This document provides information about Unit 2 of a math curriculum. It will focus on several methods for adding, subtracting, and multiplying whole numbers and decimals. Students will complete an Estimation Challenge that involves measuring stride lengths and using the median to estimate distances. Throughout the unit, students will practice using estimation, calculators, and various computation methods to solve problems. They will learn that there are often multiple ways to solve a problem. The document also defines important vocabulary terms and lists games students can play to practice computational skills.
This family letter provides information about Unit 2 which focuses on estimation, calculation, and problem solving methods. Students will learn multiple strategies for addition, subtraction, and multiplication of whole numbers and decimals. They will also work on estimation challenges and play games to practice their math skills, such as Multiplication Bull's-Eye. The letter defines important vocabulary and encourages parents to engage with their child's mathematical learning at home.
This lesson teaches students how to convert decimal division problems into equivalent whole number division problems using common units. It contains three examples:
1) Students review dividing a whole number by a number that is not a factor, resulting in a non-whole number quotient.
2) Students learn to rewrite numbers with differing units, like tenths and hundreds, as quantities with a common unit, like thousandths, to allow for whole number division.
3) Students practice dividing numbers with decimals and checking their answers for reasonableness.
The lesson emphasizes estimating quotients, justifying answers, and interpreting remainders. Exercises provide additional practice with these skills.
This lesson teaches students about the relationship between visual fraction models and equations when dividing fractions. Students will formally connect fraction models to multiplication through the use of multiplicative inverses. They will use fraction strips and tape diagrams to model division problems involving fractions. Students will learn that dividing a fraction by another fraction is the same as multiplying by the inverse or reciprocal of the divisor fraction. The lesson provides examples showing how to set up and solve word problems involving division of fractions using visual models and equations.
The three key elements of a data sufficiency problem are:
1) The question setup which contains at least one unknown property
2) Statement (1) which provides known properties of the implied system
3) Statement (2) which also provides known properties of the implied system
To determine if the statements are sufficient to answer the question, we analyze if they allow us to determine the unknown properties within the implied system.
The document summarizes Ambjörn Naeve's presentation on improving mathematics education through interactive learning environments (ILEs). It discusses using ILEs to promote lifelong learning based on interest by visualizing concepts, interacting with formulas, and personalizing content. It also outlines several ongoing and past mathematical ILE projects, including the Virtual Mathematics Explainatorium, dynamic geometry with PDB, and the collaborative CyberMath environment.
Please follow the order of operations:
1. Perform operations inside parentheses () and brackets []
2. Exponents
3. Multiplication and Division (left to right)
4. Addition and Subtraction (left to right)
Example:
2 + 3 x (4 + 5)
1. (4 + 5) = 9
2. 3 x 9 = 27
3. 2 + 27 = 29
So the answer is 29. Following the order of operations helps ensure the problem is solved correctly.
Pairwise and Problem-Specific Distance Metrics in the Linkage Tree Genetic Al...Martin Pelikan
1. The document proposes and analyzes two distance metrics for the linkage tree genetic algorithm (LTGA): a pairwise metric and a problem-specific metric.
2. Experiments on optimization problems show the pairwise metric significantly improves LTGA scalability. The problem-specific metric, informed by problem structure, yields further speedups on some problems but mixed results on others.
3. Future work aims to design more robust problem-specific metrics and methods to learn metrics from problem instances, improving LTGA performance on complex problems.
This lesson teaches students about the relationship between multiplication and division through the use of tape diagrams and number sentences. Students will explore identities such as and through tape diagrams that show dividing a quantity into groups and then multiplying it back together equals the original quantity. They will then write number sentences with variables to represent these identities. The goal is for students to understand that multiplying by a number and then dividing by the same number results in the original value.
This family letter provides information about Unit 2 which focuses on estimation, calculation, and problem solving methods. Students will learn multiple strategies for addition, subtraction, and multiplication of whole numbers and decimals. They will also work on estimation challenges and play games to practice their math skills, such as Multiplication Bull's-Eye. The letter defines important vocabulary and encourages parents to engage with their child's mathematical learning at home.
This lesson teaches students how to convert decimal division problems into equivalent whole number division problems using common units. It contains three examples:
1) Students review dividing a whole number by a number that is not a factor, resulting in a non-whole number quotient.
2) Students learn to rewrite numbers with differing units, like tenths and hundreds, as quantities with a common unit, like thousandths, to allow for whole number division.
3) Students practice dividing numbers with decimals and checking their answers for reasonableness.
The lesson emphasizes estimating quotients, justifying answers, and interpreting remainders. Exercises provide additional practice with these skills.
This lesson teaches students about the relationship between visual fraction models and equations when dividing fractions. Students will formally connect fraction models to multiplication through the use of multiplicative inverses. They will use fraction strips and tape diagrams to model division problems involving fractions. Students will learn that dividing a fraction by another fraction is the same as multiplying by the inverse or reciprocal of the divisor fraction. The lesson provides examples showing how to set up and solve word problems involving division of fractions using visual models and equations.
The three key elements of a data sufficiency problem are:
1) The question setup which contains at least one unknown property
2) Statement (1) which provides known properties of the implied system
3) Statement (2) which also provides known properties of the implied system
To determine if the statements are sufficient to answer the question, we analyze if they allow us to determine the unknown properties within the implied system.
The document summarizes Ambjörn Naeve's presentation on improving mathematics education through interactive learning environments (ILEs). It discusses using ILEs to promote lifelong learning based on interest by visualizing concepts, interacting with formulas, and personalizing content. It also outlines several ongoing and past mathematical ILE projects, including the Virtual Mathematics Explainatorium, dynamic geometry with PDB, and the collaborative CyberMath environment.
Please follow the order of operations:
1. Perform operations inside parentheses () and brackets []
2. Exponents
3. Multiplication and Division (left to right)
4. Addition and Subtraction (left to right)
Example:
2 + 3 x (4 + 5)
1. (4 + 5) = 9
2. 3 x 9 = 27
3. 2 + 27 = 29
So the answer is 29. Following the order of operations helps ensure the problem is solved correctly.
Pairwise and Problem-Specific Distance Metrics in the Linkage Tree Genetic Al...Martin Pelikan
1. The document proposes and analyzes two distance metrics for the linkage tree genetic algorithm (LTGA): a pairwise metric and a problem-specific metric.
2. Experiments on optimization problems show the pairwise metric significantly improves LTGA scalability. The problem-specific metric, informed by problem structure, yields further speedups on some problems but mixed results on others.
3. Future work aims to design more robust problem-specific metrics and methods to learn metrics from problem instances, improving LTGA performance on complex problems.
This lesson teaches students about the relationship between multiplication and division through the use of tape diagrams and number sentences. Students will explore identities such as and through tape diagrams that show dividing a quantity into groups and then multiplying it back together equals the original quantity. They will then write number sentences with variables to represent these identities. The goal is for students to understand that multiplying by a number and then dividing by the same number results in the original value.
This document provides a lesson plan on sums and differences of decimals. It includes student learning outcomes, lesson notes, examples, exercises and solutions for students to practice adding and subtracting decimals. The key points are rounding addends to estimate sums and differences, understanding place value when lining up decimals, and determining when converting fractions to decimals makes a problem easier to solve. Students will apply rounding and estimation skills to add and subtract decimals in various word problems.
This document provides a summary and examples of different methods for estimating and rounding numbers, including rounding to place values, front-end estimation, and clustering. It also covers calculating the mean, median, and mode of data sets, using formulas, and estimating products and quotients of decimals. Students are assigned problems reviewing these concepts from pages 164-165.
This document provides a 16-session curriculum guide for a third grade mathematics unit on surveys and line plots. The unit focuses on collecting, organizing, and displaying data to make valid inferences. Key concepts include different types of data, bar graphs, line plots, and calculating measures of central tendency. Example problems are provided to help students add and subtract within 1,000 using various strategies. The unit also covers developing an understanding of fractions as numbers through fair sharing problems and representations on number lines.
- Module 1 focuses on building fluency with addition and subtraction within 100 by practicing mental strategies and using place value understanding.
- Topic A reviews foundational skills like decompositions within 10 and partners to 10 to prepare students for more complex problems.
- Topic B introduces strategies for subtracting single-digit numbers from multiples of ten and two-digit numbers, like taking from ten.
- The module aims to set students up for mastery of sums and differences within 100 by the end of Grade 2.
The document provides a mathematics curriculum guide for third grade students in the Isaac School District. It focuses on unit 8 which covers addition, subtraction, and number systems over 3 sessions. The unit teaches students that numbers can be represented in many ways and used to solve problems. Students will learn about relationships between numbers, place value, and comparing and ordering whole numbers. They will solve 2-step word problems using the four operations and identify arithmetic patterns. Students will also learn to fluently add and subtract within 1000 using strategies based on place value.
This module discusses measures of variability such as range and standard deviation. It provides examples of computing the range of various data sets as the difference between the highest and lowest values. Standard deviation is introduced as a more reliable measure that considers how far all values are from the mean. Students learn to calculate standard deviation by finding the deviation of each value from the mean, squaring the deviations, taking the average of the squared deviations, and extracting the square root. They practice computing and interpreting the range and standard deviation of sample data sets.
This document contains information about various math teaching strategies and techniques for helping students transfer math concept knowledge and link concepts. It discusses five techniques that aid in transferring knowledge: problem-based learning, interactive math tools, using manipulatives, explaining problems in writing, and making connections. It also provides examples of effective math teaching strategies like questioning, encouragement, modelling, clarity and expectations. Finally, it addresses topics like basic math operations, fractions, word problems and telling time.
This document summarizes an R boot camp focusing on statistics. It includes an agenda that covers introducing the lab component, R basics, descriptive statistics in R, revisiting installation instructions, and measures of variability in R. Descriptive statistics are presented as ways to characterize data through measures of central tendency, shape, and variability. Examples are provided in R for calculating the mean, median, mode, range, percentiles, variance, standard deviation, and coefficient of variation. The central limit theorem and standardizing scores are also discussed. Real-world applications of R for clean and messy data are mentioned.
Sherborne C of E Primary School is a small, rural school located in Gloucestershire, England. It has 43 students ranging from ages 4 to 11 split across two classes. The school was established in 1868 and is the only school for 10km. It has a headteacher, two teachers, and support staff. The school focuses on monitoring student progress through assessments and setting targets to support lifelong learning.
The document provides information about a self-learning module on rational functions for 11th grade general mathematics students. It introduces rational functions and explains that they can be represented by equations of the form f(x)=p(x)/q(x) where p(x) and q(x) are polynomial functions. The module aims to help students understand rational functions, solve rational equations and inequalities, represent rational functions graphically and numerically, and determine the domain and range of rational functions.
1. The document provides information about a General Mathematics module on rational functions, including the writers and editors involved in developing the module.
2. It explains that the module aims to help learners master key concepts on rational functions such as defining them, representing them graphically and algebraically, and finding their domains and ranges.
3. The module is intended to be used flexibly in different learning situations and presents lessons in a defined outline to follow the standard course sequence.
The document provides details for a 40-60 minute lesson plan on adding and subtracting for kindergarten/first grade students. The goals are for students to correctly perform addition and subtraction problems verbally and on paper at least 80% of the time, list turnaround facts 75% of the time, and create and solve their own math equations 80% of the time. Technologies to be used include iPads, Kidspiration, computers, and math game websites. The teacher will use visual examples on the board and have students do worksheets to assess learning.
Looking to build mathematical reasoning, number sense and academic language? This presentation will show key components of Math Talks, K-5 math strategies, scaffolds for English Learner participation and videos of ELs doing Math Talks within a co-teaching model. Attendees will participate in a Math Talk and leave with handouts to take back to their classroom.
This document provides information about a mathematics module for 7th grade students on absolute value and operations with integers. It includes 5 lessons: 1) representing absolute value of numbers on a number line, 2) addition of integers, 3) subtraction of integers, 4) multiplication of integers, and 5) division of integers. The module aims to help students represent absolute value, perform operations with integers, and solve related problems. It was developed by a team of educators and is intended to assist both students and teachers.
The document discusses principal roots and whether they are rational or irrational. It defines principal root, radical, and radicand. It explains that principal roots of perfect squares are rational numbers, while principal roots that are non-terminating or non-repeating decimals are irrational numbers. The document provides examples of determining whether specific principal roots are rational or irrational.
Using Real Life Contexts in Mathematics Teaching is a conference presentation by Peter Galbraith for the Queensland Association of Mathematics Teachers in June 2013. It has now been generously shared with the Connect with Maths ~ Maths in Action~Applications and Modelling community as a resource.
This document provides an overview of the topics that will be covered in the UPSR Mathematics exam, along with strategies for solving different types of questions. The topics include numbers and operations, fractions, decimals, percentages, mixed operations, average, money, shape and space, measurement, graphs, and data handling. It discusses the skills needed for each topic and provides examples of question types and strategies for showing work, understanding word problems, and managing information from questions and diagrams. The document emphasizes solving problems systematically and clearly showing all work.
This unit focused on teaching basic multiplication facts to 3rd grade students with special needs. Students learned facts for the numbers 0-10, with an emphasis on patterns and rules. While students showed improvement from pre-test to post-test, the instructor noted the post-test was more difficult due to its length and inclusion of problem solving questions. The instructor was pleased students improved their scores despite these challenges. Moving forward, the instructor aims to spend more time reinforcing foundational multiplication concepts and use engaging activities to help students learn and retain facts.
This document contains a daily lesson log for a 5th grade math class covering divisibility rules. The lesson introduces divisibility rules for 2, 5, 10, 3, 6, 9, 4, 8, 12, and 11. Examples are provided to demonstrate how to use the rules to determine if a number is divisible by another number. Students practice applying the rules through drills and group activities. Assessment is conducted through exercises for students to demonstrate their understanding of divisibility rules. Additional enrichment and remediation activities are also included.
The document provides information about a self-learning module on logarithmic functions for 11th grade general mathematics including introductions for teachers and learners. It outlines the objectives of the module which are to define logarithmic functions, distinguish between logarithmic equations and inequalities, solve such equations and inequalities, and apply logarithms to real-life contexts. The document also includes sections on what learners need to know, a pre-test, and the first lesson introducing logarithmic functions and their relationship to exponential functions.
The writer shares with their pen pal Ursula about their life, friends, hobbies and upcoming trip. They have 9 best friends including Pedro, Marielos, Mya, Vicky, Esther and Brianna who they enjoy going to the mall with. In their spare time they enjoy singing, dancing, tutoring and spending time with family and friends while trying to get good grades in school. They are looking forward to an upcoming class trip to Washington D.C.
This document lists names, locations, and numbers that appear to represent students and their due dates for an assignment. It includes 29 names from various US states and territories along with numbers that may indicate how many days late or amount due for each student. The due date for the assignment is listed as March 17.
This document provides a lesson plan on sums and differences of decimals. It includes student learning outcomes, lesson notes, examples, exercises and solutions for students to practice adding and subtracting decimals. The key points are rounding addends to estimate sums and differences, understanding place value when lining up decimals, and determining when converting fractions to decimals makes a problem easier to solve. Students will apply rounding and estimation skills to add and subtract decimals in various word problems.
This document provides a summary and examples of different methods for estimating and rounding numbers, including rounding to place values, front-end estimation, and clustering. It also covers calculating the mean, median, and mode of data sets, using formulas, and estimating products and quotients of decimals. Students are assigned problems reviewing these concepts from pages 164-165.
This document provides a 16-session curriculum guide for a third grade mathematics unit on surveys and line plots. The unit focuses on collecting, organizing, and displaying data to make valid inferences. Key concepts include different types of data, bar graphs, line plots, and calculating measures of central tendency. Example problems are provided to help students add and subtract within 1,000 using various strategies. The unit also covers developing an understanding of fractions as numbers through fair sharing problems and representations on number lines.
- Module 1 focuses on building fluency with addition and subtraction within 100 by practicing mental strategies and using place value understanding.
- Topic A reviews foundational skills like decompositions within 10 and partners to 10 to prepare students for more complex problems.
- Topic B introduces strategies for subtracting single-digit numbers from multiples of ten and two-digit numbers, like taking from ten.
- The module aims to set students up for mastery of sums and differences within 100 by the end of Grade 2.
The document provides a mathematics curriculum guide for third grade students in the Isaac School District. It focuses on unit 8 which covers addition, subtraction, and number systems over 3 sessions. The unit teaches students that numbers can be represented in many ways and used to solve problems. Students will learn about relationships between numbers, place value, and comparing and ordering whole numbers. They will solve 2-step word problems using the four operations and identify arithmetic patterns. Students will also learn to fluently add and subtract within 1000 using strategies based on place value.
This module discusses measures of variability such as range and standard deviation. It provides examples of computing the range of various data sets as the difference between the highest and lowest values. Standard deviation is introduced as a more reliable measure that considers how far all values are from the mean. Students learn to calculate standard deviation by finding the deviation of each value from the mean, squaring the deviations, taking the average of the squared deviations, and extracting the square root. They practice computing and interpreting the range and standard deviation of sample data sets.
This document contains information about various math teaching strategies and techniques for helping students transfer math concept knowledge and link concepts. It discusses five techniques that aid in transferring knowledge: problem-based learning, interactive math tools, using manipulatives, explaining problems in writing, and making connections. It also provides examples of effective math teaching strategies like questioning, encouragement, modelling, clarity and expectations. Finally, it addresses topics like basic math operations, fractions, word problems and telling time.
This document summarizes an R boot camp focusing on statistics. It includes an agenda that covers introducing the lab component, R basics, descriptive statistics in R, revisiting installation instructions, and measures of variability in R. Descriptive statistics are presented as ways to characterize data through measures of central tendency, shape, and variability. Examples are provided in R for calculating the mean, median, mode, range, percentiles, variance, standard deviation, and coefficient of variation. The central limit theorem and standardizing scores are also discussed. Real-world applications of R for clean and messy data are mentioned.
Sherborne C of E Primary School is a small, rural school located in Gloucestershire, England. It has 43 students ranging from ages 4 to 11 split across two classes. The school was established in 1868 and is the only school for 10km. It has a headteacher, two teachers, and support staff. The school focuses on monitoring student progress through assessments and setting targets to support lifelong learning.
The document provides information about a self-learning module on rational functions for 11th grade general mathematics students. It introduces rational functions and explains that they can be represented by equations of the form f(x)=p(x)/q(x) where p(x) and q(x) are polynomial functions. The module aims to help students understand rational functions, solve rational equations and inequalities, represent rational functions graphically and numerically, and determine the domain and range of rational functions.
1. The document provides information about a General Mathematics module on rational functions, including the writers and editors involved in developing the module.
2. It explains that the module aims to help learners master key concepts on rational functions such as defining them, representing them graphically and algebraically, and finding their domains and ranges.
3. The module is intended to be used flexibly in different learning situations and presents lessons in a defined outline to follow the standard course sequence.
The document provides details for a 40-60 minute lesson plan on adding and subtracting for kindergarten/first grade students. The goals are for students to correctly perform addition and subtraction problems verbally and on paper at least 80% of the time, list turnaround facts 75% of the time, and create and solve their own math equations 80% of the time. Technologies to be used include iPads, Kidspiration, computers, and math game websites. The teacher will use visual examples on the board and have students do worksheets to assess learning.
Looking to build mathematical reasoning, number sense and academic language? This presentation will show key components of Math Talks, K-5 math strategies, scaffolds for English Learner participation and videos of ELs doing Math Talks within a co-teaching model. Attendees will participate in a Math Talk and leave with handouts to take back to their classroom.
This document provides information about a mathematics module for 7th grade students on absolute value and operations with integers. It includes 5 lessons: 1) representing absolute value of numbers on a number line, 2) addition of integers, 3) subtraction of integers, 4) multiplication of integers, and 5) division of integers. The module aims to help students represent absolute value, perform operations with integers, and solve related problems. It was developed by a team of educators and is intended to assist both students and teachers.
The document discusses principal roots and whether they are rational or irrational. It defines principal root, radical, and radicand. It explains that principal roots of perfect squares are rational numbers, while principal roots that are non-terminating or non-repeating decimals are irrational numbers. The document provides examples of determining whether specific principal roots are rational or irrational.
Using Real Life Contexts in Mathematics Teaching is a conference presentation by Peter Galbraith for the Queensland Association of Mathematics Teachers in June 2013. It has now been generously shared with the Connect with Maths ~ Maths in Action~Applications and Modelling community as a resource.
This document provides an overview of the topics that will be covered in the UPSR Mathematics exam, along with strategies for solving different types of questions. The topics include numbers and operations, fractions, decimals, percentages, mixed operations, average, money, shape and space, measurement, graphs, and data handling. It discusses the skills needed for each topic and provides examples of question types and strategies for showing work, understanding word problems, and managing information from questions and diagrams. The document emphasizes solving problems systematically and clearly showing all work.
This unit focused on teaching basic multiplication facts to 3rd grade students with special needs. Students learned facts for the numbers 0-10, with an emphasis on patterns and rules. While students showed improvement from pre-test to post-test, the instructor noted the post-test was more difficult due to its length and inclusion of problem solving questions. The instructor was pleased students improved their scores despite these challenges. Moving forward, the instructor aims to spend more time reinforcing foundational multiplication concepts and use engaging activities to help students learn and retain facts.
This document contains a daily lesson log for a 5th grade math class covering divisibility rules. The lesson introduces divisibility rules for 2, 5, 10, 3, 6, 9, 4, 8, 12, and 11. Examples are provided to demonstrate how to use the rules to determine if a number is divisible by another number. Students practice applying the rules through drills and group activities. Assessment is conducted through exercises for students to demonstrate their understanding of divisibility rules. Additional enrichment and remediation activities are also included.
The document provides information about a self-learning module on logarithmic functions for 11th grade general mathematics including introductions for teachers and learners. It outlines the objectives of the module which are to define logarithmic functions, distinguish between logarithmic equations and inequalities, solve such equations and inequalities, and apply logarithms to real-life contexts. The document also includes sections on what learners need to know, a pre-test, and the first lesson introducing logarithmic functions and their relationship to exponential functions.
The writer shares with their pen pal Ursula about their life, friends, hobbies and upcoming trip. They have 9 best friends including Pedro, Marielos, Mya, Vicky, Esther and Brianna who they enjoy going to the mall with. In their spare time they enjoy singing, dancing, tutoring and spending time with family and friends while trying to get good grades in school. They are looking forward to an upcoming class trip to Washington D.C.
This document lists names, locations, and numbers that appear to represent students and their due dates for an assignment. It includes 29 names from various US states and territories along with numbers that may indicate how many days late or amount due for each student. The due date for the assignment is listed as March 17.
This document outlines a 6-week unit plan for a 5th grade PYP social studies unit. The unit focuses on roles and responsibilities of governments and citizens. Over the course of the unit, students will investigate concepts like rights, leadership, cooperation, and how governments function. Students will develop their understanding through group work, individual investigations, and presentations. The unit incorporates skills like cause and effect analysis, making inferences, and identifying main ideas and supporting details. Across the six weeks, students will practice skills like research, writing, and peer editing to demonstrate their learning.
This document outlines the PYP Week 6 plan for a 5th grade class at Pan American Academy Charter School for the 2010-2011 school year. The central idea is how people have affected the world with mixtures and solutions. Objectives include determining concentrations in mixtures and investigating chemical reactions. Assessments include teacher observations and student response sheets. Lines of inquiry focus on solutions, chemical reactions, separating products, and investigating mixtures. The plan integrates connections to other subjects and includes inquiry activities like completing investigations and creating chemical reactions. Materials needed include lab equipment and chemicals.
This document contains a list of names with numbers associated with each name. There are 25 names listed with numbers ranging from 61 to 101010 next to each name. The document provides basic data about multiple individuals but does not provide any context around the meaning of the numbers or significance of listing the names.
This document contains two names: Aileen Pereyra and Luis Soto. No other information is provided about these individuals. The document simply lists two names but gives no context or details about the people named.
The document provides a schedule for parent teacher conferences between Mrs. Breen and her students' parents/guardians on March 23rd and 24th, listing students' names and their scheduled conference times between 1:00 PM and 6:45 PM, with breaks between sessions and some conferences scheduled as needed.
This document discusses concentration in solutions. It describes how concentration refers to the amount of material dissolved in a given volume of liquid, with more concentrated solutions having more material dissolved. It discusses making concentrated and dilute soft drink solutions by varying the amount of powder mixed in water. It also describes investigating the concentration of salt solutions and developing procedures to determine which of three mystery solutions has the different concentrations without tasting them.
Esther wrote a letter to her friend Scarlett introducing some of her 22 friends, including Ulysses, Tytiana, Tatiana, Aaliyah, Edgar, Mya, Marielos, Brianna, Franky, Eli, Luis, Tio, Macho, Christian, Miocapi, Jeffrey, Reyna, Delilah and Juleyxis. She also mentioned having other friends like Petey, Alex and one other. Esther stated she is 11 years old and asked Scarlett her age. Esther shared that her favorite singers are Justin Bieber and Petey Style and asked Scarlett who her favorite singer is.
The document provides examples of elements to include in a dialogue, sound effects, and action to engage readers in a story. It suggests starting with a character speaking about something relevant to the plot. It also recommends using onomatopoeias to describe sounds that immerse readers. Finally, it advises including a high-energy or unbelievable event to compel readers to keep reading.
This document displays an online countdown clock that allows the user to select a countdown time between 1 minute and 1 hour. The clock then counts down from the selected time in minutes and seconds until it reaches zero. It is created by Dr. Jeff Ertzberger and includes a "Back to Clock Home" button to return to the main clock page.
Acceptance and tolerance mean appreciating and respecting differences in others without judgment, even if you disagree with them or their beliefs. While you don't have to agree with everyone, being accepting and tolerant means respecting others regardless of how they differ from you.
The writer discusses taking standardized tests called PSSAs which they found easy, except for the upcoming writing portion. They tell about themselves, sharing their favorite colors, celebrities, songs, age of 10 and a half years old, and hobbies of wearing jewelry and clothes. The writer lists upcoming school trips and best friends' names. They ask the recipient about tests taken in Spain, school trips there, favorite singers, and look forward to further conversation.
When two or more chemicals are mixed, changes like heat production, gas formation, or precipitate formation provide evidence that a chemical reaction has occurred, forming new materials. The document describes experiments mixing calcium chloride, baking soda, and citric acid in water. It was observed that calcium chloride and baking soda mixtures produced carbon dioxide gas and calcium carbonate precipitate. Citric acid reacted similarly with baking soda. Evaporation of filtrates showed the presence of salt crystals, indicating the solutions contained ionic compounds.
The document provides examples of elements to include in a dialogue, sound effects, and action to engage readers in a story. It suggests starting with a character speaking about something relevant to the plot. It also recommends using onomatopoeias to describe sounds that immerse readers. Finally, it advises including a high-energy or unbelievable event to compel readers to keep reading.
This document appears to be a journal listing names of students for each day of the school week. It includes a list of first names for Monday through Friday, with most days having between 5-10 different names listed.
The document outlines a weekly school schedule that includes subjects like literacy, writing, math, science, social studies, physical education, art, dance, and technology. Mondays and Tuesdays follow a similar schedule of breakfast, literacy and writing lessons, lunch, history, math, and additional subjects in the afternoon. Wednesdays include test preparation and early dismissal on Thursdays includes sharing current events. Fridays conclude each week with a morning literacy block and afternoon math, Spanish, science, and writing or social studies.
The document contains a weekly lesson plan for a classroom. It includes the following for each day:
- Subjects to be covered such as literacy, writing, math, science, social studies
- Specific activities and lessons for each subject with objectives and instructions
- Schedules for breakfast, lunch, recess and class periods
This document provides a weekly plan for a 5th grade PYP unit focusing on how people have positively affected the world with mixtures and solutions. The objectives are for students to explain how substances can be separated with screens and filters, identify substances that make solutions, and determine the saturation limits of salt, citric acid, and water. Assessments include observation notes and student worksheets. Key lines of inquiry are how and why substances combine or are separated, and how and why saturation occurs and its limits. Students will conduct investigations with mixtures and solubility, connecting to social studies and language arts. Materials needed include internet access and substances to make mixtures like Kool-aid, salt, and calcium chloride.