Creating Common Core Performance Tasks
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The document discusses creating Common Core performance tasks across grades and subjects using backward design. It explains that backward design involves first identifying curricular goals based on standards, then designing summative assessments in the form of performance tasks, followed by pre-assessments, instruction, and formative assessments to monitor progress. An example performance task and pre-assessment are provided.
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1 de cuong c
ĐỀ CƢƠNG LẬP TRÌNH C LỚP CNT50DH1
Các bài tập xuất nhập giá trị Bài 1: Nhập 2 số nguyên x và y, sau đó in ra màn hình kết quả x + y, x- y, phần nguyên x chia y, phần dƣ của x cho y và phép chia của x cho y Bài làm:
Kết quả:
Bài 2: Nhập từ bàn phím tên của bạn, sau đó xuất ra câu: “Chao <ten>” trong đó ten ban là xâu mà bạn nhập vào bàn phím Bài làm:
#include <stdio.h> #include <conio.h> void main() { //Khai bao x va y la 2 so nguyen int x,y; float c; printf("Nhap x: "); scanf("%d",&x); //%d là định dạng kiểu nguyên printf("Nhap y: "); scanf("%d",&y); //&x, &y la dia chi cua bien x va bien y printf("%d + %d = %d\n",x,y,x+y); //gan %d thu nhat la x, %d thu 2 la y, thu 3 la x+y printf("%d - %d = %d\n",x,y,x-y); //ky tu \n la xuong dong tiep theo printf("%d * %d = %d\n",x,y,x*y); printf("%d / %d = %5.2f \n",x,y,(float)5/2); // %5.2f la de 5 khoang trong in x/y, trong do co 2 khoang trong in phan thap phan getch(); //cho an 1 phim de ket thuc chuong trinh }
#include <stdio.h> #include <conio.h> void main() { //Khai bao str la kieu xau do dai 30 char str[30]; printf("Ten cua ban: "); fflush(stdin); gets(str); //Không nên dùng scanf, hàm gets dùng để đọc xâu printf("Chao %s",str); //%s sẽ được gán bởi str getch(); //Chờ ấn phím bất kỳ để kết thúc }
Mọi thắc mắc, “ý kiến” xin liên hệ Đỗ Đức Hùng, ĐT: 01656.221.314 MAIL: doduchung2008@gmail.com yahoo: duc_hungcntt
1
Kết quả:
ĐỀ CƢƠNG LẬP TRÌNH C LỚP CNT50DH1
Sau đây là sự khác biệt khi ta thay lệnh gets(str) bằng scanf(“%s”,&str), kết quả in ra màn hình sẽ nhƣ sau:
Nhƣ vậy, màn hình in ra chỉ có từ “Do”
Tức là khi dùng scanf để đọc xâu, trong xâu đó có ký tự cách trống (space) thì nó sẽ dừng lại Bài 3: Nhập từ bàn phím 1 số nguyên x, 1 số thực y, sau đó in ra màn hình theo quy cách sau:
- Dòng 1, in số nguyên căn lề phải với 5 khoảng trống - Dòng 2, in số nguyên căn lề trái 5 khoảng trống - Dòng 3, in số nguyên căn phải 3 khoảng trống - Dòng 4, in số thực làm tròn 2 số thập phân - Dòng 5, in số thực với 6 khoảng trống, căn phải, làm tròn 3 chữ số thập phân - Dòng 6, in số thực 6 khoảng trống, căn trái, làm tròn theo quy cách.
Bài làm
#include <stdio.h> #include <conio.h> void main() { // Khai bao cac bien can dung int x; float y; printf("Nhap vao so nguyen x: "); scanf("%d",&x); printf("Nhap vao so thuc y: "); scanf("%f",&y); printf("%5d\n",x);
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1 de cuong c
ĐỀ CƢƠNG LẬP TRÌNH C LỚP CNT50DH1
Các bài tập xuất nhập giá trị Bài 1: Nhập 2 số nguyên x và y, sau đó in ra màn hình kết quả x + y, x- y, phần nguyên x chia y, phần dƣ của x cho y và phép chia của x cho y Bài làm:
Kết quả:
Bài 2: Nhập từ bàn phím tên của bạn, sau đó xuất ra câu: “Chao <ten>” trong đó ten ban là xâu mà bạn nhập vào bàn phím Bài làm:
#include <stdio.h> #include <conio.h> void main() { //Khai bao x va y la 2 so nguyen int x,y; float c; printf("Nhap x: "); scanf("%d",&x); //%d là định dạng kiểu nguyên printf("Nhap y: "); scanf("%d",&y); //&x, &y la dia chi cua bien x va bien y printf("%d + %d = %d\n",x,y,x+y); //gan %d thu nhat la x, %d thu 2 la y, thu 3 la x+y printf("%d - %d = %d\n",x,y,x-y); //ky tu \n la xuong dong tiep theo printf("%d * %d = %d\n",x,y,x*y); printf("%d / %d = %5.2f \n",x,y,(float)5/2); // %5.2f la de 5 khoang trong in x/y, trong do co 2 khoang trong in phan thap phan getch(); //cho an 1 phim de ket thuc chuong trinh }
#include <stdio.h> #include <conio.h> void main() { //Khai bao str la kieu xau do dai 30 char str[30]; printf("Ten cua ban: "); fflush(stdin); gets(str); //Không nên dùng scanf, hàm gets dùng để đọc xâu printf("Chao %s",str); //%s sẽ được gán bởi str getch(); //Chờ ấn phím bất kỳ để kết thúc }
Mọi thắc mắc, “ý kiến” xin liên hệ Đỗ Đức Hùng, ĐT: 01656.221.314 MAIL: doduchung2008@gmail.com yahoo: duc_hungcntt
1
Kết quả:
ĐỀ CƢƠNG LẬP TRÌNH C LỚP CNT50DH1
Sau đây là sự khác biệt khi ta thay lệnh gets(str) bằng scanf(“%s”,&str), kết quả in ra màn hình sẽ nhƣ sau:
Nhƣ vậy, màn hình in ra chỉ có từ “Do”
Tức là khi dùng scanf để đọc xâu, trong xâu đó có ký tự cách trống (space) thì nó sẽ dừng lại Bài 3: Nhập từ bàn phím 1 số nguyên x, 1 số thực y, sau đó in ra màn hình theo quy cách sau:
- Dòng 1, in số nguyên căn lề phải với 5 khoảng trống - Dòng 2, in số nguyên căn lề trái 5 khoảng trống - Dòng 3, in số nguyên căn phải 3 khoảng trống - Dòng 4, in số thực làm tròn 2 số thập phân - Dòng 5, in số thực với 6 khoảng trống, căn phải, làm tròn 3 chữ số thập phân - Dòng 6, in số thực 6 khoảng trống, căn trái, làm tròn theo quy cách.
Bài làm
#include <stdio.h> #include <conio.h> void main() { // Khai bao cac bien can dung int x; float y; printf("Nhap vao so nguyen x: "); scanf("%d",&x); printf("Nhap vao so thuc y: "); scanf("%f",&y); printf("%5d\n",x);
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facing this initiative that would affect the outcome of the sustainable tea resourcing, all mentioned
analysis showed that this initiative is beneficial for Unilever. We highly recommend Unilever to adopt
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Cultural differences should be considered as a main strategic issue when forming and managing
international strategic alliances, especially for the alliances that are formed of members who
have huge cultural differences like Renault-Nissan alliance. This paper focuses on studying the
cultural impacts on the international strategic alliances through analyzing Renault-Nissan case;
whereby trying to prove that the cultural differences are not obstacles in front of the international
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definition and characteristics based on the Organization for Economic Co-operation and
Development (OECD), and the main benefits companies aim from strategic alliances in general.
The second part provides an overview of Renault-Nissan alliance and a brief description about
Nissan revival plan which was developed by Carlos Ghosn, in addition to the synergies of the
alliance.
The third part provides a description of the new cultural environment of the alliance and
compares the main cultural differences or challenges that should be considered in managing this
alliance like individualism vs collectivism, power distance, masculinity vs femininity,
uncertainty avoidance, time perception, truth vs virtue, decision making, language and enterprise
loyalty.
The fourth part provides details and figures that show the alliance success and the benefits it has
gained for both Renault and Nissan as their alliance became the fourth car manufacturer on the
global level.
The fifth part as being the conclusion confirms that Renault-Nissan alliance success is evidence
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Mahmoud Abu Farha_ MBA Transcript_Indiana University of Pennsylvania
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The document discusses key concepts around assessment and evaluation. It emphasizes that assessment should happen often to inform instruction and look to the future, while evaluation looks to the past and measures learning acquired. It also highlights the importance of involving students in the assessment process, providing descriptive feedback, and using a variety of assessment strategies and tools to gain a balanced understanding of students' learning.
Naf quality work ppt v[1].6.08
The document discusses strategies for helping students produce quality work. It recommends that teachers focus on specific learning outcomes, collaborate with other teachers, incorporate regular writing and formative assessment. It also suggests engaging instructional strategies like setting clear objectives, providing feedback, and reinforcing student effort. Additional supports are needed for reluctant and struggling students, including an engaging curriculum with student voice, skill training with models and rubrics, and scaffolding like expert guidance.
Class 7 intro to assessment rev for 2017
This document discusses key concepts related to assessment, evaluation, measurement, and their purposes. It defines data, information, and knowledge, explaining how they relate. It then discusses how assessment applies to learners to determine their acquired skills and knowledge, while evaluation typically applies to programs to determine their merit. Measurement determines the attributes of what is being studied. The document provides examples of assessing learning versus assessing for learning. It emphasizes the importance of setting learning goals and using assessment to promote learning.
Performance-based Learning and Assessment: Issues
This document discusses performance-based learning and assessment. It defines performance-based learning as an approach where students learn by applying their knowledge and skills to real-world tasks. Assessment involves evaluating students' performance on these authentic tasks using rubrics. The document provides examples of performance-based assessments like projects, presentations, and portfolios. It also notes some potential issues like the time required to provide feedback and ensure individual accountability in group work.
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The San Diego State Zoo proposes developing an online educational platform to teach visitors about animals and conservation. They have 15 years of experience creating engaging and enjoyable learning solutions through collaboration with experts and proven project management. The proposed solution includes a navigable website with areas about the kids' zoo, animal habitats, human impact, and species conservation. Users would complete quests and puzzles assigned by a "Cyber Advisor" using tools like an explorer's scrapbook. The zoo aims to ensure project success through risk mitigation, regular communication, scalability, and evaluating the solution to meet visitor satisfaction.
Data
Here are some suggestions for getting teachers excited about using data to benefit students:
- Emphasize how data can help teachers better understand student needs and strengths. Frame it as a way to personalize instruction and support students.
- Provide ongoing training and support so teachers feel comfortable analyzing and interpreting different types of data. Address any fears or concerns they may have.
- Celebrate successes when data shows teachers' efforts are making a positive difference for students. Recognize improvements in student achievement, engagement, etc.
- Encourage teachers to collaborate in analyzing data together. This can generate ideas for strategies and build enthusiasm as teachers learn from each other.
- Lead by example by sharing how you use data in your
Qualitative research overview
The document discusses qualitative research methodologies and methods. It begins by outlining a researcher's journey, noting that a researcher's philosophy and theoretical frameworks shape their perspective and approach. It then provides examples of qualitative research topics and questions researchers should reconsider related to issues like what constitutes science, competing epistemologies, and differences between quantitative and qualitative research. Overall, the document examines philosophical foundations and approaches in qualitative research.
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This document discusses using the Cynefin framework to guide retention management strategies. It categorizes different retention practices and challenges within the Cynefin domains of simple, complicated, complex, and chaotic. Simple and complicated domains involve best and good practices like rewards programs and performance management. The complex domain involves practices like talent strategy alignment and workforce planning that require sensing and probing emergent solutions. The chaotic domain involves novel solutions and disorder addressed through tips like motivation balancing, cross-functional work, and facilitation. The goal is to explore different approaches to retention in various situations.
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- 1. CREATING COMMON CORE PERFORMANCE TASKS ACROSS THE GRADES AND CONTENT AREAS PRESENTED BY: MS. LISA DANZA MS. MERRIN ROSENBERG MR. ANTHONY MUNGIOLI
- 2. “BACKWARD” DESIGN CURRICULAR GOALS = THE STANDARDS SUMMATIVE ASSESSMENT = PERFORMANCE TASK PRE-ASSESSMENT = DISCOVER WHAT STUDENTS ALREADY KNOW INSTRUCTION = HOW DO WE GET THERE? “THE ROUTE” FORMATIVE ASSESSMENT = MONITOR STUDENT PROGRESS
- 3. PERFORMANCE TASKS PLAN AUTHENTIC WAYS TO MAKE SURE WE KNOW HOW STUDENTS HAVE MASTERED THE CURRICULAR GOALS (STANDARDS) DESIGN A TASK THAT CAN MEASURE AND SHOW EVIDENCE OF STUDENT UNDERSTANDING OF THE STANDARD
- 4. EXAMPLE OF A PERFORMANCE TASK GOAL: TO ANALYZE A CHARACTER’S ACTIONS, WORDS, THOUGHTS, AND BACKGROUND IN ORDER TO ADVISE THE CHARACTER ABOUT AN OBSTACLE THEY ARE FACING ROLE: PSYCHOLOGIST, FRIEND, ADVICE COLUMNIST, COUNSELOR AUDIENCE: CHARACTER FACING OBSTACLE SITUATION: THE LITERARY CHARACTER IS FACING A MAJOR OBSTACLE, AND YOUR JOB IS TO INTERVENE AND/ OR OFFER ADVICE ABOUT OVERCOMING THAT OBSTACLE. YOU MUST PERSUADE THE CHARACTER. PRODUCT/PERFORMANCE: - CHARACTER FACEBOOK PAGE - GUIDANCE SESSION – INTERVENTION - – MULTIMEDIA POWERPOINT - LETTER OF ADVICE DF
- 5. DESIGNING A PRE-ASSESSMEMT DISCOVERS WHAT STUDENTS ALREADY KNOW ALLOWS TEACHERS TO ACKNOWLEDGE ADDITIONAL INFORMATION STUDENTS NEED IN ORDER TO MEET THE CURRICULAR GOAL (STANDARD) RESULTS WILL INFORM TEACHER INSTRUCTION
- 6. EXAMPLE OF A PRE-ASSESSMENT PERSUASIVE TECHNIQUES LESSON – PRE-ASSESSMENT 1. DESCRIBE 5 WAYS THAT PEOPLE USE TO PERSUADE OTHERS TO THINK A CERTAIN WAY OR TO DO SOMETHING 2. HOW DO WE ANALYZE A CHARACTER’S TRAITS? 3. THINK ABOUT A TIME WHEN SOMEONE (FRIEND/PARENT) CHANGED YOUR MIND ABOUT SOMETHING. DESCRIBE WHAT THEY DID OR SAID TO MAKE YOU CHANGE YOUR MIND.