Miss Maria teaches 8th grade math at San Patricio. She aims to provide students with the academic skills needed to succeed in geometry and algebra, while maintaining a supportive and fun learning environment. Her goals are to help students prepare for the ENLACE exam and progress academically. She has over 15 years of teaching experience and has worked at San Patricio since 2010.
This document provides instructions and assignments for an English class. It outlines the daily tasks which include completing exercises in a DLR workbook, taking notes on direct and indirect objects, summarizing chapters 6-10 from a book called WDC, and homework assignments such as finishing parts of books and a vocabulary worksheet. Students are expected to come prepared to class with a summary and evidence to support a claim about the Little Rock Nine.
Each team was assigned a packet to work from and had to appoint a scribe and reporter. The teams analyzed evidence about segregation to write two sentences - the first defining segregation and the second describing its impact. After working in teams, the class came back together where each team shared their two sentences. Students also completed and turned in a vocabulary window for a grade in preparation for an upcoming quiz.
This document provides information about an 8th grade art class held in room 517 during the spring semester of 2010. The class was for 8th grade students and focused on art. It took place in room 517 during the spring semester.
This document provides an overview of an 8th grade English class that discusses identity. The class covers topics like how identity shapes how we see ourselves and others through a Daily Language Review, Cornell notes on prejudice and a teacher named Jane Elliott, and watching a video called "Eye of the Storm". For homework, students are asked to answer questions about what they learned from the video and reminded there is a quiz the next day.
www.culturealley.com/spanish Learn Spanish for free using self-paced audio-visual lessons and interactive practice exercises - CultureAlley - master conversations, grammar, vocabulary and more!This lesson will teach how to ask and tell dates in Spanish.we will learn the translations of all the months and also cover phrases like
‘What is today’s date?’, December 25th and many more.To study this at your own pace, take quizzes and explore more lessons go to www.culturealley.com. See you at the Alley!
This document provides information about an 8th grade math class. It includes a welcome message, contact information for the teacher, and details about class expectations. Students are expected to participate, concentrate, stay organized, have a strong work ethic, and study for tests. The class will involve daily warm-ups, homework checks, lessons, practice problems, and feedback. Students need supplies like notebooks, pencils, and a calculator.
Basic Spanish | Lesson 7 | Which languages do you speak?CultureAlley
culturealley.com/spanish : Learn Spanish for free using self-paced audio-visual lessons and interactive practice exercises - CultureAlley - master conversations, grammar, vocabulary and more! This lesson will help your overcome language difficulties in a new place. You will be able to ask and tell what languages one speaks and learn phrases like 'I speak Spanish', 'Do you speak English?', 'I don't speak Spanish', 'I speak a little English' and more.To study this at your own pace, take quizzes and explore more lessons go to www.culturealley.com. See you at the Alley!
Miss Maria teaches 8th grade math at San Patricio. She aims to provide students with the academic skills needed to succeed in geometry and algebra, while maintaining a supportive and fun learning environment. Her goals are to help students prepare for the ENLACE exam and progress academically. She has over 15 years of teaching experience and has worked at San Patricio since 2010.
This document provides instructions and assignments for an English class. It outlines the daily tasks which include completing exercises in a DLR workbook, taking notes on direct and indirect objects, summarizing chapters 6-10 from a book called WDC, and homework assignments such as finishing parts of books and a vocabulary worksheet. Students are expected to come prepared to class with a summary and evidence to support a claim about the Little Rock Nine.
Each team was assigned a packet to work from and had to appoint a scribe and reporter. The teams analyzed evidence about segregation to write two sentences - the first defining segregation and the second describing its impact. After working in teams, the class came back together where each team shared their two sentences. Students also completed and turned in a vocabulary window for a grade in preparation for an upcoming quiz.
This document provides information about an 8th grade art class held in room 517 during the spring semester of 2010. The class was for 8th grade students and focused on art. It took place in room 517 during the spring semester.
This document provides an overview of an 8th grade English class that discusses identity. The class covers topics like how identity shapes how we see ourselves and others through a Daily Language Review, Cornell notes on prejudice and a teacher named Jane Elliott, and watching a video called "Eye of the Storm". For homework, students are asked to answer questions about what they learned from the video and reminded there is a quiz the next day.
www.culturealley.com/spanish Learn Spanish for free using self-paced audio-visual lessons and interactive practice exercises - CultureAlley - master conversations, grammar, vocabulary and more!This lesson will teach how to ask and tell dates in Spanish.we will learn the translations of all the months and also cover phrases like
‘What is today’s date?’, December 25th and many more.To study this at your own pace, take quizzes and explore more lessons go to www.culturealley.com. See you at the Alley!
This document provides information about an 8th grade math class. It includes a welcome message, contact information for the teacher, and details about class expectations. Students are expected to participate, concentrate, stay organized, have a strong work ethic, and study for tests. The class will involve daily warm-ups, homework checks, lessons, practice problems, and feedback. Students need supplies like notebooks, pencils, and a calculator.
Basic Spanish | Lesson 7 | Which languages do you speak?CultureAlley
culturealley.com/spanish : Learn Spanish for free using self-paced audio-visual lessons and interactive practice exercises - CultureAlley - master conversations, grammar, vocabulary and more! This lesson will help your overcome language difficulties in a new place. You will be able to ask and tell what languages one speaks and learn phrases like 'I speak Spanish', 'Do you speak English?', 'I don't speak Spanish', 'I speak a little English' and more.To study this at your own pace, take quizzes and explore more lessons go to www.culturealley.com. See you at the Alley!
This document outlines classroom rules and procedures for a math class. It details expectations for student behavior, organizing binders, homework policies, consequences for tardiness or misbehavior, procedures for fire drills and lockdowns, and grading policies for an advisory class. The teacher emphasizes the importance of respect, preparation, and learning.
Mrs. Oates provides detailed classroom procedures for her mathematics class. Students are expected to follow arrival and departure routines, raise their hands for permission, and keep electronics put away. Breaking rules may result in consequences like detention or suspension. The document reviews entry, exit, tardiness, absences, supplies, illness, asking questions, discussions, discipline, arguments, gossip, and personal grooming expectations to maintain an orderly learning environment.
The document outlines the 4 rules for Ms. Jackson's second grade classroom: be safe, be kind, follow directions, and do your best work. Students are instructed to review these rules which promote safety, kindness, listening, and giving full effort in their school work.
This document outlines the rules and procedures for Room 228A. It details 5 rules regarding punctuality, respect, preparation, honesty, and success. It then provides detailed classroom procedures for various scenarios like entering the room, being tardy, completing tasks, getting the teacher's attention, working in groups, turning in papers, finishing work, and dismissing from class. It concludes with emergency procedures and expectations for if the teacher is absent or there is a substitute. Rewards are given for following the rules, while penalties increase with each offense.
The document provides classroom rules and etiquette for students. It emphasizes being punctual for class, greeting the teacher, bringing necessary materials, studying and doing homework, keeping the classroom clean, listening, reading, writing, repeating, opening and closing books, circling, and using polite phrases like "Sorry, I don't understand" when asking questions. The document appears to outline proper classroom behavior and participation expected of students.
This document provides an overview of classroom policies and procedures for a 5th grade classroom on the first day of school. It introduces the teacher, Mrs. T.G., who has over 15 years of teaching experience. It outlines the daily schedule, expectations for student behavior and organization, grading policies, and special events like birthdays. Students are informed of bathroom times, lining up procedures, and end of day dismissal.
The document encourages sharing content with friends. It suggests spreading information to a wider audience by telling others about interesting articles or posts. Sharing content online can help expand one's social network and expose more people to engaging information.
This document provides instructions for an activity where students will write their name vertically, assign numbers to each letter, perform mathematical operations on those numbers, plot the results on a graph, and connect the points to reveal the shape of their name. Students are asked to bring art supplies to class and will work through the steps, checking their work with a partner before plotting and connecting the points on their graph and decorating it.
This document outlines the schedule for the FM High School girls basketball program for June and July 2017. It includes times for high school shooting camps, basketball teams, and open gym sessions on Mondays, Tuesdays, Wednesdays, Thursdays and Fridays. Some weeks include additional shooting camps for 4th through 8th graders. The schedule notes "No Girls BBall" or "Dead Week" for certain dates with no activities planned.
The document outlines the summer schedule for the FM Girls Basketball program, including open gym times for different age groups from Mondays through Fridays in July. Skills camps are also scheduled on Wednesdays for younger age groups, while high school basketball and 3 on 3 tournaments for middle schoolers take place on certain days.
The document outlines the summer schedule for the FM Girls Basketball program. It includes shooting camps, skills camps, and open gym times for different age groups from Mondays through Fridays in July. Shooting camps are offered for high school, 4th-8th grade, and 2nd-3rd grade groups. Skills camps are for 2nd-3rd and 2nd-4th graders. Open gym times are provided for high school, 5th-12th graders, and 7th/8th graders and high schoolers.
This document provides the schedule for the FM Youth Girls Basketball program for June and July 2017. It includes times for shooting camps, skills camps, and open gym sessions for girls in grades 2nd through 8th. The schedule runs from Mondays to Fridays and includes a mix of single grade and multi-grade sessions focused on skills development and playing time.
The summer schedule provides basketball activities for girls in elementary, middle, and high school from July 5th through July 30th, including shooting camps, skills camps, open gym times for various age groups, and a 3 on 3 camp during the last week. Shooting camps are offered daily for high school, elementary/middle school, and a skills camp for 2nd and 3rd graders. Open gym times allow for pick-up games for 7th/8th graders and high schoolers, as well as all 5th through 12th graders.
The document is a waiver and registration form for a shooting academy at Fremont Mills High School in June 2017. It states that by signing, the student waives any claims against the shooting academy or high school for injuries during the program in June. It also notes the organizers are not responsible for lost, damaged, or stolen property. The bottom portion requests contact information and asks for payment to be submitted to the high school athletic office or coach.
This document provides questions to help review key concepts of statistics and probability including:
1. Reading scatter plots and determining the type of correlation based on the direction of the graph.
2. Creating scatter plots, drawing lines of best fit, and determining the slope and y-intercept to make conclusions about trends in data.
3. Constructing and interpreting two-way tables of data including finding marginal frequencies and percentages.
This document contains questions about linear systems and how to solve them. It asks about determining the number of solutions based on whether the slopes and y-intercepts are the same or different. It also asks how to graph systems, write solutions, and use substitution to solve algebraic equations for systems.
This document provides instruction on graphing and writing linear equations. It covers determining the slope and y-intercept from an equation in slope-intercept form, comparing slopes from different representations, finding the slope and y-intercept from a graph to write an equation, using slope triangles to show a constant rate of change, and writing equations given a table, slope and point, or two points.
This document reviews linear equations by having the reader graph sample equations, determine their slopes and y-intercepts, compare slopes to determine which equation is steeper, and write equations based on given information. It also asks the reader to find and compare slopes of additional equations.
This document discusses completing two graphic organizers to help remember the four types of slope: positive, negative, zero, and undefined. It introduces "Slope Guy" and "Slope Tree" organizers that will be filled in to categorize the different slope types.
The coach's role is to create a positive team culture focused on sportsmanship, work ethic and teamwork. The coach works hard to make the team successful through practice, scouting, clinics and film. They teach basketball skills positively while correcting mistakes and encouraging good play, and set a good example in behavior. The coach pushes athletes to their highest potential in basketball and academics, communicates with players and parents, and decides playing time based on which players will help the team succeed most.
Players should work hard to create a positive basketball culture by accepting their role and improving themselves. They must show good sportsmanship, communicate well with teammates and coaches, and understand that team success is more important than any individual. Players should always follow the program's rules by playing hard, smart, and together while accepting coaching and helping each other improve.
Playing time is earned based on how hard a player works in practice, their communication and attitude, and how they help the team win by executing the offensive and defensive systems and accepting their role. Players are expected to always play hard by hustling on and off the floor, competing during games and practice, and fighting through adversity with toughness. They must also always play smart by accepting coaching, avoiding turnovers, knowing their role, and improving individually. Most importantly, players must always play together by making others better, sharing the ball, being positive and encouraging teammates, and helping each other.
This document outlines classroom rules and procedures for a math class. It details expectations for student behavior, organizing binders, homework policies, consequences for tardiness or misbehavior, procedures for fire drills and lockdowns, and grading policies for an advisory class. The teacher emphasizes the importance of respect, preparation, and learning.
Mrs. Oates provides detailed classroom procedures for her mathematics class. Students are expected to follow arrival and departure routines, raise their hands for permission, and keep electronics put away. Breaking rules may result in consequences like detention or suspension. The document reviews entry, exit, tardiness, absences, supplies, illness, asking questions, discussions, discipline, arguments, gossip, and personal grooming expectations to maintain an orderly learning environment.
The document outlines the 4 rules for Ms. Jackson's second grade classroom: be safe, be kind, follow directions, and do your best work. Students are instructed to review these rules which promote safety, kindness, listening, and giving full effort in their school work.
This document outlines the rules and procedures for Room 228A. It details 5 rules regarding punctuality, respect, preparation, honesty, and success. It then provides detailed classroom procedures for various scenarios like entering the room, being tardy, completing tasks, getting the teacher's attention, working in groups, turning in papers, finishing work, and dismissing from class. It concludes with emergency procedures and expectations for if the teacher is absent or there is a substitute. Rewards are given for following the rules, while penalties increase with each offense.
The document provides classroom rules and etiquette for students. It emphasizes being punctual for class, greeting the teacher, bringing necessary materials, studying and doing homework, keeping the classroom clean, listening, reading, writing, repeating, opening and closing books, circling, and using polite phrases like "Sorry, I don't understand" when asking questions. The document appears to outline proper classroom behavior and participation expected of students.
This document provides an overview of classroom policies and procedures for a 5th grade classroom on the first day of school. It introduces the teacher, Mrs. T.G., who has over 15 years of teaching experience. It outlines the daily schedule, expectations for student behavior and organization, grading policies, and special events like birthdays. Students are informed of bathroom times, lining up procedures, and end of day dismissal.
The document encourages sharing content with friends. It suggests spreading information to a wider audience by telling others about interesting articles or posts. Sharing content online can help expand one's social network and expose more people to engaging information.
This document provides instructions for an activity where students will write their name vertically, assign numbers to each letter, perform mathematical operations on those numbers, plot the results on a graph, and connect the points to reveal the shape of their name. Students are asked to bring art supplies to class and will work through the steps, checking their work with a partner before plotting and connecting the points on their graph and decorating it.
This document outlines the schedule for the FM High School girls basketball program for June and July 2017. It includes times for high school shooting camps, basketball teams, and open gym sessions on Mondays, Tuesdays, Wednesdays, Thursdays and Fridays. Some weeks include additional shooting camps for 4th through 8th graders. The schedule notes "No Girls BBall" or "Dead Week" for certain dates with no activities planned.
The document outlines the summer schedule for the FM Girls Basketball program, including open gym times for different age groups from Mondays through Fridays in July. Skills camps are also scheduled on Wednesdays for younger age groups, while high school basketball and 3 on 3 tournaments for middle schoolers take place on certain days.
The document outlines the summer schedule for the FM Girls Basketball program. It includes shooting camps, skills camps, and open gym times for different age groups from Mondays through Fridays in July. Shooting camps are offered for high school, 4th-8th grade, and 2nd-3rd grade groups. Skills camps are for 2nd-3rd and 2nd-4th graders. Open gym times are provided for high school, 5th-12th graders, and 7th/8th graders and high schoolers.
This document provides the schedule for the FM Youth Girls Basketball program for June and July 2017. It includes times for shooting camps, skills camps, and open gym sessions for girls in grades 2nd through 8th. The schedule runs from Mondays to Fridays and includes a mix of single grade and multi-grade sessions focused on skills development and playing time.
The summer schedule provides basketball activities for girls in elementary, middle, and high school from July 5th through July 30th, including shooting camps, skills camps, open gym times for various age groups, and a 3 on 3 camp during the last week. Shooting camps are offered daily for high school, elementary/middle school, and a skills camp for 2nd and 3rd graders. Open gym times allow for pick-up games for 7th/8th graders and high schoolers, as well as all 5th through 12th graders.
The document is a waiver and registration form for a shooting academy at Fremont Mills High School in June 2017. It states that by signing, the student waives any claims against the shooting academy or high school for injuries during the program in June. It also notes the organizers are not responsible for lost, damaged, or stolen property. The bottom portion requests contact information and asks for payment to be submitted to the high school athletic office or coach.
This document provides questions to help review key concepts of statistics and probability including:
1. Reading scatter plots and determining the type of correlation based on the direction of the graph.
2. Creating scatter plots, drawing lines of best fit, and determining the slope and y-intercept to make conclusions about trends in data.
3. Constructing and interpreting two-way tables of data including finding marginal frequencies and percentages.
This document contains questions about linear systems and how to solve them. It asks about determining the number of solutions based on whether the slopes and y-intercepts are the same or different. It also asks how to graph systems, write solutions, and use substitution to solve algebraic equations for systems.
This document provides instruction on graphing and writing linear equations. It covers determining the slope and y-intercept from an equation in slope-intercept form, comparing slopes from different representations, finding the slope and y-intercept from a graph to write an equation, using slope triangles to show a constant rate of change, and writing equations given a table, slope and point, or two points.
This document reviews linear equations by having the reader graph sample equations, determine their slopes and y-intercepts, compare slopes to determine which equation is steeper, and write equations based on given information. It also asks the reader to find and compare slopes of additional equations.
This document discusses completing two graphic organizers to help remember the four types of slope: positive, negative, zero, and undefined. It introduces "Slope Guy" and "Slope Tree" organizers that will be filled in to categorize the different slope types.
The coach's role is to create a positive team culture focused on sportsmanship, work ethic and teamwork. The coach works hard to make the team successful through practice, scouting, clinics and film. They teach basketball skills positively while correcting mistakes and encouraging good play, and set a good example in behavior. The coach pushes athletes to their highest potential in basketball and academics, communicates with players and parents, and decides playing time based on which players will help the team succeed most.
Players should work hard to create a positive basketball culture by accepting their role and improving themselves. They must show good sportsmanship, communicate well with teammates and coaches, and understand that team success is more important than any individual. Players should always follow the program's rules by playing hard, smart, and together while accepting coaching and helping each other improve.
Playing time is earned based on how hard a player works in practice, their communication and attitude, and how they help the team win by executing the offensive and defensive systems and accepting their role. Players are expected to always play hard by hustling on and off the floor, competing during games and practice, and fighting through adversity with toughness. They must also always play smart by accepting coaching, avoiding turnovers, knowing their role, and improving individually. Most importantly, players must always play together by making others better, sharing the ball, being positive and encouraging teammates, and helping each other.
This document is a printable November 2016 calendar with no notes or events filled in. It displays a basic grid layout with the days of the week and dates for the month. Additional information at the bottom provides links to download a calendar creator software that allows for customization of layouts, colors and inclusion of holidays on created calendars, as well as importing calendar data from other services.
This document provides a study guide for determining whether a table, set of ordered pairs, or graph represent a function. It includes 12 multiple choice questions asking how to identify if something is a function or linear, and whether specific examples shown are functions or linear. It then has 6 additional questions asking the learner to determine if examples provided are functions or linear, and explain their reasoning. The study guide is intended to help the learner practice identifying functions and linear relationships from different representations.
A function is a mathematical rule that assigns each input exactly one output. Functions can be represented as ordered pairs, tables, graphs or equations. When represented as ordered pairs or tables, there cannot be repeats in the x-values, otherwise it is not a function. On a graph, if a vertical line intersects the graph more than once, it is not a function. Functions can be linear or non-linear. A linear function has a constant rate of change, while a non-linear function will have variables with exponents or multiplied together.
A function is a mathematical rule that assigns each input exactly one output. Functions can be represented as ordered pairs, tables, graphs or equations. When represented as ordered pairs or tables, there cannot be repeats in the x-values, otherwise it is not a function. On a graph, if a vertical line intersects the graph more than once, it is not a function. Functions can be linear or non-linear. A linear function has a constant rate of change, while a non-linear function does not have a straight line graph or variables with exponents or being multiplied.
1. The function y = 7 + 3(x - 2) is linear because it can be written in the form y = mx + b, where m is the slope (3) and b is the y-intercept (7).
2. The data points (1, 12) (2,7) (3,4) (4, 3) (5, 4) define a non-linear relationship because as x increases, y does not increase or decrease at a consistent rate.
3. No information is provided to determine if a third function is linear or non-linear.