The document provides information about a lesson on linear equations in one variable, including:
- A list of 10 students assigned to Group 2
- The content and performance standards, essential questions, prior knowledge, and transfer goal for the lesson
- Details of various activities and interactions for students to apply their understanding of linear equations through solving real-world problems and examples
Here are the key steps:
1. Identify the operation and isolate the variable on one side of the equation.
2. Apply the inverse operation to both sides of the equation to solve for the variable.
3. Verify the solution by substituting back into the original equation.
The order of operations must be followed to correctly solve the equation. Do not divide by zero at any step. Communicate the steps clearly.
The document is an assignment analyzing the strategic position of the television news industry in India. It includes an executive summary, introduction, objectives, research methodology, industry landscape analysis, PESTLE and SWOT analyses, strategies for existing firms to improve competition, and strategies for a potential new entrant. The key findings are that the TV news industry in India is projected to grow substantially over the next five years, reaching $15.78 billion by 2012. The growing market size, ongoing deregulation and increasing competition make it a strategically viable opportunity for new entrants.
This document appears to be a field study report submitted by a student named Jushabeth G. Garcera for her Bachelor of Secondary Education program. The report documents her observations at St. Louise de Marillac College of Sorsogon related to exploring concepts of the curriculum. Over three episodes, she examines the concepts, nature, and purposes of the curriculum; identifies the components and approaches of the curriculum; and discusses new approaches to teaching and learning. She includes tools used during her observations, analyses of her findings, reflections, and documentation for her portfolio. The report provides insights into how the school translates its curriculum into practice in the classroom.
This document provides instructions and materials for a student to complete Episode 1 of their field study, which involves observing three classes to identify how teachers apply principles of learning. The student is given a framework to guide their observation, analysis and reflection on seeing principles of learning in action. They will be evaluated based on criteria such as thoroughness of documentation, depth of analysis, and quality of reflection.
The document outlines a field study evaluation for a student. It includes objectives to observe how resource teachers apply principles in developing lesson objectives and realize the importance of clearly defined objectives. The student is evaluated on tasks like observation, analysis, reflection, and portfolio completion. Areas of performance include exemplary, superior, satisfactory and unsatisfactory ratings that are later converted to letter grades. The student outlines steps to hit targets which include reviewing principles, observing classes, discussing with partners, and reflecting. Tools include an observation sheet to focus on principles and objectives.
This document outlines the tasks and requirements for Field Study 2, Episode 4 regarding the application of guiding principles in selecting and using teaching strategies. The student is evaluated on their observation of resource teachers, analysis of observations based on principles of teaching, reflection on observations, and submission of a portfolio before the deadline. The portfolio must include documentation of observations, analysis, and reflection for the student to receive a rating and grade.
The document summarizes Sarah Jane B. Cabilino's observation of Tanauan North Central School in Batangas, Philippines during her field study experience. She documented the school facilities, observed a grade 1 classroom taught by Mrs. Josefa S. Tenorio, and analyzed how the school environment impacts learning. Sarah concluded that the organized classrooms and facilities provided an effective learning environment for students and that a print-rich, well-ventilated classroom is conducive to learning. She reflected that she would like to teach in such a supportive school environment.
1) The teacher used a variety of teaching aids, including chalk and board, pictures, video clips, nursery music, and cut paper puzzles to teach a lesson on the water cycle.
2) She chose to use both traditional and electronic materials to actively engage students and sustain their interest in the topic.
3) While most materials were used effectively, some difficulties arose in operating technology and providing complete word puzzles, but the teacher overcame these challenges to deliver a high quality lesson.
Here are the key steps:
1. Identify the operation and isolate the variable on one side of the equation.
2. Apply the inverse operation to both sides of the equation to solve for the variable.
3. Verify the solution by substituting back into the original equation.
The order of operations must be followed to correctly solve the equation. Do not divide by zero at any step. Communicate the steps clearly.
The document is an assignment analyzing the strategic position of the television news industry in India. It includes an executive summary, introduction, objectives, research methodology, industry landscape analysis, PESTLE and SWOT analyses, strategies for existing firms to improve competition, and strategies for a potential new entrant. The key findings are that the TV news industry in India is projected to grow substantially over the next five years, reaching $15.78 billion by 2012. The growing market size, ongoing deregulation and increasing competition make it a strategically viable opportunity for new entrants.
This document appears to be a field study report submitted by a student named Jushabeth G. Garcera for her Bachelor of Secondary Education program. The report documents her observations at St. Louise de Marillac College of Sorsogon related to exploring concepts of the curriculum. Over three episodes, she examines the concepts, nature, and purposes of the curriculum; identifies the components and approaches of the curriculum; and discusses new approaches to teaching and learning. She includes tools used during her observations, analyses of her findings, reflections, and documentation for her portfolio. The report provides insights into how the school translates its curriculum into practice in the classroom.
This document provides instructions and materials for a student to complete Episode 1 of their field study, which involves observing three classes to identify how teachers apply principles of learning. The student is given a framework to guide their observation, analysis and reflection on seeing principles of learning in action. They will be evaluated based on criteria such as thoroughness of documentation, depth of analysis, and quality of reflection.
The document outlines a field study evaluation for a student. It includes objectives to observe how resource teachers apply principles in developing lesson objectives and realize the importance of clearly defined objectives. The student is evaluated on tasks like observation, analysis, reflection, and portfolio completion. Areas of performance include exemplary, superior, satisfactory and unsatisfactory ratings that are later converted to letter grades. The student outlines steps to hit targets which include reviewing principles, observing classes, discussing with partners, and reflecting. Tools include an observation sheet to focus on principles and objectives.
This document outlines the tasks and requirements for Field Study 2, Episode 4 regarding the application of guiding principles in selecting and using teaching strategies. The student is evaluated on their observation of resource teachers, analysis of observations based on principles of teaching, reflection on observations, and submission of a portfolio before the deadline. The portfolio must include documentation of observations, analysis, and reflection for the student to receive a rating and grade.
The document summarizes Sarah Jane B. Cabilino's observation of Tanauan North Central School in Batangas, Philippines during her field study experience. She documented the school facilities, observed a grade 1 classroom taught by Mrs. Josefa S. Tenorio, and analyzed how the school environment impacts learning. Sarah concluded that the organized classrooms and facilities provided an effective learning environment for students and that a print-rich, well-ventilated classroom is conducive to learning. She reflected that she would like to teach in such a supportive school environment.
1) The teacher used a variety of teaching aids, including chalk and board, pictures, video clips, nursery music, and cut paper puzzles to teach a lesson on the water cycle.
2) She chose to use both traditional and electronic materials to actively engage students and sustain their interest in the topic.
3) While most materials were used effectively, some difficulties arose in operating technology and providing complete word puzzles, but the teacher overcame these challenges to deliver a high quality lesson.
This document provides an overview of a physical science lesson on the physics definition of work. The lesson will have students brainstorm examples of when work is and isn't done according to physics. They will then view demonstrations and videos to determine the conditions required for physics work. Students will work in pairs to categorize examples as work or not work, then discuss as a class. For assessment, students will draw two illustrations - one showing physics work and one not - and explain each using the physics definition.
Rubric For Exhibitions 2009 10 Trim 2 (Fourth Grade)jtiggs
The rubric evaluates a student presentation across several criteria in 2 areas: content and delivery. It assesses elements like organization, knowledge of the topic, use of visual aids, body language, and delivery. Students are scored on a 1-4 scale in each category, with 4 being the highest. The total possible score is 100 points.
Authentic Literacy and Formative Assessment Using TechnologyAndrew Steinman
This document provides an overview of a presentation on authentic literacy and formative assessment using technology. It introduces the presenter, Andrew Steinman, and defines the goals of the presentation which are to define authentic literacy and formative assessment, simulate an authentic literacy activity incorporating formative assessment, learn how to use technology tools that support authentic literacy and formative assessment, and design an activity around authentic literacy incorporating formative assessment. Various technology tools that could support these goals are discussed such as InfuseLearning, Socrative, Diigo, Google Docs, and Blogger. The presentation guides participants through simulated activities using these tools to achieve the defined goals.
This document contains templates and tools for a student to observe, analyze, and reflect on lessons focusing on cognitive, skill-based, and affective content. The student will observe three different types of lessons - one each of cognitive, skill, and affective. They will complete an observation sheet for each lesson and answer analysis questions. They will also reflect on organizing content for meaningful learning and whether subjects can truly be dull. Their portfolio will include a sample lesson plan integrating a value into a cognitive or skill-based lesson.
This document discusses the characteristics and needs of learners from preschool, elementary, and high school levels. For preschoolers, it notes that they enjoy playing and need motivation to engage in learning. For elementary students, it describes that they are beginning to learn foundational academic skills but still enjoy play. For high schoolers, it highlights that they are in a transition period between childhood and adolescence and need support. The reflection then shares the author's personal experiences as a student in preschool, elementary, and high school, and how those shaped their desire to become a teacher in order to have a positive impact on students.
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 document provides a template for a lesson plan on teaching algebraic expressions, first-degree equations, and inequalities in one variable over 25 days. The plan includes standards, essential understandings and questions, prior knowledge, what students will know and be able to do, stages of instruction, and assessments. Stage 1 defines the content and performance standards. Stage 2 includes tasks and rubrics to assess understanding and performance. Stage 3 details instructional activities to introduce concepts, apply properties, solve equations and inequalities, and integrate learning. Activities include group work, interactive websites, problem solving, and reflections. The goal is for students to learn skills to solve real-world problems.
This document provides an overview of a unit on fractions, decimals, and percentages for 5th grade students. It outlines the key learning intentions, which are to gain understanding of improper fractions and mixed numbers, equivalence and operations involving fractions, and the relationships between fractions, decimals, and percentages. Students will practice and track their skills using online resources and develop a mathematical glossary. Assessment will be based on completion of investigations, reflections, and the glossary. The document provides guidance, resources, and success criteria for students.
This document describes Sarah Jane Cabilino's field study experience creating teaching materials for a lesson on telling time. It provides instructions for her tasks, criteria for evaluation, and sections for her to analyze and reflect on her work. She surveyed available materials, created visual aids and a PowerPoint presentation, and organized her work into a portfolio. She encountered some difficulties deciding on design elements but overcame them through group cooperation. Her tips for teachers include considering topics, learners, availability, and developing resourcefulness when preparing materials.
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.
This document provides instructions for completing assignments for the Post Graduate Diploma in Guidance and Counselling program for the 2009-2010 session. It outlines that students must submit two assignments for each theory course by the specified deadline to the program coordinator. The document then provides details of the assignments for each of the five theory courses, including questions to answer and guidance on formatting responses.
This lesson plan summarizes a lesson on analyzing representations of social class in TV drama for a class of 6 students. The lesson aims to build on skills from previous lessons in deconstructing media texts using terminology and analyzing representations and their effects through examples. Students will analyze excerpts from a TV drama and be differentiated by ability level, with some expected to discuss representations in more depth and make sophisticated connections. Resources like pictures, videos, and excerpts will be used to engage students and support learning.
This document provides a 15-week scheme of work for a Contemporary PE course at AS level. It outlines the weekly topics to be covered, learning objectives, teaching methods, resources needed, and assessment and homework activities. The topics include play, sports in schools initiatives, performance pyramid, ethnic sports, policy and administration, social class and disability issues. Teaching methods include presentations, discussions, practical activities, and exam question practice. Assessment is via questioning, observation, exams, and homework such as research, revision, and peer review.
The document is a mathematics curriculum guide for 5th grade from the Isaac School District. It outlines several units of study around operations and algebraic thinking, number and operations in base ten, and number and operations with fractions. The guide provides standards, essential questions, unit vocabulary, explanations and examples for key concepts like understanding the place value system, performing operations with multi-digit numbers and decimals, writing and interpreting numerical expressions, and using equivalent fractions to add and subtract fractions. Teachers are provided guidance on teaching strategies like using visual models and making connections to other math practices.
Visualising Quantum Physics using MathematicaAndreas Dewanto
This document discusses using Mathematica to help students visualize and better understand quantum physics. It describes how Mathematica allows for interactive manipulation and animation to bring the probabilistic and counterintuitive concepts of quantum mechanics to life. The author implemented a semester-long project where students worked in pairs to create Mathematica visualizations. Based on a survey, students found the project challenging but beneficial for building their programming skills and gaining a more intuitive grasp of quantum physics concepts. While some initial reluctance was reported, most students felt it improved their understanding and would consider using similar software in the future.
Here are the minimum requirements for your complex machine project:
- Must include at least 2 simple machines (lever, pulley, wheel & axle, inclined plane, screw)
- Must be able to move a roll of pennies a distance of 3 feet
- All parts must be securely fastened together
- Must be able to operate safely without parts falling off
You will need to submit a proposal describing your planned machine before building. Let me know if you have any other questions!
The document provides a curriculum map for 7th grade math standards organized into units and clusters. It includes essential questions, big ideas, standards, mathematical practices, vocabulary, and resources for each cluster. The purpose is to provide a logical progression of content and ensure all teachers follow the same sequence of instruction. It explains how the standards and practices are paired and priorities are designated for certain standards. Assessments and possible projects are included at the end of each cluster.
This document provides an overview, standards, and instructional strategies for a unit on extending base ten understanding for second grade mathematics. The unit focuses on helping students understand the value of digits within multi-digit numbers, represent numbers using various methods including expanded form, and compare numbers using symbols like > and <. A variety of tasks and activities are provided to help students build their place value understanding.
This document contains a portfolio analysis form for a high school mathematics student. The educational goal is for students to solve 5 problems involving rational numbers correctly using order of operations. The performance task assesses students' ability to add, subtract, multiply, and divide rational numbers, including problems with variables. Progress is evaluated using a rating scale rubric measuring comprehension, approach, explanation, understanding, and organization across 5 levels from beginner to mastery. The form is meant to illustrate student progress over time in solving rational number problems.
This document provides guidance for teaching addition and subtraction to elementary school students. It recommends having students write math problems for peers to solve and incorporating math into other subjects like language arts. The document also lists technologies and apps that can be used, such as Kidspiration and coolmath-games.com. It provides tips for English language learners and students with disabilities. Teachers should assess student knowledge through board work, tests, and allowing students to teach addition and subtraction problems.
This document contains a rubric for evaluating WebQuests with categories for aesthetics, introduction, task, process, evaluation, conclusion, and credits. Key areas of focus include navigation, clarity of objectives, depth of thinking, connection to curriculum standards, appropriateness for grade level, clear directions, and meaningful resources. Points are assigned on a scale from low to high in each category to assess the overall quality of the WebQuest.
This document outlines the requirements for a final project in Algebra I where students will work in groups to teach a 15-20 minute review lesson to the class. The project will serve as the final exam grade. Each lesson must include an objective, introduce terminology and procedures, include an assessment, and identify a real-world application. Students must submit their lesson plan, presentation, assessment, and peer evaluations. The rubric evaluates groups on collaboration, lesson organization, technical quality, assessment, and the presentation.
This document provides an overview of a physical science lesson on the physics definition of work. The lesson will have students brainstorm examples of when work is and isn't done according to physics. They will then view demonstrations and videos to determine the conditions required for physics work. Students will work in pairs to categorize examples as work or not work, then discuss as a class. For assessment, students will draw two illustrations - one showing physics work and one not - and explain each using the physics definition.
Rubric For Exhibitions 2009 10 Trim 2 (Fourth Grade)jtiggs
The rubric evaluates a student presentation across several criteria in 2 areas: content and delivery. It assesses elements like organization, knowledge of the topic, use of visual aids, body language, and delivery. Students are scored on a 1-4 scale in each category, with 4 being the highest. The total possible score is 100 points.
Authentic Literacy and Formative Assessment Using TechnologyAndrew Steinman
This document provides an overview of a presentation on authentic literacy and formative assessment using technology. It introduces the presenter, Andrew Steinman, and defines the goals of the presentation which are to define authentic literacy and formative assessment, simulate an authentic literacy activity incorporating formative assessment, learn how to use technology tools that support authentic literacy and formative assessment, and design an activity around authentic literacy incorporating formative assessment. Various technology tools that could support these goals are discussed such as InfuseLearning, Socrative, Diigo, Google Docs, and Blogger. The presentation guides participants through simulated activities using these tools to achieve the defined goals.
This document contains templates and tools for a student to observe, analyze, and reflect on lessons focusing on cognitive, skill-based, and affective content. The student will observe three different types of lessons - one each of cognitive, skill, and affective. They will complete an observation sheet for each lesson and answer analysis questions. They will also reflect on organizing content for meaningful learning and whether subjects can truly be dull. Their portfolio will include a sample lesson plan integrating a value into a cognitive or skill-based lesson.
This document discusses the characteristics and needs of learners from preschool, elementary, and high school levels. For preschoolers, it notes that they enjoy playing and need motivation to engage in learning. For elementary students, it describes that they are beginning to learn foundational academic skills but still enjoy play. For high schoolers, it highlights that they are in a transition period between childhood and adolescence and need support. The reflection then shares the author's personal experiences as a student in preschool, elementary, and high school, and how those shaped their desire to become a teacher in order to have a positive impact on students.
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 document provides a template for a lesson plan on teaching algebraic expressions, first-degree equations, and inequalities in one variable over 25 days. The plan includes standards, essential understandings and questions, prior knowledge, what students will know and be able to do, stages of instruction, and assessments. Stage 1 defines the content and performance standards. Stage 2 includes tasks and rubrics to assess understanding and performance. Stage 3 details instructional activities to introduce concepts, apply properties, solve equations and inequalities, and integrate learning. Activities include group work, interactive websites, problem solving, and reflections. The goal is for students to learn skills to solve real-world problems.
This document provides an overview of a unit on fractions, decimals, and percentages for 5th grade students. It outlines the key learning intentions, which are to gain understanding of improper fractions and mixed numbers, equivalence and operations involving fractions, and the relationships between fractions, decimals, and percentages. Students will practice and track their skills using online resources and develop a mathematical glossary. Assessment will be based on completion of investigations, reflections, and the glossary. The document provides guidance, resources, and success criteria for students.
This document describes Sarah Jane Cabilino's field study experience creating teaching materials for a lesson on telling time. It provides instructions for her tasks, criteria for evaluation, and sections for her to analyze and reflect on her work. She surveyed available materials, created visual aids and a PowerPoint presentation, and organized her work into a portfolio. She encountered some difficulties deciding on design elements but overcame them through group cooperation. Her tips for teachers include considering topics, learners, availability, and developing resourcefulness when preparing materials.
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.
This document provides instructions for completing assignments for the Post Graduate Diploma in Guidance and Counselling program for the 2009-2010 session. It outlines that students must submit two assignments for each theory course by the specified deadline to the program coordinator. The document then provides details of the assignments for each of the five theory courses, including questions to answer and guidance on formatting responses.
This lesson plan summarizes a lesson on analyzing representations of social class in TV drama for a class of 6 students. The lesson aims to build on skills from previous lessons in deconstructing media texts using terminology and analyzing representations and their effects through examples. Students will analyze excerpts from a TV drama and be differentiated by ability level, with some expected to discuss representations in more depth and make sophisticated connections. Resources like pictures, videos, and excerpts will be used to engage students and support learning.
This document provides a 15-week scheme of work for a Contemporary PE course at AS level. It outlines the weekly topics to be covered, learning objectives, teaching methods, resources needed, and assessment and homework activities. The topics include play, sports in schools initiatives, performance pyramid, ethnic sports, policy and administration, social class and disability issues. Teaching methods include presentations, discussions, practical activities, and exam question practice. Assessment is via questioning, observation, exams, and homework such as research, revision, and peer review.
The document is a mathematics curriculum guide for 5th grade from the Isaac School District. It outlines several units of study around operations and algebraic thinking, number and operations in base ten, and number and operations with fractions. The guide provides standards, essential questions, unit vocabulary, explanations and examples for key concepts like understanding the place value system, performing operations with multi-digit numbers and decimals, writing and interpreting numerical expressions, and using equivalent fractions to add and subtract fractions. Teachers are provided guidance on teaching strategies like using visual models and making connections to other math practices.
Visualising Quantum Physics using MathematicaAndreas Dewanto
This document discusses using Mathematica to help students visualize and better understand quantum physics. It describes how Mathematica allows for interactive manipulation and animation to bring the probabilistic and counterintuitive concepts of quantum mechanics to life. The author implemented a semester-long project where students worked in pairs to create Mathematica visualizations. Based on a survey, students found the project challenging but beneficial for building their programming skills and gaining a more intuitive grasp of quantum physics concepts. While some initial reluctance was reported, most students felt it improved their understanding and would consider using similar software in the future.
Here are the minimum requirements for your complex machine project:
- Must include at least 2 simple machines (lever, pulley, wheel & axle, inclined plane, screw)
- Must be able to move a roll of pennies a distance of 3 feet
- All parts must be securely fastened together
- Must be able to operate safely without parts falling off
You will need to submit a proposal describing your planned machine before building. Let me know if you have any other questions!
The document provides a curriculum map for 7th grade math standards organized into units and clusters. It includes essential questions, big ideas, standards, mathematical practices, vocabulary, and resources for each cluster. The purpose is to provide a logical progression of content and ensure all teachers follow the same sequence of instruction. It explains how the standards and practices are paired and priorities are designated for certain standards. Assessments and possible projects are included at the end of each cluster.
This document provides an overview, standards, and instructional strategies for a unit on extending base ten understanding for second grade mathematics. The unit focuses on helping students understand the value of digits within multi-digit numbers, represent numbers using various methods including expanded form, and compare numbers using symbols like > and <. A variety of tasks and activities are provided to help students build their place value understanding.
This document contains a portfolio analysis form for a high school mathematics student. The educational goal is for students to solve 5 problems involving rational numbers correctly using order of operations. The performance task assesses students' ability to add, subtract, multiply, and divide rational numbers, including problems with variables. Progress is evaluated using a rating scale rubric measuring comprehension, approach, explanation, understanding, and organization across 5 levels from beginner to mastery. The form is meant to illustrate student progress over time in solving rational number problems.
This document provides guidance for teaching addition and subtraction to elementary school students. It recommends having students write math problems for peers to solve and incorporating math into other subjects like language arts. The document also lists technologies and apps that can be used, such as Kidspiration and coolmath-games.com. It provides tips for English language learners and students with disabilities. Teachers should assess student knowledge through board work, tests, and allowing students to teach addition and subtraction problems.
This document contains a rubric for evaluating WebQuests with categories for aesthetics, introduction, task, process, evaluation, conclusion, and credits. Key areas of focus include navigation, clarity of objectives, depth of thinking, connection to curriculum standards, appropriateness for grade level, clear directions, and meaningful resources. Points are assigned on a scale from low to high in each category to assess the overall quality of the WebQuest.
This document outlines the requirements for a final project in Algebra I where students will work in groups to teach a 15-20 minute review lesson to the class. The project will serve as the final exam grade. Each lesson must include an objective, introduce terminology and procedures, include an assessment, and identify a real-world application. Students must submit their lesson plan, presentation, assessment, and peer evaluations. The rubric evaluates groups on collaboration, lesson organization, technical quality, assessment, and the presentation.
Analytic scoring involves scoring separate parts or criteria of a performance or product individually and then summing the scores to obtain a total score. The document provides an example of an analytic rubric for rating composition tasks. The rubric contains five criteria: organization, logical development of ideas, grammar, punctuation/mechanics, and style/quality of expression. Each criterion is scored on a scale from 1 to 4, with descriptors provided for each level.
The document summarizes a forum discussion on what topics students would like to learn about in their CALL II class and how they would prefer to learn. Most students expressed interest in learning about managing technology and human language technologies. They preferred a practical class that allows practicing technology skills, discussing topics, and working in teams in an interesting, dynamic way. Based on this feedback and course readings, the proposal recommends focusing on technological tools that develop language skills while keeping learners motivated, such as tools that facilitate communication and familiarize users with technology.
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.
This document outlines the daily lesson plan for a Grade 11 General Mathematics class taught from September 19-23, 2022. The lessons focus on rational functions and cover key concepts such as intercepts, zeroes, asymptotes, and solving problems involving rational functions, equations, and inequalities. Each day's objectives, content, learning activities, examples, and assessments are detailed. The teacher evaluates students' mastery and identifies areas for remediation or enrichment.
+Fifth semester group criteria proposal+Oscar Morones
The team analyzed a forum discussion on topics and methods for learning in CALL II. They found that the most popular topic was managing technology (50%), followed by human language technologies (21%). The most preferred method of learning was practice (48%), followed by discussion (14%). Based on this, the team proposes focusing on technology and human language technologies, as these align with the student interests and are important for language teaching. They justify this by citing sources that discuss how technology can motivate learners and how computational linguistics aids language acquisition. The summary includes the key findings from the forum analysis and provides a concise overview of the team's proposal and justification.
This rubric evaluates blog posts on a scale of 1 to 10 in several categories:
1) Personal connection to the issues raised in texts, ranging from no personal response to extensive evidence of personal growth.
2) Grammar, spelling, and conventions, ranging from incorrect grammar to very good command of the language.
3) Application of theory, from making no reference to outside readings to relating readings to different contexts.
4) Knowledge, from not comprehending texts to making insightful inferences about deeper meanings.
5) Analysis, from being unable to express opinions to clearly expressing arguments and responses in writing.
The document provides a grading scale with different levels (A, B, C, below C, and below) and criteria for assessing student work. The criteria include meaning/content, development, organization, language use, and conventions. Higher levels are expected to demonstrate a deeper analysis, more fully developed ideas, stronger organization, more sophisticated writing, and proper grammar compared to lower levels.
We need to consider both traditional and progressive points of view of curriculum because both have valuable insights to offer. The traditional perspective emphasizes established knowledge and methods, while the progressive perspective focuses on adapting to current needs and incorporating new ideas. Considering multiple perspectives helps develop a more well-rounded understanding of curriculum design and allows educators to make informed decisions about balancing continuity and change.
2. How can the insights from both perspectives help in designing an
effective curriculum?
The document provides instructions for creating an educational math video. Students are asked to choose a math topic, brainstorm video ideas, film and edit the video using software. The goal is to explain a difficult math concept in an entertaining, comical way to help students learn and remember the information better. Students will be evaluated on their understanding of the mathematical concepts, the clarity of their explanations, use of terminology, problem-solving strategies, organization, and overall video quality.
The documents provide information about math and science assessments for 4th grade students. The math assessment covers topics like properties of multiplication, the relationship between multiplication and division, and probability. The science assessment addresses simple machines used by primitive civilizations and comparing them to modern machines. Both assessments include exercises to evaluate and scoring criteria.
Grade 7 wellness unit 2 performance task rubriccarlyrelf
This rubric evaluates students on a performance task where they lead instruction and discuss an article on hurtful behaviors and conflict management. Students are assessed on their ability to ask thoughtful questions, brainstorm strategies, communicate lessons engagingly, show empathy, and collaborate with others. Performance is judged in categories such as being informative, using effective language skills, demonstrating mature perspectives, and positively participating.
This document provides guidance on using portfolio assessment, self-assessment, open response questions, and short investigations as forms of authentic assessment. It discusses:
1. Portfolio assessment allows students to select work to showcase skills and growth over time. Items may include written work, videos, tests, and self-evaluations. Teachers conference periodically with students.
2. Self-assessment is important for developing independent learners. Students evaluate their own work using clear rubrics or criteria.
3. For open response questions, teachers should model the thinking process, provide examples and practice, and give specific feedback to optimize student performance.
4. Short investigations present students with a stimulus to interpret, describe, explain
This document provides a teaching guide for a module on rational algebraic expressions and algebraic expressions with integral exponents. The module is divided into two lessons which cover rational algebraic expressions, operations on rational algebraic expressions, and using them to model rate-related problems. The guide includes learning outcomes and standards, topics, lessons, competencies, assessments, and a sample pre-test to introduce concepts to students. It provides a framework to teach students key concepts and allow them to apply their understanding.
Process oriented performance-based assessmentrenarch
Here are scoring rubrics for 5 of the activities:
1. Devise a game
- Creativity of game concept
- Clarity of rules
- Realistic gameplay
- Aesthetic design of materials
2. Participate in a debate
- Logic and evidence used for arguments
- Rebuttals of opposing side's points
- Clarity and organization of ideas
- Engagement with other debaters
3. Write a research paper
- Thoroughness of research
- Organization of information
- Mechanics, grammar, and style
- Depth of analysis
4. Design a museum exhibit
- Engaging presentation of topic
- Aesthetic design and layout
-
Process oriented performance-based assessmentrenarch
Performance assessment involves observing and judging a student's demonstration of skills or competencies through tasks like creating a product, responding to a prompt, or giving a presentation. It emphasizes a student's ability to apply their knowledge and skills to produce their own work. Performance assessments typically require sustained effort over multiple days and involve explaining, justifying, and defending ideas. They rely on trained evaluators to score student work using pre-specified criteria and standards. While performance assessments integrate assessment with learning and provide formative feedback, they can be difficult to score reliably and require significant time from teachers and students.
1. The document is a private school profile form that collects data on student enrollment, age, classes, facilities, and personnel from private schools in the Philippines.
2. It requests information on enrollment numbers, age distribution, number of classes, physical facilities, and staffing for each level (pre-school, elementary, secondary) taught at the school.
3. Schools are asked to provide this information by July 31, 2010 so that the Department of Education's Office of Planning Service can analyze private school conditions.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against developing mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise has also been shown to increase gray matter volume in the brain and reduce risks for conditions like Alzheimer's and dementia.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise has also been shown to increase gray matter volume in the brain and reduce risks for conditions like Alzheimer's and dementia.
The document summarizes a sample learning plan for teaching the basic features and elements of narrative to English students. It outlines the desired learning outcomes, assessments, lesson plan, and resources used. The goal is for students to understand that narratives provide insights into a culture's ideas, feelings, and values, and to learn to proficiently write and illustrate their own narrative.
The document outlines a lesson plan on teaching scientific notation to learners. It includes 3 stages: desired results, assessment evidence, and a learning plan. The learning plan uses a 3 phase approach of introduction, interaction, and integration. It provides activities for learners to practice writing numbers in scientific notation and using it to solve real-life problems. The assessment requires learners to conduct a survey and present data on families' demographics using scientific notation.
The document provides a rubric for a project proposal on teaching linear equations. It outlines 37 steps for teachers to guide students in learning about linear equations, including having students work in groups to solve practice problems, share their work, and reflect on applications of linear equations to real-life situations. Key aspects covered are properties of equality, word problems, and using linear equations to analyze real data.
This document provides a template for a lesson plan on teaching algebraic expressions, first-degree equations, and inequalities in one variable over 25 days. The plan includes standards, essential understandings and questions, prior knowledge, what students will know and be able to do, stages of instruction, and assessments. Stage 1 defines the content and performance standards. Stage 2 includes tasks and rubrics to assess understanding and performance. Stage 3 details instructional activities to introduce concepts, apply properties, solve equations and inequalities, and integrate learning. Activities include group work, interactive websites, problem solving, and reflections. The goal is for students to learn skills to solve real-world problems.
This document outlines a 10-day learning plan for teaching linear equations in one variable. It includes the content and performance standards which focus on understanding and modeling situations using linear equations. Prior knowledge, essential understandings, essential questions, and transfer goals are identified. The plan describes two stage assessments: 1) a performance task where students use linear equations to analyze malnutrition data and make recommendations to the government, and 2) problems involving real-life situations solved using various strategies. Various activities are outlined to introduce and explore linear equations, including group work, websites, and a concept map activity.
This document outlines a 5-day lesson plan on scientific notation for the first quarter. The goal is for learners to understand and apply scientific notation. Key concepts include expressing big and small quantities in scientific notation and using it to solve real-life problems. Learners will demonstrate their understanding by formulating problems involving scientific notation from disciplines like astronomy and solving them. A performance task involves designing a scale model of the solar system using scientific notation to express planetary distances. The lesson uses introduction, interaction with resources, and integration to address the essential question of why scientific notation is used.
The document outlines a lesson plan on teaching scientific notation to learners. It includes 3 stages: desired results, assessment evidence, and a learning plan. The learning plan uses a 3 phase approach of introduction, interaction, and integration. It provides activities for learners to practice writing numbers in scientific notation and using it to solve real-world problems. The assessment requires learners to conduct a survey and present data on families' demographics using scientific notation.
The document provides a rubric for a project proposal on teaching linear equations. It outlines 37 steps for teachers to guide students in learning about linear equations, including having them work in groups to solve practice problems, share their work, and reflect on applications of linear equations to real-life situations. Key aspects covered are properties of equality, word problems, and using linear equations to analyze real data.
4. Content standard
The learner demonstrates understanding of
the key concepts of first-degree equations in
one variable.
5. PERFORMANCE standard
The learner models situations using
oral, written, graphical and algebraic methods
to solve problems involving first degree
equations and inequalities in one variable.
6. Essential Understanding
Real life problems where certain quantities
are unknown can be solved using first degree
equations and inequalities in one variable.
7. Essential questions
How can we use first degree equations and
inequalities in one variable to solve real life
problems where certain quantities are
unknown?
8. knowledge
The students will know:
mathematical expressions, first degree
equations and inequalities in one variable
first degree equations and inequalities in one
variable
properties of first degree equations and
inequalities in one variable
applications of first degree equations and
inequalities in one variable
9. skills
The students will be able to:
Differentiate mathematical expressions from equations
and equalities.
Identify an describe first-degree equations and
inequalities in one variable.
Give examples of first degree equations and inequalities
in one variable
Describes situation using first degree equations and
inequalities in one variable
Enumerate and explain the different properties of first
degree equations and inequalities
Give illustrative examples of each property
Apply the properties of equations and equalities in
solving first degree equations in one variable
Verify and explain the solution to problems involving
first degree equations and inequalities in one variable
Extend, pause, and solve related problems in real life
10. PRIOR KNOWLEDGE
Unknown quantities or variables can be
represented only by x or y.
Variable has a fixed value.
Linear equation cannot be apply in real life.
In solving equations, variables are always on
the left side.
The use of properties of equalities and the
use of relationship symbols ( or )
11. TRANSFER GOAL
Use linear equations in one
variable to solve real-life
problems.
Specifically:
To model relationship between physical
quantities and real life situations
13. performance TASK
To apply your knowledge involving linear equations in one variable, you are to
play the role of a teacher. You are tasked to investigate the relationship
between the physical quantities that are found in the environment or find
real word problems that models a linear equation. You are tasked to write
the corresponding equations and related questions to the problem. Write
your explanation. You are to organize your work on a chart or poster which
shall include the problem/situation that you investigated, your
observations, the corresponding linear equation/model, related
questions, explanations and reflection. Your presentation will be judged by
your classmates.
14. Rubrics
Category 4 3 2 1
Demonstrate
Demonstrate
understanding Demonstrate
Clarity of creativity and
on creative little or no Not clear
Presentation goes beyond
thought and creativity
requirement
requirements
A little
Difficult to
difficult to
understand
Detailed and understand
Explanation Clear and several
clear but includes
components
critical
are missing
components
Accurate,
written in Presented
Written in
precise incomplete,
clear narrative
narrative form relationship
form and are No
Conclusion and are to
supported by conclusion
clearly mathematical
mathematical
supported by evidence
evidence
mathematical maybe limited
evidence
Questions are
clear and
Questions
greatly add to
Questions are are difficult
the reader’s Questions are
Related somewhat to
understanding clear and easy
Question difficult to understand
of the to understand
understand or are not
procedures
present
related to the
presentation
Complete, Neat and easy Neat but 3 or Messy and
Organizational
neat and easy to read, 1 or 2 4 items are more than 5
chart
to read items missing missing items missing
15. Facets of understanding
Explanation
How to solve physical quantities that are found in the
environment or real word problem that models linear equations
Interpretation
By recording an observation in a chart and writing the
findings and conclusion
Application
Variety of techniques in solving real life problems involving
linear equations
Self – knowledge
Solve problem through the idea of linear equations in one
variable
17. INTRODUCTION
You are a farmer and supplier of rice in your
community. If the approximate numbers of
families is above 45 and each family needs a
cavan of rice per month, how many cavans of
rice are needed for 2 months? 5 months? One
year? What do you think will happen if the
number of families increases by 2 per year.
18. INTRODUCTION
Complete the table to show the demands of
rice.
Year No. of Families No. of Demands per
Year
2010 45
2011
2012
2013
2014
19. INTRODUCTION
Based on the given information on the
table, form an equation.
How can you construct an equation to get
the number of demands for the succeeding
years?
How can we use the first degree equation in
one variable to solve real life problems where
certain quantities are unknown?
20. INTERACTION
On Properties of Equality
Say: Earlier, you were able to represent and solve the
unknown by using linear equation in one variable. For
further understanding of the topic, ask: What is
equilibrium? Solicit students’ answers.
Discuss the different properties of equality. Illustrate
each through examples and mathematical models. Use a
number line or algebra tiles whenever necessary.
Emphasize the said properties are used to simplify and
solve mathematical equations.
21. INTERACTION
Let the students answer Activity # 1.
Ask them to choose a partner and discuss their work.
Let them work on Activity # 2.
You may also ask the students to access the website for
their independent study on the properties of equality.
http://www.mathwarehouse.com
Topic on Properties of Equality and Exercises
Let the students have a journal and answer the
question: “When do we say that equality exists between
men?”
22. INTERACTION
On Solving Linear Equations
Say: In the activities that we have done, we
understand/realize the importance of having equality among
men, object, and things. Then ask: Given an equation, when
do we apply APE, SPE, MPE, and DPE. Tell the students
that in the next activity they will apply the different
properties in solving equation in one variable.
Ask the students to perform Activity # 3. Allow them to
work for 10 – 15 minutes. Ask them to get a partner, to take
turn in showing and explaining their work in front of the
class and write at least two comments on their partner’s
work.
23. INTERACTION
Discuss the reason why zero should not be
used as a multiplier [or a divisor] in
transforming equations. Differentiate between
the terms undefined and indeterminate.
24. INTERACTION
Review PEMDAS. Have students
remember the order of operations in a multi-
operation expression or equation.
25. INTERACTION
Let the students work by group in answering Activity
#4. Let them explain their work on the board.
Ask the students to give procedure in solving
mathematical equations. Relate the steps to the different
properties of equality.
Emphasize the importance of reading a word problem
carefully. List down the related terms of operations like
addition, subtraction, multiplication and division.
Word problems are difficult for many beginning algebra
students. It is important for students to realize that
when they need to apply mathematics to real life
problems, they must isolate or identify relevant data from
extraneous data. Emphasize that sometimes there are not
enough facts available to solve a given problem.
Let them work on Activity 5. (Word problem)
26. INTERACTION
You may also ask the students to access the following
websites to answer more activities on solving equations.
www.algebralab.org/practice.aspx?File:word_linearequatio
ns.AML
www.Free-
ed.net/sweethaven/Math/Algebra/Linearequation/Lineq
One01_LE.asp
Let the student do the Performance Task.
27. Integration
Summarize what you have learned about linear
equations and inequalities by doing the activity below.
Give the students 3 to 5 minutes and ask some students to
present and explain their answers to the class.
Concept Map
Can be expr essed as
Has differ ent
namely
28. Integration
Values Integration
Ask them to answer the following questions in a
Journal to process the learning experience of the
students.
What knowledge and skills did you learn from the
lesson that you can use in real life? What are the
attitudes of men that can be developed in the study
of first degree equations in one variable?
How can you use your knowledge of linear equations to
lessen/eliminate corruption in our government?
29. closure
Linear equations can be expressed either in verbal or
mathematical manner. Properties serve as a guide in
solving equations. After performing the activity, we can
say that linear equations can help in solving problems in
real life. As we continue the lessons, you can see more
applications in our everyday life.
31. ACTIVITY #1
Identify the property used in each equation.
1. If x = 7 and y = 7, then x = y.
2. If x = 5, then x + 3 = 5 + 3.
3. If 4x = 5, then 4x/4 = 5/4.
4. If 5x = 7, then 7 = 5x.
5. If x + 10 = 5, then x + 10 – 10 = 5 – 10.
Back
32. ACTIVITY #2
Supply the appropriate equation indicated by the given
property..
1. If x = 3 and x + y = 4, then ________________ (Substitution)
2. (x + y) + z = _____________________ (Associative)
3. If m = n and m = 3, then ___________________ (Transitive)
4. If x + 3 = 8, then ________________________ (Addition PE)
5. If 4x = 8, then __________________________ (Division PE)
Back
33. ACTIVITY #3
Solve the following equations.
1. x + 6 = 3
2. x – 8 = 15
3. -3x = 12
4. 1/3 x = 9
5. x + 4 = - 15
Back
34. ACTIVITY #4
Solve the following equations.
1. 2x + 6 = x - 2
2. 2(x – 1) = 3(x – 2) + 7
3. 3x + 4 = 12 + 5(x – 4)
4. ½ (x + 4) = (x + 5)
5. 2/3x + 4 = ½ (x – 3)
Back