zilongwang/ReadingBank huggingface dataset:
Word Context Clues or Text Evidence Inferred Meaning principal A principal who gets to know the students will be a better leader. A leader of a school soared Colorful kites soared high in the sky at the school’s cultural fair. To fly in the sky murmur The judge asks for silence when he hears a murmur in the courtroom. A sound of talking afford Kids collect toys for families who can’t afford to buy them. Having money to purchase something Word Context Clues or Text Evidence Inferred Meaning
Word Context Clues or Text Evidence Inferred Meaning fiercely problem, crashing, tearing, so hard roughly, angrily, violently agape Jenny was staring agape, standing with her mouth hanging open. Definition standing with your mouth hanging open reservation Luke’s family lived out on the reservation, the land that had been given to the Indians by the government. Definition the land that had been given to the Indians by the government abandon The men were told to abandon the ship. They jumped in the water and began to swim to the island. leave behind
Word Context Clues or Text Evidence Inferred Meaning amusing I love amusing movies, but I also like sad movies. Antonym happy, feel good frigid Outside the air was frigid, but inside it was warm and comfortable. Antonym cold and uncomfortable gregarious Brian is usually gregarious, although sometimes he does like to be alone. Antonym likes to be surrounded by people Word Context Clues or Text Evidence Inferred Meaning
Word Context Clues or Text Evidence Inferred Meaning mammals In addition to fish, there are many mammals in the ocean, such as dolphins, whales, and sea lions. Example a type of animal that includes dolphins, whales, and sea lions delicacies The wizard waved his hands, and suddenly the table was full of cakes, cookies, and other delicacies. Example delicious, sweet treats provisions After the storm, people needed provisions like medicine, clothes, water and food. Example necessary supplies
FOR IMMEDIATE RELEASE April 7, 2011 VA Changes Billing Process for Third Party Pharmacy Prescriptions Change Will Not Affect Co-pay Status of Veterans WASHINGTON – The Department of Veterans Affairs (VA) is implementing a new billing process for charging third party insurers for outpatient prescription medications provided to Veterans for conditions unrelated to their military service. This change will not affect Veterans’ co-payments for prescriptions. “This is a simple change that makes sense for delivering Veterans’ health care,” said Gary Baker, chief business officer of VA’s Veterans Health Administration. “VA should recoup from insurers the actual costs for prescriptions provided to Veterans rather than a flat fee that is the average of all medication costs.” Starting March 18, VA began charging third party insurers of Veterans for the full costs of prescription medications plus an administrative fee of $11.40, rather than the flat fee of $51 that is currently billed. The rule change, published in the Federal Register on Oct. 6, 2010, will contribute to VA’s mission of providing exceptional health care that improves health and well-being. The new billing process will be similar to how the private sector bills for prescription medications. Veterans who receive prescriptions through VA for illnesses that are not related to their disabilities resulting from military service, currently pay a maximum of $9 in co-pay per 30-day prescription, with many Veterans paying no co-pay at all. Veterans with questions about their health care benefits can call the VHA Health Resource Center at1-877-222-VETS (8387) or visit http://www.va.gov/healtheligibility/. # # #
We will see the story: “Matou and Tounette at the zoo” and have some fun doing elephants’puppets and do the game “ les singes” where they have to follow instructions in French like “ sautez, dansez, tournez..)and do some coloring. In “La ferme”’s lesson , we will see more animals like une vache/ a cow, un cochon/ a pig, un cheval/ a horse, un mouton/ a sheep and many more. We will follow the fun story of “ the pig is stock in the door”and do creative bird mobile. The children will learn passive vocabulary like: j’ai faim/ I am hungry, poussez-vous/ move over!, bon appetit. We will sing the song “ 5 oiseaux” « j’ai faim » and “ qu’est-ce que tu vois? » Finally, in the lesson « Boire et manger », we will talk about food: un sandwich, une pomme/ an apple, un gateau/ a cake, une banana/ a banana, du jus d’orange/ an orange juice, du café/ a coffee and many more. We will pretend to do a “ pique-nique” and how to ask for some foods with je voudrais/ I would like. We will play music and do the game “ bananes et pommes”, sing the rhymes “ miam, miam, miam” and “ je suis au café” . We will make a cheese sandwich in paper and read the stories “ matou goes to the café” Depending on how long each term is, the tutor might add extra lessons like: Je plante et je grandis ( I plant and grow) On fait comme si (we pretend..) Allo ! ( Hello – phone conversation) Ma journée ( my day) A bientot!:)
3rd 6 weeks All A’s: Elizabeth Bryant Ashlea Cooper Amanda Lewis Megan McCann Sam Perez Katelynn Hurd A/B’s: Jackie Daniel Reily Grafe Mikenzie Miksch Cate Olander Emma Ramirez Bailey Schuler Ragan Shelgren Kendall Stewart Lilah Tanner Ashlyn Beier Rohana Chintakindi Leah Loughran Rocky Pradeep
GOVERNAMENT OF ANDHRAPRADESH A.P GREENING AND BEAUTIFICATION CORPORATION, VIJAYAWADA. The Gardeners Training programme organized by the corporation has got appreciation from the Hon’ble Chief Minister of Andhra Pradesh during the review meetings. The corporation was also requested to continue the programme as a skill development activity for financial empowerment of unemployed youth. List of trainees are selected based on their capabilities, and started Third Batch Gardeners Course of Twenty six members from 07.08.2017 to 09.09.2018. The course is scheduled for 4 weeks excluding Sundays holidays. The training was given by experts of relevant field. List of Trainees: 3rd Batch of Gardeners Training Course from 07.08.2017 to 01.09.2017 Sl. No Name S/O, D/O, W/O Name of the Village Contact No. 1 Darla Mariyadas Abraham Kunchanapalli 9676653182 2 Darla Ratna Kumari Mariyadas Kunchanapalli 9676653182 3 Chevuru Prashanthi Vijay kumar Tadepalli 8501890248 4 Bulla Rani Yesu Kunchanapalli 8886778163 5 Kadiyam Surya Prakash Samba Siva rao Kuragallu 7799091450 6 Palagani Edukondalu Venkaiah Lingayapalem 8465976883 7 Sudarsanam Manoj Anand Sridhar Rayapudi 9908959162 8 Didla Syam Prasad Venkataratnam Rayapudi 9100594158 9 Battu Aruna Vijay kumar Rayapudi 9908776035 10 Davuluri Sunil Bulliyya Rayapudi 7702003665 11 B Durga Venkateswarlu Vijayawada 9052088358 12 V Nagamani Durgarao Vijayawada 8790888402
bicycle onto the street. Mrs. Centurion had watched this happen through the window and came running outside. The man, who had been wearing a helmet, stood up. He had a lot of scratches, but luckily, he was okay. Socorro, too, was lucky. Although she had a broken arm, she knew it could have been much worse. Which is the best summary of this selection? Rushina got a frisbee for her birthday. She came over to play catch with Socorro. The two girls really wanted to beat their old score and get to 100 catches. Unfortunately, they didn’t do it. Rushina and Socorro were playing frisbee in front of Socorro’s house. In order to catch the frisbee, Socorro jumped onto the street. She collided with a man on his bicycle. The man was okay, but Socorro broke her arm. Mrs. Centurion ran outside when she saw Socorro fall in the street. The man on the bicycle was okay, but Socorro broke her arm. Rushina and Socorro were playing frisbee and trying to beat their old score of 94. They were at 97 catches when Rushina threw the frisbee too far. In the future, Socorro will probably ______________________________. run into the street only if she is at 100 catches never play catch with Rushina again never run into the street again, even if she might lose the game play catch with a softball instead of a frisbee How many catches did the girls get? 94 100 98 99 1. Look at the pattern of figures. What will the next two figures be? a. b. c. d. 2. What number is missing in the pattern below? ____, 12, 18, 24, 30, 36
Item 71: Name/ID: 3.G.2.1-A005 - Geometry - Congruent, Similar / 3.g.2.1 Item 72: Name/ID: 3.G.2.1-A006 - Geometry - Congruent, Similar / 3.G.2.1 Item 73: Name/ID: 3.G.2.1-A007 - Geometry - Congruent, Similar / 3.G.2.1
3rd Grade Yearly Calendar: This is just a guide! You are not expected to follow exactly to the day. You may be a few days off. ◄ August 2017 ► Sun Mon Tue Wed Thu Fri Sat 1 2 3 4 5 6 7 8 9 10 First Day of School 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 Notes: Green: .
◄ 2018 March 2018 ► Sun Mon Tue Wed Thu Fri Sat 1 2 3 4 5 6 7 8 Q3 Ends 9 Professional Learning Day 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31
W.3.8 I can write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Using Drawings I drew 24 bananas then used my highlighter to show groups of 4. I counted the groups. 24 ÷ 4 = 6 OOOOOOOO OOOOOOOO OOOOOOOO Using Repeated Subtraction 24-4 = 20 20-4 = 16 16-4 = 12 12-4 = 8 8-4 = 4 4-4 = 0 I subtracted 4 from 24 until I got 0. Then I counted how many times I subtracted.
Unknown Product 3 x 5 = ___ 8 x 2 = There are 2 bags with 8 apples in each. How many apples in all? Group Size Unknown 3 x ___ = 18 18 ÷ 3 = c If 18 apples are arranged into 3 equal rows, how many apples will be in each row? Number of Groups Unknown ____ x 4 = 40 40 ÷ 4 = If 40 apples are arranged into equal rows of 4 apples, how many rows will there be? CCGPS3.OA.4
CCGPS3.NBT.2 con’t Using Place Value 100+200 = 300 70+20 = 90 8+5 = 13 300+90+13=403 Using the standard algorithm 1 1 178 + 225 403 Using the relationship between addition and subtraction Add 2 to 178 to equal 180. Add 180+220 to get 400. Add the 3 left over to get 403.
Safaa's Saleh 3rd Grade Quran lesson plan May 4th to 8th Nooraneya lesson 11 Monday 05/04 Tuesday 05/05 Wednesday 05/06 Thursday05/07 Friday05/08 Review Surat Ash-Shams Surat Al-Lail Surat Al-Balad Practice Surat Al-Fajr Nooraneya lesson 10,11 Read words from Quran Review Surat Ad-Doha, Suuart Ash-Sharh, Surat Al-Balad Practice Surat Al-Fajr Nooraneya lesson 11 Read words from Quran Review Surat At-Teen Surat Al-Alaq Surat Al-Balad Practice Surat Al-Fajr Nooraneya lesson 11 Read words from Quran Review Surat Al-Qadr Surat Al-Bayyinah Surat Al-Balad Practice Surat Al-Fajr Nooraneya lesson 11 Read words from Quran Test Nooraneya Lesson 11
Third Grade Supply List 3 packs of #2 pencils at least ten in a package pre-sharpened if possible 1 package of cap erasers 1 pack of notecards 1 package of red pens with caps (no clicking pens please) 2 boxes of colored pencils (box of 8 – 12) 2 packages of markers Scissors 10 glue sticks 4 Highlighters 1 Zippered pencil case with holes to keep in binder 2 composition books (no spiral) 2 packs of wide ruled paper 6 vinyl pocket folders with holes in the following colors: red, yellow, green, blue, purple, and orange 1 Folder of Child’s Choice with Pockets 2 boxes of tissues 1 roll of paper towels Girls bring 1 container of baby wipes Boys bring 1 bottle of hand sanitizer (8oz or larger) 1 container of Clorox Wipes 1 package of EXPO Dry Erase Markers 1 Dry Erase Eraser 1 Zippered Three Ring Binder (must have a zipper) Technology Supply List 1 pack of cap erasers
Chapter 3 Geometry and Measurement Lesson 21 – Focus on SPI 0306.4.1 Recognize polygons and be able to identify examples based on geometric definitions SPI 0306.1.6 has been dropped. Omit Lessons 22-23 Lesson 24 – Focus on TIME 306.1.2 Lessons 25-26 **(14-18% or 7-9 TCAP questions will come from Geometry and Measurement.) 0306.1.7,0306.4.5, 0306.4.6 Week 6 April 8– April 12 Chapter 3 Lesson 27 – 30 CHAPTER 3 REVIEW 0306.4.7, 0306.4.4, 0306.1.7, 0306.4.5 Week 7 April 15 – April 19 Chapter 4 Data Analysis, Statistics, and Probability Lessons 31-33; Chapter4 Review **(8-10% or 4-5 TCAP questions will come from Data Analysis, Statistics, and Probability.) 0306.5.1, 0306.5.2 (SPIs 0306.1.8 & 0306.5.3 dropped ) ** Review the SPIs and/or Coach Lessons throughout each respective week. Place emphasis on Number and Operations and Geometry and Measurement. The SPIs for Mathematical Processes are imbedded throughout the lessons in Chapter 1 and Chapter 3 and will be 12-16% or 6-8- TCAP questions. Probes are available on Discovery ,(Suggested to be used during the 3 weeks prior to TCAP), Weebly, and via email by request.
Module 1 Module 2B Module 3B Module 4 Rain School, James Rumford (RL, 420L) My Librarian Is a Camel, Margriet Ruurs (RI, 980L) “One Boy’s Book Drive,” Boy’s Quest (RI, 700L) (alternate) “Physical Environments around the World,” Expeditionary Learning (RI, 680L or 530L) Exploring Countries: India, Jim Bartell (RI, 840L; for 1/3 of class) Exploring Countries: Iraq, Lisa Owings (RI, 810L; for 1/3 of class) Exploring Countries: Japan, Colleen Sexton (RI, 740L) “Soccer Mania,” Cynthia Hatch (RI, 440L) Face to Face with Wolves, Jim and Judy Brandenburg (RI, 970L) Lexile® Common Core Band Level Text Difficulty Ranges for Grades 2–3: 420–802L Performance Task Accessing Books around the World Bookmark (RI.3.2, W.3.2 (and a-d), W.3.4, W.3.5, and L.3.2) scaffolded explanatory paragraph Summary and Opinion Writing: Who Is Your Favorite Character in Peter Pan, and Why? (RL.3.3, RL.3.5, W.3.1, W.3.2, W.3.4, W.3.5, L.3.1, L.3.2 and L.3.3) scaffolded literary analysis essay Wolf Narrative (W.3.3, W.3.4, W.3.5, L.3.1g, h, and i) narrative VoiceThread Public Service Announcement (W.3.1, W.3.4, W.3.6, W.3.7, SL.3.4, SL.3.5, SL.3.6, L.3.3b) scaffolded speech 4 Supplemental Information for Appendix A of the Common Core State Standards for English Language Arts and Literacy: New Research on Text Complexity
3/5 Delivery Issues Exhibition Planning and Organising Under Assessment in ‘General information for Centres’ amend last sentence from ‘Each Outcome could be completed in 1,500 words or equivalent’ to ‘Each Outcome could be completed in 1000 words or equivalent’. Alternatively Outcome 3 could be completed as a practical activity The following amendments to Outcome 1 were agreed: Under K/S Remove 5th bullet point ‘professional associations’. Under 2nd ER: Change from ‘explain four types of exhibitions organised within the industry which should include consumer shows, community exhibitions, cultural exhibitions and trade exhibitions’ to: ‘Explain two types of exhibitions organised within the industry, selecting two from the following: consumer shows, community exhibitions, cultural exhibitions, trade exhibitions.’ Under 3rd ER: Change from ‘investigate examples of target audiences and visitor numbers for the above four exhibitions’ to ‘Investigate examples of target audiences and visitor numbers for the two selected exhibitions’ Under 4th ER: Change from ‘Explain the marketing mix for the above four exhibitions’ to ‘Explain the marketing mix for the two selected exhibitions’. 5th ER: Remove ‘describe professional associations for the exhibition industry’. Under Outcome 1 Assessment Guidance: HF January 2010
¾ Quiz 9.4-9.6 p. 639 all 3/5 Review Chapter Nine p. 641 #15-16 p. 644 #1-7, 9, 12-18 3/6 Chapter 9 Test 3/7 Solid Geometry (10.1) p. 657 #13-21 odd, 28-31, 33-39 odd, 45-50 3/8 Figures in 3-D (10.2) p. 665 #15-19 odd, 22-25, 35, 36, 41 S p r i n g B r e a k 3/18 Formulas In 3-D (10.3) p. 674 #17-26, 28-31, 41, 51, 55, 61 3/19 Quiz 10.1-10.3 p. 679 #1-9, 14-20 3/20 3/21 3/22
3rd Grade Spelling Words Set 1 were your said there use which their then these would could than Set 2 new sound take only little work know place year live back give Set 3 most very after thing our just name good sentence man think say Set 4 great where help through much before line right too mean old any Set 5 same tell boy follow came want show also around form three small Set 6 set put end does another well large must even such because turn Set 7 here why ask went men read need land different home move try Set 8 kind hand picture again change off play spell air away animal house Set 9 point page letter mother answer found study still learn should world
Set 28 street decided contain course surface produce building ocean class note nothing rest Set 29 carefully scientists inside wheels stay green known island week less machine base Set 30 ago stood plane system behind round boat game force brought understand warm Set 31 common bring explain dry though language shape deep thousands clear equation yet Set 32 government filled heat full check object rule among noun power cannot able Set 33 size dark ball material special heavy fine pair circle include built can’t matter square syllables
ADDENDUM A: 3RD TERM 2015 SCHOOL VISITS: FOUNDATION PHASE (GR R – 3) DAY DATE Malinda Kruger Judy Van Wyk Nkomfa Makiwane Mymona Gaffoor Marie Engelbrecht Miranda Khala Magdel J V Rensburg JULY Verification of School Based Assessment (SBA) & EGRA Monitoring Mon 20 Start of 3rd term Tues 21 Kuyasa Wed 22 Dora Tamane Child Minders Danie Ackerman Ludwe Ngamlana Hopolang Ikhusi Sarepta Thurs 23 Phandulwazi Step by Step Noxolo Xauka Palm Park Forest Heights Ntwasahlobo Sosebenza Mon 27 Academia Masande Founder Chuma R.R.Franks Beverley Park Krfntn AME:IALL Academia Tues 28 Zimele Nonkosinathi Ludwe Ngamlana Helderkruin Eikendal Nyameko Wed 29 Athemkosi Ithembeni Impendulo Sivile Scottsville Intshayelelo Thurs 30 Dennemere Nkazimlo Dennemere Brooklands Kalkfontein AUGUST Mon 3 Rusthof Nomsa Mapongwana Chumisa Eluxolweni Tues 4 Northpine Sivuyiseni Ummangaliso Bellville Pr Wed 5 Bottelary / Protea Heights Encotsheni Homba Bellville North Thurs 6 Firgrove Masiphumelele Sobambisana Bellpark Sun 9 Women’s Day Mon 10 Public Holiday School visits & Classroom support Tues 11 Soyisile Betheli Sijongephambile Hopolang Loreto/ Strand Moslem Stratford Soyisile Wed 12 Disneyland SAWCO Kuyasa Lochnerhof Spurwing Injongo
Mon 14 Follow up: on sites of week 4 Annual National Assessments Annual National Assessments Annual National Assessments Annual National Assessments Annual National Assessments Annual National Assessments Tues 15 Follow up: on sites of week 5 ANA Monitoring & Memo discussions Wed 16 Follow up: on sites of week 6 ANA Monitoring & Memo discussions Thurs 17 Follow up: on sites of week 8 ANA Monitoring & Memo discussions Fri 18 ANA Monitoring & Memo discussions End of School visits
SCHOOL OF SOCIAL SCIENCES – DEPARTMENT OF ECONOMICS COMPLETION OF 3rd YEAR FIELD REQUIREMENTS Student name: 3rd Year Field completed (e.g., labor economics, econometrics): 2nd Year Field completed (e.g., labor economics, econometrics): Courses: Field course 1 (title and number): Year and quarter: Grade: Field course 2 (title and number): Year and quarter: Grade: Field course 3 if applicable (title and number): Year and quarter: Grade: Student signature: Date: Approval of DGS for non-standard field (if applicable): Date: Paper: Field paper title: Faculty supervisor approval of paper and certification that the paper represents the student's independent ideas and research: Name: Signature: Date: Second reader approval of paper: Name: Signature: Date:
REMOVE If you suspect concussion YOU must REMOVE the player from play right away. Continuing to play increases their risk of more severe, and/or longer lasting concussion symptoms, as well as increases their risk of other injury. In young players in particular it puts them at risk of a very but fatal brain injury. This assessment and initial management process is summarised in the diagram below. (taken from world rugby concussion guidelines playerwelfare.worldrugby.org/) Things to look out for in players who have been or may have been concussed in the days following the event: Concussion or post-concussion symptoms are often vague and non-specific. In particular it often mimics the early symptoms of a viral infection such as flu; with the patient complaining of feeling off-colour or generally unwell. If a player feels unwell or unusual in the days following a head injury, concussion should be considered and medical advice sort. Other things to look out for are:
Thumbelina Recount Fairytales Hansel and Gretel by James Marshal Visualizing Recount Fairytales Stone Soup (T) by Jon Muth Inferring Roxaboxen by Barbara Cooney Visualizing The Lotus Seed by Sherry Garland Questioning The Sweetest Fig by Chris Van Allsburg Questioning What Do Illustrators Do? (T) by Eileen Christelow Sequence of Events Lon Po Po by Ed Young Questioning Grandmother Winter by Phyllis Root Questioning Applemando’s Dreams by Pollaco Questioning Charlie Anderson by Barbara Abercrombie Questioning Thunder Cake by Patricia Polacco Questioning Sequence of Events Cook-A-Doodle Doo! by Janet Stevens & Susan Crummel Compare/Contrast Characters Seven Spools of Thread (T) by Angela Shelf Medearis Inferring Honey I Love by Eloise Greenfield (poems) Inferring Brother and Sisters Family Poems by Eloise Greenfield Inferring My Very Own Room (T) by Amada Irma Perez Inferring Connect Illustrations to Text Tight Times by Barbara Shook Hazen Inferring Connect Illustrations to Text The Royal Bee by Frances Park Inferring Connect Illustrations to Text Boom Town by Sonia Levitin Inferring Sequence of Events Connect Illustrations to Text “A Bad Road for Cats” short story from Inferring Character Traits
2001; Lucia et al., 2001; Foley et al., 1989). To the best of our knowledge, there has been no such investigation into the body composition of Downhill mountain bikers. Anthropometric characteristics for the subject group of the present study are displayed in Table 3.1. As there has been no other investigations into Downhill athlete body composition comparisons can only be made against athletes from other cycling disciplines and thus anthropometric measures were chosen accordingly in order to be specific to all cycling disciplines as well as DH. Foley et al., (1989) reported femur length in sprinters to be shorter than in other endurance-based cycling events (pursuit and time-trial). They suggest that the shorter limbs can tolerate a greater quickness of movement and therefore would be advantageous when coping with the high pedal rates. The Downhill athletes from the present study had a longer femur length (482 ± 38.7 mm vs. 366 ± 10.6 mm) and in keeping with this, were of greater stretch stature to the sprint athletes (184.7 ± 9.4 vs. 169.2 ± 2.5 cm). In fact, the Downhill specialists had a stature and body mass profile similar to time-trial specialists (10 miles – 12 hr) measured in Foleys investigation (time-trial characteristics: stretch stature, 186.3 ± 3.0 cm; body mass, 76.0 ± 2.8 kg; femur length, 424 ± 8.5 mm). It is important in Downhill mountain biking to produce large powers and generate them quickly, as periods of pedalling are short and intermittent (Hurst and Atkins, 2006). It is suggested that sprint specialists produce greater PPO than endurance cyclists (Craig and Norton, 2001). Tying together the suggestion that sprinters have shorter femur lengths, the current study identified a negative correlation between time to
after 5, 6, 10 and 15-seconds, run speed characteristics or within technical course Section 4) exist. Power Output Power output characteristics obtained from the 6-second sprint test are displayed in Table 5.2. Table 5.2. Participant power output characteristics plus mean (± SD). Participant Number MPO (W) MPO (W·kg-1) PPO (W) PPO (W·kg-1) Time to Peak (s) 1 1183.0 14.8 2102.8 26.4 0.695 2 966.6 13.8 1824.9 26.1 1.005 3 1336.9 13.8 2123.6 21.9 2.335 4 966.5 12.3 1725.9 22.0 1.760 6 906.4 11.8 1535.9 20.1 2.925 7 1029.1 13.0 1806.0 22.8 0.760 8 953.3 13.5 1585.8 22.5 1.005 Mean 1048.8 13.3 1815.0 23.1 1.498 ± SD 155.0 1.0 230.0 2.3 0.864 Mean Power Output Statistical analysis of mean power output (MPO) obtained from the 6-second test which generated the greatest peak power output, did not identify any significant correlations when laboratory and field-based assessment relationships were investigated (run duration, course Section durations, run speed characteristics and start of the race parameters; distance after 5, 6, 10 and 15-seconds).
Unit 1 Matter Unit 2 Magnetic Forces Unit 3 Energy Unit 4 Solar System Unit 5 Weather and Climate Unit 6 Types of Living Things Unit 7 Survival of Animals and Plants 1st 9 Weeks 2nd 9 Weeks 3rd 9 Weeks 4th 9 Weeks UNIT 1 Lesson 2: Matter and Its Interactions (2 weeks) Over arching Question(s): What is Matter? By the end of this unit, students will be able to answer this question. Lesson 1 Matter Lesson Length: 2 Weeks Essential Question(s) What are states of matter? Vocabulary Solid, Liquid, Gas, Evaporation, Condensation Standards/Explanations/Misconceptions Learning Outcomes/Phenomena (Anchor, Driving) Curricular materials/ Labs/ Additional Resources SEPs/ CCCs/ Lessons/Teacher overview DCI(s) Matter and Its Interactions Standard(s 3.PS1.2 Explanation The purpose of this standard is to prepare students to justify when chemical reactions have or have not occurred in later grades. Examples of reversible changes may include ice and butter in an ice cube tray melting outside and then refreezing back in the tray to original shape Misconceptions Matter is not conserved; it disappears or appears during processes such as dissolving, burning, evaporation, boiling, rotting, respiration, rusting, condensation, and growth of plants. Air has no mass, it is light because we cannot Learning Outcomes Differentiate between changes caused by heating or cooling that can be reversed and that cannot. 3.ETS1.1: Design a solution to a real-world problem that includes specified criteria for constraints. Lessons Lesson 1 Lesson 2 Suggested Science and Engineering Practice(s) Developing and using models Student models begin to become abstract and metaphorical, incorporating relationships between events and predictive aspects for recurring events. Phenomena Every student has seen a glass of water. A glass of water is a simple everyday model for comparing the difference between solids, liquids and gases. Suggested Crosscutting Concept(s) Students routinely search for cause and effect relationships in systems they study.
Midland ISD Third Grade Year at a Glance 2014-2015 Reading Block 1 2 3 4 Dates 8/27-10/17 8 weeks 10/17 10/20-11/7 3 weeks 11/10-12/5 4 weeks 12/8-12/18 2 weeks 12/19 Unit Name Genre Focus: Fiction Realistic Fiction and Traditional Literature UNIT ASSESSMENT Complete Assessment by 10/17 Genre Focus: Literary Nonfiction Biographies and Autobiographies Media(Embedded) Genre Focus: Poetry Genre Focus: Drama UNIT ASSESSMENT Fiction, Lit. Nonfiction, Poetry Complete Assessment by 12/19 TEKS 3.8A,3.8B, 3.8C, 3.10A, 3.2B, 3.5A, 3.5B, Fig.19A-F 3.2B, 3.9A, 3.16B, Fig. 19A-F 3.6A, 3.10A Fig.19A-F 3.7A, Fig. 19A-F Block 5 6 7 8 9 Dates 1/5-2/27 8 weeks 3/2-3/6 3/16-3/27 2 weeks 3/30-4/17 3 weeks 4/27-5/1 1 week 5/4-5/29 4 weeks Unit Name Genre Focus: Informational/Expository Procedural(Embedded) Media(Embedded) District Reading Benchmark 2014 Released STAAR Complete Assessment by 3/6 Genre Focus: Realistic Fiction Traditional Literature Genre Focus: Informational Literary Nonfiction Poetry Genre Focus: Making Connections Across Genres Genre Focus: Media and Novel Study TEKS 3.12, 3.13A, 3.13B, 3.13C, 3.13D, 3.15A 3.15B, 3.15C, 3.16B, Fig.19 A-F 3.8A,3.8B, 3.8C, 3.10A, 3.2B, 3.5A, 3.5B 3.9A, 3.6A,3.12, 3.13A, 3.13B, 3.13C, 3.13D, 3.15B, 3.16B, Fig.19A-F Fig. 19A-F 3.14A, 3.16A, 3.16B, 3.16C, 3.2C, 3.20A
Poetry – is a piece of writing in which words and their sounds are used to show images and express feelings and ideas. Noticings Author’s Purpose: to entertain or express Form: includes free verse, narrative, lyrical, and haiku Stanzas: the sections of a poem; a stanza may focus on one central idea or thought; lines in a stanza are arranged in a way that looks and sounds pleasing Rhyme: words that have the same ending sound may be used at the ends of lines to add interest to the poem and to make it fun to read Book Examples Author’s Purpose: to entertain the reader with a funny poem that tells the story about a how a man lost his leg Form: narrative poem Stanzas: I saw the other day when I went shopping in the store A man I hadn't ever, ever seen in there before, A man whose leg was broken and who leaned upon a crutch- I asked him very kindly if it hurt him very much. "Not at all!" said the broken-legg'd man. I ran around behind him for I thought that I would see The broken leg all bandaged up and bent back at the knee; But I didn't see the leg at all, there wasn't any there, So I asked him very kindly if he had it hid somewhere. "Not at all!" said the broken-legg'd man.
Figurative Language Type of Figurative Language Definition Example Simile Comparison of 2 things using like or as The emerald is as green as grass. Metaphor Comparison of 2 things but does not use like or as The night is a big, black cat. Idiom Phrase that has a figurative meaning She’s pulling my leg. He laughed his head off.
Poetry Elements: Rhythm and Sound Effects Sound Effect Rhyme Scheme Alliteration Onomatopoeia Definition The pattern of rhyme that the poet uses The repetition of the first consonant sound in words, as in the nursery rhyme “Peter Piper picked a peck of pickled peppers.” Words that represent the actual sound of something are words of onomatopoeia. Thunder “booms,” rain “drips,” and the clock “ticks.” Appeals to the sense of sound. Example
Why was no carbon dioxide produced by either fraction incubated with glucose? Why did the cytoplasm fraction produce lactic acid in the presence of both glucose and pyruvate? Why did the mitochondria produce carbon dioxide in the presence of pyruvate but not in the presence of glucose? The figures to the right display the absorption range for several different pigments found in plants (top) and the rate of photosynthesis at varying conditions of wavelength in one plant species (bottom): What color and wavelength of light is reflected by the plant species tested? How do you know? What wavelength(s) increase the rate of photosynthesis in the plant species tested? What pigment does this correspond to? How do you know? Energy and Metabolism Short Free Response (4 points) In a second experiment, Variety A seedlings at 17oC were treated with a chemical that prevents NADH from being oxidized to NAD+. Predict the most likely effect of the chemical on metabolism and oxygen consumption of the treated seedlings. Explain your prediction.
1 point concept of osmosis (e.g., movement of water across a selectively permeable membrane (cell or cell membrane) from solution with lower solute concentration (hypotonic) to solution with higher solute concentration (hypertonic) 1 point explanation that water moves from solution with higher (more positive/less negative) water potential (ψ) to solution with lower (more negative) water potential (ψ) 1 point explanation of how water loss can cause decreased crop production (e.g., stomates close, transpiration stops, photosynthesis stops, decreased metabolism) Energy and Metabolism Short Free Response – Page 19 Cell Cycle and Heredity Short Free Response – Page 25 Molecular Genetics Short Free Response – Page 30 SIMILARITIES 2 POINTS MAXIMUM 1 point for similarity, 1 point for elaboration (in parentheses) Synthesize DNA in 5’ to 3’ direction (DNA polymerase III can only work in one direction) Use RNA primers to initiate replication (primase, DNA polymerase III must have a started sequence to be functional) Both have RNA primers replaced with DNA (DNA polymerase I) DIFFERENCES 2 POINTS MAXIMUM 2 points for difference including description of both strands One strand is synthesized as one, continuous strand (leading strand), while the other is synthesized in fragments (lagging strand). Lagging strand must use ligase to connect segments of DNA, while leading strand does not require use of this enzyme. Evolution Long Free Response – Pages 42-44
(Commutative Property) Activity Card 7-3 Intervention Activity Card 7-3 On Level (Distributive Property) Learn Zillion Expressions: (Distributive Property) Unit 9 Activity 3 Page 678 Teacher Edition Intervention (apply concept to all multiplication situations) Unit 3 Activity Card 9-3 Intervention (apply concept to all multiplication situations) Chapter 3 Activity 3.8 Page 86 Developing Number Concepts Book 3 I can interpret whole-number quotients of whole numbers I can explain what the numbers in a division problem represents 3.OA.2 YouTube I can interpret whole-number quotients of whole numbers I can explain what the numbers in a division problem represents 3.OA.2 Quantiles.com I can explain what the numbers in a division problem represents I can use a variety of strategies to solve division word problems 3.OA.2 3.OA.3 Quantiles.com YouTube *Unit pacing is an approximate. Some lessons may take more than one day. Use teacher discretion based on student need when planning unit length.
Soccer Heaven & Sports Center Inc. N218 Stoney Brook Road Appleton, WI 54915 Phone: 920-830-3907 Fax: 920-830-3932 3v3 League Roster Form Team Name: Coach’s Name: Sponsor Name: Address: Shirt Color: City, State, Zip: Age Level: Phone Number: Gender: Cell Phone: Session: Email Address: Player Name Parent First Name Telephone Number Date of Birth Email Address 1. 2. 3. 4. 5.
Soccer Heaven & Sports Center Inc. N218 Stoney Brook Road Appleton, WI 54915 Phone: 920-830-3907 Fax: 920-830-3932 3v3 Tournament Roster Form Team Name: Coach’s Name: Sponsor Name: Address: Shirt Color: City, State, Zip: Age Level: Phone Number: Gender: Cell Phone: Tournament Date: Email Address: Player Name Parent First Name Telephone Number Date of Birth Email Address 1. 2. 3. 4. 5.
ABYSA 2018 3v3 Spring Bash Team Registration Form Team Name:_____________________________________________________________ Association Name (Ex. ABYSA, HSA, TYSA):________________________________ Age Group/Division* (Pick One) U7 Coed______ U7 Girls______ U8 Coed______ U8 Girls______ U9 Coed______ U9 Girls______ U10 Coed_____ U10 Girls_____ U11 Coed_____ U11 Girls_____ U12 Coed_____ U12 Girls_____ U14 Coed_____ U14 Girls_____ HS Coed______
Workstation Set-up Description This activity introduces students to basic food safety practices, including waste handling, kitchen procedures, and personal grooming standards. Students will learn to identify large and small kitchen equipment and will acquire knife skills used in the professional kitchen. Lesson Objectives Students will be able to: apply proper grooming standards when preparing food apply safe work practices demonstrate organizational skills choose the correct equipment for the task at hand, and utilize correct practices related to reducing, reusing, and recycling. Assumptions The teacher will be familiar with: the correct food and kitchen safety procedures using appropriate resources the correct names and locations of both large and small kitchen equipment, and the correct names, procedures, and skills for knife selection and use. Teachers will have the flexibility to choose a recipe based on resources, time, and physical space. Students will have received orientation on the subject of kitchen and food safety. Terminology bacteria: Bacteria are the microorganisms most commonly responsible for foodborne illness. contamination: Contamination refers to the spreading of pathogens. cross-contamination: Cross-contamination is an indirect method of spreading pathogens. direct contamination: Direct contamination refers to the direct method of spreading pathogens. foodborne illness: Any illness caused by the consumption of food is considered a foodborne illness. microbe: A microbe is a microscopic organism, also known as a microorganism. pathogen: A pathogen is a microbe that causes foodborne illness in humans. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License unless otherwise indicated.
Writing *Note* You may use the district assessment opinion rubric and criteria or the rubric and criteria you have been using with your students during this instructional block. Let the students know that today they will get to demonstrate all that they have learned throughout the close reading Prompt: Using what you learned from the story and video, what character traits does a person need to help solve problems in their home, at school, or in their community? Cite evidence from both sources. Or Prompt: Using what you learned from the story and video, what character traits did William have to help solve the problems in his community? Cite evidence from both sources. Review Opinion criteria and rubric with the students and remind them that they can use their advanced graphic organizers, annotations, personal thesaurus, and other resources used during this close read. 4. Have select students share out their opinion piece by having an author’s chair. 5. As you listen to the reading, mark the use of the past tense marker to the classroom. Use of the Standard English past tense markers should be a part of the criteria and rubric.
Ratios & Unit Rate 6.RP.A Understand ratio concepts and use ratio reasoning to solve problems. _____________________ 26) What is the ratio of happy Face to apples: 2:3 27) Are they equivalent: No 28) Use equivalent ratios to find the unknown value: 63 29) Write two equivalent Ratios 18/22 ; 27/33 answer may vary 30) For every 2 male birds in a birdcage there are 5 females. What is the ratio of female birds to all birds? 5:7 31) A local store sells oranges at a price of 8 for $4.00. What is the cost per orange? $0.50 32) A builder could get 6 sheets of sheetrock for $9. If he bought 12 sheets, how much money would he have spent? $18 33) The ratio of boys to girls at the park was 9 to 6. If there were 45 boys, how many girls were there? 30 34) A box of candy had 4 cherry pieces for every 9 lemon pieces. If the box had 45 lemon pieces, how many cherry pieces would there be? 20 35) At a school fundraiser for every 9 boxes of chocolate sold you earn 5 points. If you were to sell 72 boxes, how many points would you have earned? 40
Expressions 6.EE.A Apply and extend previous understandings of arithmetic to algebraic expressions. ___________________ 36) 12 37) 10 (1 + 22) 2 – 10= 15 38) Write an expression showing… The product of k and -9. -9k 39) Write an expression showing… The difference of 10 and 5, then multiply by 3. 3(10-5) 40) Simplify the expression: 5x + 3y + 6x +2y 11x + 5y 41) Simplify the expression: 5(-6 + 4n) -30 + 20n 42) Evaluate: 3z + 2y – 2z If y=0 and z= 1 1 43) Write an expression showing… Z squared Z2 44) Evaluate: xy – 5 If t x = 5, y = 2 5 45) Simplify the expression: 5 + 6 s + 9 – 4 s 14 + 2s ------------------------------------------------------------------------------------------------------------ Equations 6.EE.B Reason about and solve one-variable equations and inequalities. _________________ Solve for the unknown variable. 46) -12 v 47) -7 n  48) -13 49) -108 50) 1 p
Find the value of x if . The dashed triangle is the IMAGE of the solid triangle. (The dilation is NOT centered at the origin) use the ratio of horizontal sides. The dashed triangle is the IMAGE of the solid triangle. (The dilation is NOT centered at the origin) use the ratio of horizontal sides.
Block 3: Poetry 11/10-12/5 4 weeks (17days, 2 flex days) TEKS 3.6A, 3.6/Fig19D, 3.6/Fig 19E, 3.10A, Fig.19A-C Week Time Frame Lessons Focus 1 1-5 3.6 Poetry Immersion & Genre Noticings, 3.6A, 3.10A 2 6-10 3.6/Fig 19D, 3.6/Fig19E 3 4 11-13 3.6 Theme, 3.6 Bridging to Poetry Block 3: Poetry & 1 19 3.6 & on an he me
Understanding THEME In Poetry ***WITH ANSWERS*** Theme = the implied message, moral, or lesson the reader understands from the poem. The poet, narrator, or speaker uses the poem to teach the reader something about life. Text Lines from Poem Personal Connection THEME Well Worn Path You scampered down this well worn path when you were just a pup. And as we walk I think of all the moments we shared. I hope I was as good to you as you have been to me. “I remember getting my puppy. All the time we spent together playing, walking, and sleeping together.” Friendship, Kindness The speaker reflects on all she and the puppy have done and shared as growing up. She hopes that the dog, no growing older, knows that it is her best friend. Elephant Trouble *Choose lines from the poem to support the them” *COMPLETE WITH YOUR OWN PERSONAL CONNECTION* Never Give Up, things aren’t always as difficult as they seem Listen Rabbit Though I hoped he’d hear My heart went thump! ‘Cause I hoped that maybe as time went by the rabbit and I could have each other for company I recall a new girl moving to my school. She was very quiet and shy, but I kept saying hello and making offersfor her to sit with me at lunch. Making friends sometimes takes time. You have to be patient. Friendship, Kindness The speaker is reaching out, and hoping to make a friend, the rabbit. How Little Kite Learned to Fly
Represent and interpret data. 3.MD.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units – whole numbers, halves, or quarters. Knowledge Targets “I Can” Statements Standard Interpretations Define horizontal axis. Identify each plot on the line as data or a number of objects. I can create and analyze a line plot with appropriate scale using whole numbers, halves or quarters using measurement data. Students in second grade measured length in whole units using both metric and U.S. customary systems. It’s important to review with students how to read and use a standard ruler including details about halves and quarter marks on the ruler. Students should connect their understanding of fractions to measuring to and one-quarter inch. Third graders need many opportunities measuring the length of various objects in their environment. Some important ideas related to measuring with a ruler are: • The starting point of where one places a ruler half Reasoning Target Analyze data from a line plot. Determine appropriate unit of measurement. Determine appropriate scale for line plot.
gridlines that the lines represent. Transition students to problems without gridlines, but have grid paper available for students to use to confirm their answers. Pacing Guide EDM Section Common Core Standards/SLO Estimated Time 1-1 Numbers and Number Sequences SMP 6 1-2 Numbers Grids Add enrichment activity SMP 7 1-3 Introducing the Student Reference Book SMP 6 1-4 Tools for Mathematics 3.MD.1 1-5 Analyzing and Displaying Data 3.MD.3 1-6 Equivalent Names 3.MD.1 SMP 1 1-8 Finding Difference 3.NBT.2 SMP 6 1-9 Part 2 Only Calculator Routines 3.OA.9, 3.NBT.2 SMP 5 1-10 Money 3.NBT.2, 3.MD.3 SMP 2 1-11 Solving Problems with Dollars and Cent (Estimation) 3.NBT.1, 3.NBT.2 SMP 6 1-12 Patterns SMP 7 1-13 The Length of Day Project 3.MD.1 SMP 6 1-14 Progress Check 2-1 Fact Families 3.OA.9, 3.NBT.2 SMP 3 2-2 Extension of Addition and Subtract Facts 3.OA.9, 3.NBT.2 SMP 7 2-3 What’s my rule? 3.NBT.2 SMP 8
2-4 Parts-and-Total Number Stories 3.NBT.2 SMP 1 2-5 Change Number Stories 3.NBT.2 SMP 4 2-6 Comparison Number Stories 3.NBT.2 SMP 4 2-7 The Partial-Sums Algorithm 3.OA.8, 3.NBT.1, 3.NBT.2 SMP 1 2-8 Subtraction Algorithms 3.OA.8, 3.NBT.1, 3.NBT.2 SMP 4 2-9 Addition with Three or More Addends 3.OA.8, 3.NBT.2 SMP 1 2-10 Progress Check 2 3-1 A “Class Shoe” Unit of Length SMP 2 & 6 3-2 Measuring with a Ruler SMP 6 3-3 Standard Linear Measures SMP 3 & 5 Assessment Checks 3.MD.1 3.MD.3 3.NBT.1 3.NBT.2
3 19 October 2017 Forum members to provide input to the list of stakeholders being developed by the Department of the Prime Minister and Cabinet. On agenda for Dec 2017 meeting List developed and can be accessed on Google Drive 4 19 October 2017 The Department of the Prime Minister and Cabinet to provide Forum members with guidance regarding what can be publicly communicated while the draft National Action Plan is under government consideration. To be discussed at April OGF Meeting Included in workplan as an agenda item for April OGF meeting 5 19 October 2017 The Department of the Prime Minister and Cabinet to scan the National Action Plans of a set of comparable countries and provide Forum members with a summary of key themes and commitments Complete To be discussed at Dec 2017 OGF meeting 6 19 October 2017 Commitment 3.1 - Information management and access laws for the 21st century: The Attorney-General’s Department to circulate any reporting on the ‘mystery shopper’ exercise. Complete Information sent to Forum members on 27/11/2017 7 19 October 2017 Commitment 4.2 - National Integrity Framework: The Department to circulate information about the Government Business Roundtable on Anti-Corruption. Complete Information sent to Forum members on 27/11/2017
Name_________________________________________ Block________ Date_______________________ Probability Practice Mutually Exclusive, Not Mutually Exclusive, Independent, Dependent, Experimental & Theoretically Probability 1. There are 3 literature books, 4 algebra books, and 2 biology books on a shelf. If a book is randomly selected, what is the probability of selecting a biology book or an algebra book? 2. A die is rolled. What is the probability of rolling a 5 or a number less than 3? 3. A card is drawn from a standard deck of cards. What is the probability of drawing an ace or a lettered card? 4. Each of the numbers from 1 to 30 is written on a card and placed in a bag. If one card is drawn at random, what is the probability that the number is a multiple of 5 or a multiple of 3? 5-8: Determine whether the events are independent or dependent. Then calculate the probability if asked. 5. Selecting a marble and then choosing a second marble without replacing the first marble 6. Rolling a number cube and spinning a spinner. 7. Find the probability of tossing two number cubes and getting a 3 on the first roll and 5 on the second roll. 8. A box contains 2 nickels, 7 pennies, and a dime. Find the probability of choosing first a dime, and then, without replacing the dime, choosing a penny. 9. You spin a spinner that has 15 equal-sized sections numbered 1 to 15. Find the theoretical probability of landing on the given section(s) of the spinner. a) P(odd number) b) P(even number) c) P(not 5) d) P(greater than 8) 10. Hank usually makes 11 out of every 20 of his free throws. What is the probability that he will miss his next free throw?