stayed completely on task Writer Did not write paper; did not contribute Created paper; stayed mostly on task Created paper; stayed completely on task District Drawer Did not create districts; did not contribute Created wrong number of structure; mostly on task Created correct number of districts; stayed completely on task Researcher Did not research or contribute to group Mostly Researched and contributed to group; mostly on task Researched and contributed to group; stayed completely on task Total 4/12 12/12 Individual Total Rubric Student__________________________ Date_____________ Activity 1- Needs improvement 2-Satisfactory 3-Excellent Total Presentation Did not discuss points or talking about unrelated topics; Spoke Some discussion of required points; Spoke fairly Discussed all required points; Spoke clearly and loud
unclear or quietly clear and loud Districts Sloppy, little though behind project or incomplete; none or unclear labels Some thought behind design; mostly clear labels Unique/ a lot of thought put into districts; clear labels 4- Needs improvement 8-Satisfactory 12-Excellent Group Member Rubric No participation or off task Completed most duties Completed all required duties Total 6/18 18/18 * A final grade of 11/18 and above is considered a passing grade. Submitted By: Elisabeth Emery University of Florida 352.978.2641 eemery@ufl.edu
Jamie 19 F Leilani 20 F Reid 15 M Use the approaches below to determine how accurately the class predicted when 30 seconds has passed. (a) Find the mean, median and range for the predictions of when 30 seconds has passed for the class data. Describe how accurate the predictions were. How many of the predictions are within 5 seconds of 30 seconds? How many predictions are below 30 seconds? How many are above? (b) Produce a box plot of the prediction times. Describe the distribution of prediction times. (c) Find the mean, median and range for the predictions made by boys and for the predictions made by girls. Compare the accuracy of the predictions made by these two groups. (d) Produce separate box plots for the predictions made by the boys and girls. Compare the distributions. Answers: (a) The mean is 399/15 = 26.6 seconds. The ordered times are: 14 15 18 19 19 20 21 26 32 33 34 35 36 37 40 The median prediction is 26 seconds and the range is seconds. Eight students had a prediction that was less than 30 seconds and seven had a prediction that was more than 30 seconds. Five of the predictions are within 5 seconds of 30 seconds (26, 32, 33, 34 and 35). Interpretations: On average the predictions are about 3 or 4 seconds less than 30 seconds and the difference between the lowest and highest predictions is 26 seconds. (b) The box plot is shown below: The distribution is roughly symmetric. (c) The results are shown in the table below: Mean Median Range Boys 27 seconds 26 seconds 25 seconds Girls 26.25 seconds 26.5 seconds 23 seconds The measures of center and spread for the boys and girls are similar in value. Two of the boys’ predictions are within 5 seconds of 30 seconds (26 and 35) and three of the girls predictions are within 5 seconds of 30 seconds (32, 33, and 34). (d) The box plots are shown below:
TECH PROJECT WITH NETS Your project must follow these instructions and requirements. STEP 1: Open a Word document. Write your name & number. FILE SAVE AS Your name.net STEP 2: Go to the internet site Illuminations.nctm.org (do not use www) ACTIVITIES DYNAMIC . PAPER STEP 3: Choose the NET tab Choose DODECAHEDRON or ICOSAHEDRON Then hit ADD STEP 4: Color your net pieces using the paint bucket at the bottom of the screen. STEP 5: Choose DOWNLOAD JPEG Double click on the download. A small version of your net will appear. STEP 6: Choose FILE SAVE AS dodecahedron or icosahedron Save it to a folder or desktop. STEP 7: INSERT PICTURE FROM FILE Find your net (dodecahedron or Icosahedron) STEP 8: You should now have your net in word. Choose save. Choose a theme for your polyhedron (Sports, friendship, Sci-fi) Now you can import at least 4 appropriate pictures from clip art or the internet that match your theme. STEP 9: a) Double click on the net. LAYOUT BEHIND TEXT b) Double click on each pics LAYOUT IN FRONT OF TEXT Now you should be able to move the pictures onto the net. However, sometimes you have to repeat these steps several times before it sticks. STEP 10: Now you will shrink your pictures to fit into pieces of your net. STEP 11: The last step is to rotate the pictures. First you must calculate the angle at which to rotate. There are 360 degrees in a circle so you may have to divide by the number of hexagons around the center hexagon. STEP 12: To rotate pictures, double click the picture. SIZE ROTATION change the 0 degrees to the correct number. When you build your polyhedron, nothing should be upside down or sideways. STEP 13: Check your net with the teacher. If it is perfect, then go STEP 14: Draw trapezoid shaped tabs on at least 5 places. Then cut it out. Fold STEP 15: The teacher will laminate the polyhedron for you before you tape it together.
Biography or Autobiography Title: Author: Date Finished: Rating Religion Title: Author: Date Finished: Rating Drama Title: Author: Date Finished: Rating Poetry Title: Author: Date Finished: Rating Science Title: Author: Date Finished: Rating History Title: Author: Date Finished: Rating Your choice of nonfiction Title: Author: Date Finished: Rating Your choice of any genre Title: Author: Date Finished: Rating Science Fiction or Fantasy Title: Author: Date Finished: Rating Historical Fiction Title: Author: Date Finished: Rating Fable Title: Author: Date Finished: Rating Mythology Title: Author: Date Finished: Rating Realistic Fiction Title: Author: Date Finished: Rating Mystery Title: Author: Date Finished: Rating Tall Tale Title: Author: Date Finished: Rating Fairy Tale Title: Author: Date Finished: Rating Biography or Autobiography Religion Drama Poetry
Word Mathematics Context Definition Quadratic equation An equation where the highest exponent of the variable (usually "x") is a square (2). It is usually written ax2+bx+c = 0 Example: 2x2+5x-3 = 0 New Example: Exponential expression The exponent of a number shows you how many times the number is to be used in a multiplication. It is written as a small number to the right and above the base number. In this example: 82 = 8 × 8 = 64 New Example: Integer exponents Integers are numbers with no fractional part. Example: Equivalent expressions Definition Two algebraic expressions are said to be equivalent if their values obtained by substituting the values of the variables are
President. The packet contains ten legitimate facts about each role. The packet contains nine legitimate facts about each role. The packet explores eight legitimate facts about each role. The packet explores seven or fewer legitimate facts about each role. The packet contains a persuasive three to five paragraph essay that ‘sells’ the Presidency. The packet contains a persuasive essay of fewer than three paragraphs that successfully ‘sells’ the Presidency. The packet contains a persuasive essay of fewer than three paragraphs and/or that only partially succeeds in ‘selling’ the Presidency. The packet contains an essay that does not succeed at all in selling the Presidency. Your YouTube video is between one to two minutes in length. Your YouTube video is longer than two minutes or fewer than one minute by 10 seconds or less. Your YouTube video is longer than two minutes or fewer than one minute by 10-20 seconds. Your YouTube video is longer than two minutes or fewer than one minute by 20 seconds or more. Your YouTube video references all seven roles of the Presidency. Your YouTube video references six roles of the Presidency. Your YouTube video references five roles of the Presidency. Your YouTube video references four or fewer roles of the Presidency. Your YouTube video persuasively ‘sells’ the Presidency (i.e. always on-topic, all facts about the office are legitimate, etc) Your YouTube video mostly succeeds in ‘selling’ the Presidency (i.e. mostly on-topic, a lot of good legitimate facts about the office, etc) Your YouTube video barely succeeds in ‘selling’ the Presidency (i.e. frequently off-topic, only a handful of facts about the office, etc) Your YouTube video fails to ‘sell’ the Presidency (i.e. off-topic, very few real facts about the office, etc)
BE CREATIVE AND HAVE FUN! “What Does It Mean To Be A Citizen?” Rubric NAME:___________________________ PART I Requirement 10 Points 5 Points 0 Points Total List at least 10 important responsibilities of an effective citizen Has listed 10 or more important responsibilities of an effective citizen Has listed 6-9 important responsibilities of an effective citizen Has listed 0-5 important responsibilities of an effective citizen ___/10 PART II Requirement 15 Points 10 Points 5 Points 0 Points Total Write at least a paragraph of a rough draft that includes a general plot, setting, and 3 characters Has written at least a paragraph of a rough draft that includes a general plot, setting, and 3 characters Has written at least a paragraph of a rough draft but is missing one of the following: general plot, setting, or 3 characters Has written at least a paragraph of a rough draft but is missing two of the following: a general plot, setting, or 3 characters Has written less than a paragraph and is missing two of the following: a general plot, setting, or 3 characters ___/15 PART III Requirement 75 Points 50 Points 25 Points 0 Points Total Title & Cover 10 Items 5 Characters 15 Pages Title & Cover 10 Items 5 Characters 15 Pages Title & Cover 7-9 Items 3-4 Characters 11-14 Pages Title & Cover 5-6 Items 2 Characters 6-10 Pages Title & cover 0-4 Items 1 Character 1-5 Pages ___/75 FINAL SCORE: ___/100
Whereas, devoted to his community, Steve Bilton was a former board member of the South Carolina Jobs Economic Development Authority (JEDA), South Carolina Procurement Review Panel, and the St. George Planning Commission; and Whereas, he and his wife of fortythree years, Barbara Behling Bilton, reared two fine children, Marla BiltonWestbury of St. George, and Jared Stephens Bilton of Charleston. He was blessed with the love of four adoring grandchildren who called him “Da”: Clinton, Katey, Corinne, and Claudia; and Whereas, in his spare time, Steve Bilton enjoyed fishing, boating, and gardening, but his fondest times were spent delighting in his family, and especially his grandchildren; and Whereas, in addition to his beloved wife, children, and grandchildren, he leaves behind to cherish his memories his devoted mother, Lurene Stephens Bilton, and three brothers: J. Woodrow “Woody” Bilton, Jr.; Allen “Al” McKinley Bilton; and William David Bilton; and Whereas, the members of the South Carolina House of Representatives are grateful for the life and legacy of Steve Bilton and for the example of dedication and service he set for all who knew him. Now, therefore, Be it resolved by the House of Representatives: That the members of the House of Representatives of the State of South Carolina, by this resolution, express their profound sorrow upon the passing of Jerome Stephens “Steve” Bilton of Dorchester County and extend their deepest sympathy to his large and loving family and his many friends. Be it further resolved that a copy of this resolution be presented to the family of Jerome Stephens “Steve” Bilton. XX
Informational Interviewing Adapted from article in: Introduction An informational interview should be an integral part of your networking and job-hunting plan. An informational interview involves talking with people who are currently working in the field to gain a better understanding of an occupation or industry -- and to build a network of contacts in that field. Potential Results of Informational Interviews This opportunity will expose you to a variety of jobs and personalities of companies making the search for your "niche" that much easier. It is an opportunity to learn where you might fit into a particular organization. Reasons for Conducting Informational Interviews Following are some good reasons to conduct informational interviews: to explore careers and clarify your career goal to expand your professional network to build confidence for your job interviews to access the most up-to-date career information to identify your professional strengths and weaknesses You gain invaluable interviewing experience and you gain visibility. In short, informational interviewing prepares you for what's in store and allows you the opportunity to network with others in your field of interest. Talking with family, friends or anyone with whom you feel comfortable should reduce the anxiety you may feel about interviewing. Guidelines for Informational Interviews Following are some guidelines for informational interviews: Identify Occupation(s) for Informational Interviews Identify one or more occupations you would like to investigate. Assess your own interests, abilities, values, and skills, and evaluate labor conditions and trends to identify the best fields to research. Read all you can about the field before the interview. Decide what information you would like to obtain about the occupation/industry. Prepare a list of questions that you would like to have answered. Find out as much information as you can about each place before setting up an interview. Identify People to Interview for Informational Interviews Start with lists of people you already know: friends, fellow students, present or former co-workers, supervisors, neighbors, etc. Professional organizations, the yellow pages from the phone book, organizational directories, and public speakers are also good resources. You may also call an organization and ask for the name of the person by job title. There's no one in the world who you can't try contacting. You should be prepared.
5NF.7.b Interpret division of a whole number by a unit fraction, and compute such quotients. Divide. Simplify your answer. 3 ÷ = 5NF.7.c Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem. Top of Hamilton had 1/2 of a cherry pie left over. She split the leftover pie evenly between her 2 children. What fraction of a pie did each child get? Simplify your answer and write it as a proper fraction or as a whole or mixed number. of a pie 5MD Measurement and Data 5MD.1 Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems. Convert. Simplify your answer and write it as a proper fraction or as a whole or mixed number. pints = Bottom of Form 2 gal 1 pt + 3 gal 4 pt = gal pt
Organelle Function All cells Ribosomes Control center of the cell. Contains Chromosomes which are composed of genes. Lysosome Modifies and ships proteins Mitochondria Stores water and nutrients and waste. Referred to as a storage container. Nucleus Controls what enters and leaves the cells. Selectively permeable. Found in every cell. Vacuole Breaks down waste using enzymes. Referred to as the garbage can of the cell. Cell Membrane/Plasma Membrane ATP is synthesized in this organelle. Referred to as the powerhouse of the cell. There are more of these in muscle cells than in fat cells. Golgi Apparatus/Body Synthesizes proteins by bonding amino acids together. Gets instructions from DNA to build the proteins.
Argument A: Labeling of GM Foods I believe all foods that have been genetically modified should be labeled. I do not believe it is necessary to label GM foods as long as they are equivalent to a current food on the market. Argument B: The Risk of GM Foods Genetically modified foods likely are unsafe for human consumption. By adding genes to foods, it is unclear how the food is affected. I worry about developing an allergy or causing harm to another area of my body. GM foods are perfectly safe for me to eat. I don’t worry about consuming them. The U.S. government does a good job of protecting our food for consumption. Name________________________ Date___________ Project Presentations As your classmates present their projects complete the outlines below. Make sure you include at least two points/ideas covered during the presentation. 1) Presenter - ____________________________________ Topic - ________________________________________
Saturday, November 17 Open Warm up 7-8:30 am. First Event Warm up 8:30-9am. Meet Start 9 am 30 minute warm-ups between events EVENT 1 9 & under girls 3m 11 & under girls 3m 9 & under boys 1m 11 & under boys 1m EVENT 2 12-13 girls 3m 12-13 boys 1m EVENT 3 9 & under girls 1m 11 & under girls 1m 9 & under boys 3m 11 & under boys 3m EVENT 4 12-13 girls 1m 12-13 boys 3m Sunday, November 18 Open Warm up 7-8:30 am. First Event Warm up 8:30-9am. Meet Start 9 am 30-45 minute warm ups between events EVENT 5 14-15 girls 1m 14-15 boys 3m Masters women 1m Masters men 3m EVENT 6 16-18 girls 1m 16-18 boys 3m EVENT 7 14-15 girls 3m 14-15 boys 1m Masters women 3m Masters men 1m EVENT 8 16-18 girls 3m 16-18 boys 1m One and three-meter events will run simultaneously. Cuts and any other adjustments, including combining events or changing the order of events will be made at the discretion of the Meet Director DIVERS MUST HAVE A COACH ON DECK TO PARTICIPATE IN WARMUP AND COMPETITION COACHES MUST HAVE A CURRENT AAU MEMBERSHIP West Chester Diving Fall Classic 2018 WAIVER AND RELEASE FROM LIABILITY
what you have to anyone who asks you for it; and when things are taken away from you, don’t try to get them back. Do for others as you would like them to do for you. “Do you think you deserve credit merely for loving those who love you? Even the sinners do that! And if you do good only to those who do good to you, is that so wonderful? Even sinners do that much! And if you lend money only to those who can repay you, what good is that? Even sinner will lend to their own kind for a full return. “Love your enemies! Do good to them! Lend to them! And don’t be concerned that they may not repay. Then your reward from heaven will be very great, and you will truly be acting as children of the Most High (God), for he is kind to the unthankful and to those who are wicked. You must be compassionate, just as your Father (God) is compassionate. Do Not Condemn Others “Stop judging others, and you will not be judged. Stop criticizing others, or it will all come back on you. If you forgive others, you will be forgiven. If you give, you will receive. Your gift will return to you in full measure, pressed down, shaken together to make room for more, and running over. Whatever measure you use in giving –large or small—it will be used to measure what is given back to you. Compassionate- to have pity for How should one’s enemy be treated? How does one distinguish themselves from sinners? What are the repercussions of judging others? Essay Assessment: Write a response to the following question that includes an introduction, at least two body paragraphs, and a conclusion:
Sixth Grade Math Curriculum Assessments 2012 – 2013 Table of Contents Abstract …………………………………………………………………3 Rationale ……………………………………………………….…….…4 2012 – 2013 6th Grade Assessments…..……………………….…..5
The volume of a certain cube can be found using the expression . What is written as a product of the same factor? a. 5 x 3 b. 3 x 3 x 3 x 3 x 3 c. 3 x 5 d. 5 x 5 x 5 Kelly earned $20 for babysitting. She has also earned money by doing chores for 5 weeks. Altogether, she has earned $100. How much does she earn each week for doing chores? a. $20 b. $16 c. $25 d. $10 Felipe biked 21 miles in 3 hours. He can find his average number of miles per hour by solving the following equation, 3b = 21 What is the value of b? 63 14 7 3
Two-thirds of the students in Hannah’s homeroom plan to do some volunteering this summer. Of these students, plan to volunteer at the community center. What fraction of the students in Hannah’s homeroom plan to volunteer at the community center this summer?
8 MID-TEST 9 – 11 Phonology Phonemes, Allophones, and Allophones Rules Minimal Pairs 12 – 13 Phonological rules Underlying representation 14 – 15 Suprasegmentals 16 FINAL TEST Criterion A = Excellent 3,50 – 4,00 85% - 100% 4 L B = Good 3,30 – 3,49 70% - 84% 3 L C = Fair 2,50 – 3,29 55% - 69% 2 L D = Fail 1,75 – 2,49 50% - 54% 1 TL E = Worst 1,50 – 1,69 0% - 49% 0 TL Evaluation Attendance/participation 20% In-progress evaluation 30% Mid-test examination 25% Final test examination 25% References: Adams, Valerie. 1973. An Introduction to Modern English Word-Formation. London: Longman. Allerton, D. J. 1978. The notion of ‘givenness’ and its relation to presupposition and to theme. Lingua, 34: 1–29. Anderson, Stephen R. 1974. The Organization of Phonology. New York: Seminar Press. Anderson, R. 1995. Phonology in the Twentieth Century: Theories of Rules and Theories of Representations. Chicago, IL: University of Chicago Press. Arnold, G. F. 1957. Stress in English words. Lingua, 6: 221–67. Bailey, Charles-James N. 1968. Dialectal differences in the syllabication of non-nasal sonorants in American English. General Linguistics, 8: 79–91. Bailey, Richard W., and Görlach, Manfred (eds.). 1982. English as a World Language. Ann Arbor, MI: University of Michigan Press. Crystal, David. 1969. Prosodic Systems and Intonation in English. Cambridge: Cambridge University Press. Denes, Peter, and Pinson, E. N. 1968. The Speech Chain. New York: Harper and Row. Dickerson, Wayne. 1975. Predicting word stress: generative rules in an ESL context. TESL Studies, 1: 38–52. Fudge, Erik. 1984. English Word Stress. London: Edward Arnold. Gandour, Jackson T. 1978. The perception of tone In: Fromkin 1978: 41–76. Giegerich, Heinz J. 1992. English Phonology: An Introduction. Cambridge: Cambridge University Press.
Project Title: “Giving Them Wings – Middle School Math Lessons in Aviation” Title “Giving Them Wings” – Middle School Math Lessons in Aviation Introduction Aviation themes excite students and help them become engaged in basic topics that are part of the focal points of the 7th Grade Math Common Core. This lesson uses the geometry of the circle and an Aviation compass to teach fractions, decimals and percentages. Learning Outcomes The students will become more fluent in converting fractions into decimals and percent by using the degrees of a circle as fractions and converting them to decimals and percent. Students will know how the area formula of a circle is derived by cutting pieces of a circle and making a quadrilateral. To determine the area of a circle and a sector Students will determine the circumference and area of a circle as well as portions of the circle. Curriculum Alignment Math 7.NS.2.d. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats. 7.G.4. Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. Math Practice Standards Use appropriate tools strategically Social Studies 7.G.2.1 Construct maps, charts, and graphs to explain data about geographic phenomena (e.g. migration patterns and population and resource distribution patterns). Classroom Time Required 4 class days (50 minute classes) Materials Needed Lesson 1-(one for each pair of students): Handout Attachment 1 “Lesson 1 – Expert Interview: How Are Compasses Used in Aviation and How to Create Paper Compass?”. “, Ruler or straight edge, Protractor, Paper Plates, PowerPoint Presentation – “Giving Them Wings” Day 1
follow. audience can follow. around. information. Subject Knowledge Excellent Student demonstrates full knowledge (more than required) and uses three or more math concepts reviewed this semester. Good Student is at ease with math concepts, but fails to elaborate. Uses a minimum of three math concepts reviewed this semester. Fair Student is uncomfortable with information and uses less than three math concepts reviewed this semester. Poor Student does not have grasp of information; student did not use any math concepts reviewed this semester. Visuals Excellent Visuals reinforced content or presentation. Good Visuals were related to content or presentation. Fair Visuals did not support content or presentation. Poor No visuals were used. Group Mechanics Excellent All group members collaborated and equally presented during the presentation. Good Some group members collaborated and presented during the presentation. Fair One member of the group did not help complete the presentation. Group was covering for lack of team support. Poor One member of the group did all of the work. Some refused to participate or were not allowed to assist.
Some of the people looked strange. Some of them even started to make strange sounds among themselves. But to avoid conflict, it was decreed that all the different people should stay separate in Simple World. They would stay away from one another and life went on. Eventually however, friction began to surface between the different groups. Because the people had never had contact with one another, there were misunderstandings and a lot of fighting. Everyone stayed with their own, thinking and feeling like they always had. Discussion: (Part one) What does this story remind you of? If this story was about our school, what do you think the colors represent? How do people separate themselves into groups? What keeps the groups apart? Story continues… Things in Simple World were getting pretty complicated. People were beginning to come out of their own little corners of the world, but not in an easy, friendly way. One day a stranger appeared with a magic potion which he began to sprinkle around. (pour liquid soap into the pan). And just like magic, everything began to change. People didn’t know what the potion was but there were a lot of questions and rumors. Some thought it might be made of strange and exotic ingredients. All they did know was that things were changing rapidly and no one was quite sure what was going on. People were starting to come together and talk. Some thought it was great! Others thought it was well, “interesting”. And some were actually quite afraid. What would happen if these groups mixed with one another. Everyone agreed that Simple World no longer seemed quite so simple. In fact, they realized that maybe their world wasn’t ever simple, just “the same”. It was never going to be that way ever again. Would people be able to get along with one another? Would they respect each other’s differences? Could they still be a community?
Readers and Writers Choice Worksheet Book Circle members will choose a different square to work on during Book Circle discussion days. The center square requires you to cite textual evidence for all of the boxes you choose. Making Inferences Write an objective summary Determine central (main) idea CITE TEXTUAL EVIDENCE Analyze how memoirist’s life experiences effect his point of view Analyze how the memoirist helps the reader to get to know individual in memoir Identify the universal in the specific