Lesson 4 - Describing Patterns
•Download as PPT, PDF•
0 likes•632 views
The document provides instructions for a geography lesson asking students to identify and describe patterns on maps. Students are to work in groups analyzing resources to identify a pattern, determine additional information needed to outline the pattern and relationship, and describe the pattern using terms like identify, outline, and contrast. The lesson aims to teach students how to describe patterns on maps.
Report
Share
Report
Share
![[object Object],[object Object],[object Object],Level 1 Geography](https://image.slidesharecdn.com/lesson-4-describing-patterns-1204174649572943-2/85/Lesson-4-Describing-Patterns-1-320.jpg)
Recommended
Ms. Goins' Lesson Plan
Students will work in groups to arrange scrambled words and punctuation into proper sentences. They will write the sentences down including capitalization and ending punctuation. The teacher will monitor the groups and help rearrange incorrect sentences. After, the teacher will assess students' understanding of sentence structure using a quiz on Socrative.
7NE Hunger Games L12 plan
The lesson plan is for a class of 30 students studying The Hunger Games. The learning objectives are for students to recall the first four chapters and empathize with different characters. Students will complete a gap-fill activity, quiz, and poll to assess their recall and empathy. They will then write tweets as different characters to show their understanding, and provide feedback on each other's tweets in a plenary discussion. The lesson incorporates collaborative work and cognitive challenges like writing from a character's perspective.
interactive reading
This document provides an interactive reading assignment on ancient Rome for students. It outlines three levels of comprehension activities for students to complete individually or with partners. Level one activities focus on basic questions to build foundational knowledge from the reading. Level two dives deeper into analogies, visualizations, and open-ended questions. Level three asks students to analyze different points of view and complete an "if/then" statement to demonstrate higher-level thinking. Completing all three levels would result in a score of 100. The teacher's role is to guide students as they work through each progressive level of questioning and analysis of the content from pages 134-136.
ECA reflections
The document summarizes reflections from a math team on their strengths and growth areas. It discusses how they have strong skills in polynomial operations and solving linear equations, but need more practice with quadratics, systems of linear equations, and word problems. It provides strategies for improving work on word problems, including using graphic organizers and intentional practice with a framework of previewing the problem, predicting solutions, planning an approach, and checking work.
Presentation
Principle 1 of teaching for social justice focuses on enabling significant work within communities of learners. It has five key points: (1) assuming all students are capable of complex ideas, (2) appropriately translating knowledge for students, (3) providing academically challenging skills, (4) having high expectations of oneself as a teacher, and (5) fostering shared responsibility for learning. Participants analyzed pictures in small groups to determine which key point each set represented and discussed personal math classroom experiences related to this principle. Open questions then explored adding to the principle's key points and applying it in teaching.
Self assesment target
This document outlines a self-assessment process for students. Students will evaluate their own work across 4 criteria on a scale of 1 to 4: team work, understanding of the topic, respect for other teams, and presentation style. For each criteria, students will mark the level they achieved and color in the corresponding area. Students will also explain their scores and how they can improve for each criteria in the comments section. The self-assessment is designed to help students evaluate their own work.
Welcome to stats
This document provides an overview of an AP Statistics course. It introduces the four main themes that will be covered: collecting and describing data, probability, and statistical inference. It outlines the structure of the AP exam in May, emphasizing the need for consistent effort throughout the semester. Requirements for the course are listed, including a graphing calculator, writing utensils, and the textbook. Expectations are for students to understand statistics and apply effort to earn a passing exam score. A pre-course assignment with due dates is also included.
Acid Rain - Formative Assessment
The document provides guidance for students on an assessment for a geography standard involving analysis of a contemporary issue. It outlines the criteria for different achievement levels and provides examples and tasks to help students understand the requirements. Key points covered include identifying the differences between not achieved, achieved, merit and excellence; describing the geographic nature and viewpoints around an issue; evaluating courses of action and making justified recommendations.
Recommended
Ms. Goins' Lesson Plan
Students will work in groups to arrange scrambled words and punctuation into proper sentences. They will write the sentences down including capitalization and ending punctuation. The teacher will monitor the groups and help rearrange incorrect sentences. After, the teacher will assess students' understanding of sentence structure using a quiz on Socrative.
7NE Hunger Games L12 plan
The lesson plan is for a class of 30 students studying The Hunger Games. The learning objectives are for students to recall the first four chapters and empathize with different characters. Students will complete a gap-fill activity, quiz, and poll to assess their recall and empathy. They will then write tweets as different characters to show their understanding, and provide feedback on each other's tweets in a plenary discussion. The lesson incorporates collaborative work and cognitive challenges like writing from a character's perspective.
interactive reading
This document provides an interactive reading assignment on ancient Rome for students. It outlines three levels of comprehension activities for students to complete individually or with partners. Level one activities focus on basic questions to build foundational knowledge from the reading. Level two dives deeper into analogies, visualizations, and open-ended questions. Level three asks students to analyze different points of view and complete an "if/then" statement to demonstrate higher-level thinking. Completing all three levels would result in a score of 100. The teacher's role is to guide students as they work through each progressive level of questioning and analysis of the content from pages 134-136.
ECA reflections
The document summarizes reflections from a math team on their strengths and growth areas. It discusses how they have strong skills in polynomial operations and solving linear equations, but need more practice with quadratics, systems of linear equations, and word problems. It provides strategies for improving work on word problems, including using graphic organizers and intentional practice with a framework of previewing the problem, predicting solutions, planning an approach, and checking work.
Presentation
Principle 1 of teaching for social justice focuses on enabling significant work within communities of learners. It has five key points: (1) assuming all students are capable of complex ideas, (2) appropriately translating knowledge for students, (3) providing academically challenging skills, (4) having high expectations of oneself as a teacher, and (5) fostering shared responsibility for learning. Participants analyzed pictures in small groups to determine which key point each set represented and discussed personal math classroom experiences related to this principle. Open questions then explored adding to the principle's key points and applying it in teaching.
Self assesment target
This document outlines a self-assessment process for students. Students will evaluate their own work across 4 criteria on a scale of 1 to 4: team work, understanding of the topic, respect for other teams, and presentation style. For each criteria, students will mark the level they achieved and color in the corresponding area. Students will also explain their scores and how they can improve for each criteria in the comments section. The self-assessment is designed to help students evaluate their own work.
Welcome to stats
This document provides an overview of an AP Statistics course. It introduces the four main themes that will be covered: collecting and describing data, probability, and statistical inference. It outlines the structure of the AP exam in May, emphasizing the need for consistent effort throughout the semester. Requirements for the course are listed, including a graphing calculator, writing utensils, and the textbook. Expectations are for students to understand statistics and apply effort to earn a passing exam score. A pre-course assignment with due dates is also included.
Acid Rain - Formative Assessment
The document provides guidance for students on an assessment for a geography standard involving analysis of a contemporary issue. It outlines the criteria for different achievement levels and provides examples and tasks to help students understand the requirements. Key points covered include identifying the differences between not achieved, achieved, merit and excellence; describing the geographic nature and viewpoints around an issue; evaluating courses of action and making justified recommendations.
The Recipe For Gold
Gold exists naturally and is found in hard rocks, along coastlines, in river beds, and in quartz veins formed by volcanic activity. There are three main types of gold mining: 1) dredging river beds, 2) underground mining using shafts and tunnels, and 3) open-cast mining which involves digging large pits. In New Zealand, gold mining occurs in Otago, on the West Coast, and in Coromandel through these three methods, while exploration is ongoing in other areas.
Resource 10 Drafting The Treaty
This document provides an overview of a social studies lesson on the Treaty of Waitangi between Maori and British in 1840. It discusses how the English and Maori versions of the treaty differ in their wording of some articles. Students are tasked with identifying which parts are the same and different by matching statements to the correct articles. Key points of difference are that Article One gives the Queen different levels of power in each version, while Articles Two and Three have different meanings. The lesson aims to teach students that a treaty requires agreement between groups in both language versions for it to be valid.
Lesson 3 - Describing Patterns
The document provides guidance on describing patterns shown on maps for a geography assessment. It defines what it means to describe a pattern and explains that students need to identify the type of pattern, outline where and when it occurs and does not occur, and describe the relationships between different features. An example is given of describing the population density pattern in India, noting the high concentration along the Ganges River and delta as well as around coastal areas, compared to sparse populations in inland and desert areas. Students are prompted to consider what factors influence patterns of roads, settlements, ports, and forests.
Parihaka power point outline
The document discusses the history of non-violent resistance in Taranaki, New Zealand in the 1880s led by the Maori prophet Te Whiti at Parihaka. It provides context on the Treaty of Waitangi and subsequent conflicts between Maori and British settlers over land. Te Whiti established the village of Parihaka as a peaceful protest against land confiscations, using strategies like plowing survey lines and blocking land sales. However, in 1881 British forces invaded Parihaka, arrested over 1600 people and destroyed the village, showing the limits of non-violent resistance.
Lesson 11 Drafting The Treaty
The document discusses the events leading up to the signing of the Treaty of Waitangi between British colonists and Māori chiefs in New Zealand in 1840. It describes how Captain William Hobson was tasked with establishing a treaty but did not have a template, so he consulted with James Busby who drafted the first version in English. This then needed translating to Māori, but Henry Williams only had one night to do so without input from Māori on word choices, resulting in differences between the English and Māori texts. Students are assigned homework tasks analyzing why the versions say different things.
Introduction to Natural Landscapes
This document provides an introduction to describing natural landscapes. It discusses key components of natural landscapes including variations within a landscape from climatic, tectonic and erosion processes. It also addresses how human activities and cultural perspectives can impact natural landscapes. Settings like the Amazon Basin and Tongariro Volcanic Centre in New Zealand are given as examples. The formation of different landforms through geological processes like folding, faulting and volcanism are explained. Erosion, transportation and deposition processes are also summarized.
Journaling in mathematics math summer institute 2011
Math journals help students reflect on math problems and concepts. They examine their reasoning, express their thinking, and keep track of their problem solving process. Writing in journals benefits students by helping them become aware of what they know and don't know, connect prior knowledge to new concepts, and reflect on their understanding. It also helps teachers understand students' thinking by showing if students can explain concepts using appropriate math language. The document provides examples of journal prompts and strategies to support student reflection, including think-pair-share, think-write-pair-share, and using pictures to describe math problems and spark discussion.
5th grade mp and problem solving intro 8.28.12
This document provides an overview of a workshop on integrating the 8 Mathematical Practices into 5th grade problem solving. It includes an introduction, learning target, descriptions of the practices with student-friendly language, example story problems and remodeling tasks, and discussions of setting up mathematical tasks, supporting student exploration, and sharing solutions. Teachers complete pre-and post-surveys, work in groups to remodel story problems, and identify resources for bringing the practices into their own teaching. The goal is for teachers to develop skills in using the practices to help students build deeper mathematical understanding.
Earcos afl.session.oct 31
This document discusses key concepts of assessment for learning (AFL) that administrators need to understand to support teachers. It defines AFL and assessment of learning, identifies six big AFL practices including learning intentions, criteria, descriptive feedback, questioning, self and peer assessment, and ownership. Examples are provided for each practice showing how teachers have implemented them in the classroom. The document emphasizes that AFL should be ongoing and inform teaching and learning, while assessment of learning happens at the end to measure achievement. It aims to help administrators determine next steps to further support teachers in using AFL.
l020_slides representing quadratic functions graphically - gamma.ppt
l020_slides representing quadratic functions graphically - gamma.pptJessica Liseth Villalobos Abanto
This document provides instructions for an activity where students will match quadratic function dominos by representing the functions graphically and explaining their reasoning. It outlines 4 steps for matching the dominos in pairs, emphasizing the importance of understanding each other's explanations. It then details a follow up activity where students from each group will visit another to compare their matches, ask for explanations of differences, and consider making changes to their own work based on the discussion. The overall goal is for students to practice representing quadratic functions graphically and justifying their matches through explanation and discussion with peers.Promoting creative thinking through classroom activities (aless torino's conf...
This document summarizes a workshop on promoting creative thinking through classroom activities. It defines creative thinking as looking at things in new ways, generating original ideas, thinking outside the box, and using both sides of the brain. It lists characteristics of creative thinkers as being adventurous, curious, and able to think independently. Strategies for developing creative thinking discussed include brainstorming, using imagination, problem solving, role playing, free association, and observation. Hands-on materials, seating arrangements, and lighting/color are also addressed as ways to foster creativity.
Meeting individual learning needs in the classroom by Christoulla Polychroni
This document discusses strategies for meeting individual learning needs in the classroom. It identifies characteristics of gifted students and challenges they may face. It emphasizes the importance of asking good questions to promote thinking and using higher-order thinking questions. Various strategies are proposed for matching tasks to students' abilities, including opening up tasks, providing peer support and early finishers doing more in-depth optional work. Motivation is discussed in relation to attention, choice, collaboration, appropriate challenge and personal goals.
AASSA Buenos Aires
This document outlines an agenda and materials for a session on using MAP (Measures of Academic Progress) classroom assessment data. The session is divided into multiple sections: introductions and icebreakers, examining MAP reports and data, setting goals, grouping students, connecting curriculum to MAP frameworks, and differentiating instruction. Examples and activities are provided to help teachers work with their own MAP data to group students, identify strengths and weaknesses, set goals, and plan differentiated lessons in math and reading that incorporate MAP results. The overall goal is to help teachers integrate MAP data into their instructional planning and decision-making.
Marzano Identifying Similarities and Differences
This document discusses identifying similarities and differences, which is a higher-order thinking skill. It explores comparing, classifying, creating metaphors, and creating analogies. Specific steps and graphic organizers are provided for each technique to help students identify patterns and make connections between concepts. Examples and activities are included to demonstrate how to teach these skills in a structured way beginning with teacher-directed instruction and progressing to more student-directed approaches.
PSSA Crunch Time
This document provides strategies for teachers at Donaldson Elementary to help students master reading skills in the month before the PSSA test, including focusing instruction on lower-level identification skills from the eligible content, using drill practices and released items to assess skills daily, emphasizing test-taking strategies like eliminating answer choices, modeling and using graphic organizers for open-ended questions, monitoring student progress daily and adjusting instruction to meet individual student needs through small group instruction and sending homework for additional practice.
Plot mini leson
This document provides a mini-lesson plan for teaching students about plot structure. It includes 5 days of instruction:
1) Explicit instruction on plot elements like rising action, climax, resolution using a familiar story example. Key vocabulary is introduced.
2) Modeling of a plot graphic organizer using a read-aloud text. The teacher models thinking aloud as filling it out.
3) Guided practice retelling stories and filling out plot organizers in pairs with teacher support. Formative assessments check understanding.
4) Independent practice where students read their own texts and complete plot organizers on their own.
5) A final assessment where students write everything they remember about plot in a "memory download" and share with
Curriculum Compacting E-Learning Module Part 4
This document discusses two key instructional strategies: conferencing and small group instruction. It defines conferencing as brief (5-15 minutes), one-on-one meetings with 3-10 students to quickly assess understanding and provide modeling or guided practice. Small group instruction involves teaching concepts to small numbers of students. Conferencing is best for assessing understanding and setting goals, while small group instruction allows for longer, more complex tasks. The document provides tips for effective conferencing, such as focusing on self-assessment, goal-setting, and problem-solving strategies. It suggests using conferencing to teach autonomous learning skills.
Journaling in Mathematics
The document discusses how using math journals can help students learn. It states that writing in math journals forces students to examine, express and track their reasoning about math problems. It then provides examples of open-ended writing prompts and strategies teachers can use to get students comfortable with writing about math concepts. These include think-pair-share, think-write-pair-share, and having students explain math ideas, formulas, and graphs in their own words. The document stresses that math journals can help both students and teachers understand the student's knowledge and thinking process.
Urban Conference Walsh Presentation
The document provides an overview of a workshop on differentiating instruction in mathematics classrooms, outlining learning goals and strategies for engaging different types of learners, including mastery, understanding, self-expressive, and interpersonal learners. The workshop covers assessing learning styles, using various teaching tools and activities, and designing thoughtful lessons to meet student needs.
10 11 induction slides
I planned the induction to last over six months. We started before school with a two day (mostly) intensive, then had an hour and a half session once a month until December.
What makesa mathtaskworthwhileemaol
This document discusses how to analyze mathematical tasks for use in K-5 classrooms. It explains that to "unpack" a task means to carefully examine its components such as context, possible student interpretations, level of mathematics, number of possible solutions, and representations. Three sample tasks are presented and categories for analysis are listed, including context, interpretation, mathematics, answers, solutions, and other issues. Teachers are encouraged to unpack tasks to determine if they are "worthwhile", or well-designed to meet learning goals. The document models unpacking tasks and promotes reflection on how this process informs task selection.
The plenary producer
The document provides a long list of ideas and suggestions for concluding or "plenary" activities that can be used at the end of a lesson. Some of the suggested plenary activities include having students answer questions about the lesson topic, play word games like hangman or Pictionary that involve lesson concepts, do peer assessments of classmates' work, take on the role of "teacher" by summarizing the lesson, or providing creative responses involving lesson ideas in new contexts through activities like storytelling or drawing. The document also provides links to additional online resources with more plenary activity ideas.
More Related Content
Viewers also liked
The Recipe For Gold
Gold exists naturally and is found in hard rocks, along coastlines, in river beds, and in quartz veins formed by volcanic activity. There are three main types of gold mining: 1) dredging river beds, 2) underground mining using shafts and tunnels, and 3) open-cast mining which involves digging large pits. In New Zealand, gold mining occurs in Otago, on the West Coast, and in Coromandel through these three methods, while exploration is ongoing in other areas.
Resource 10 Drafting The Treaty
This document provides an overview of a social studies lesson on the Treaty of Waitangi between Maori and British in 1840. It discusses how the English and Maori versions of the treaty differ in their wording of some articles. Students are tasked with identifying which parts are the same and different by matching statements to the correct articles. Key points of difference are that Article One gives the Queen different levels of power in each version, while Articles Two and Three have different meanings. The lesson aims to teach students that a treaty requires agreement between groups in both language versions for it to be valid.
Lesson 3 - Describing Patterns
The document provides guidance on describing patterns shown on maps for a geography assessment. It defines what it means to describe a pattern and explains that students need to identify the type of pattern, outline where and when it occurs and does not occur, and describe the relationships between different features. An example is given of describing the population density pattern in India, noting the high concentration along the Ganges River and delta as well as around coastal areas, compared to sparse populations in inland and desert areas. Students are prompted to consider what factors influence patterns of roads, settlements, ports, and forests.
Parihaka power point outline
The document discusses the history of non-violent resistance in Taranaki, New Zealand in the 1880s led by the Maori prophet Te Whiti at Parihaka. It provides context on the Treaty of Waitangi and subsequent conflicts between Maori and British settlers over land. Te Whiti established the village of Parihaka as a peaceful protest against land confiscations, using strategies like plowing survey lines and blocking land sales. However, in 1881 British forces invaded Parihaka, arrested over 1600 people and destroyed the village, showing the limits of non-violent resistance.
Lesson 11 Drafting The Treaty
The document discusses the events leading up to the signing of the Treaty of Waitangi between British colonists and Māori chiefs in New Zealand in 1840. It describes how Captain William Hobson was tasked with establishing a treaty but did not have a template, so he consulted with James Busby who drafted the first version in English. This then needed translating to Māori, but Henry Williams only had one night to do so without input from Māori on word choices, resulting in differences between the English and Māori texts. Students are assigned homework tasks analyzing why the versions say different things.
Introduction to Natural Landscapes
This document provides an introduction to describing natural landscapes. It discusses key components of natural landscapes including variations within a landscape from climatic, tectonic and erosion processes. It also addresses how human activities and cultural perspectives can impact natural landscapes. Settings like the Amazon Basin and Tongariro Volcanic Centre in New Zealand are given as examples. The formation of different landforms through geological processes like folding, faulting and volcanism are explained. Erosion, transportation and deposition processes are also summarized.
Viewers also liked (6)
Similar to Lesson 4 - Describing Patterns
Journaling in mathematics math summer institute 2011
Math journals help students reflect on math problems and concepts. They examine their reasoning, express their thinking, and keep track of their problem solving process. Writing in journals benefits students by helping them become aware of what they know and don't know, connect prior knowledge to new concepts, and reflect on their understanding. It also helps teachers understand students' thinking by showing if students can explain concepts using appropriate math language. The document provides examples of journal prompts and strategies to support student reflection, including think-pair-share, think-write-pair-share, and using pictures to describe math problems and spark discussion.
5th grade mp and problem solving intro 8.28.12
This document provides an overview of a workshop on integrating the 8 Mathematical Practices into 5th grade problem solving. It includes an introduction, learning target, descriptions of the practices with student-friendly language, example story problems and remodeling tasks, and discussions of setting up mathematical tasks, supporting student exploration, and sharing solutions. Teachers complete pre-and post-surveys, work in groups to remodel story problems, and identify resources for bringing the practices into their own teaching. The goal is for teachers to develop skills in using the practices to help students build deeper mathematical understanding.
Earcos afl.session.oct 31
This document discusses key concepts of assessment for learning (AFL) that administrators need to understand to support teachers. It defines AFL and assessment of learning, identifies six big AFL practices including learning intentions, criteria, descriptive feedback, questioning, self and peer assessment, and ownership. Examples are provided for each practice showing how teachers have implemented them in the classroom. The document emphasizes that AFL should be ongoing and inform teaching and learning, while assessment of learning happens at the end to measure achievement. It aims to help administrators determine next steps to further support teachers in using AFL.
l020_slides representing quadratic functions graphically - gamma.ppt
l020_slides representing quadratic functions graphically - gamma.pptJessica Liseth Villalobos Abanto
This document provides instructions for an activity where students will match quadratic function dominos by representing the functions graphically and explaining their reasoning. It outlines 4 steps for matching the dominos in pairs, emphasizing the importance of understanding each other's explanations. It then details a follow up activity where students from each group will visit another to compare their matches, ask for explanations of differences, and consider making changes to their own work based on the discussion. The overall goal is for students to practice representing quadratic functions graphically and justifying their matches through explanation and discussion with peers.Promoting creative thinking through classroom activities (aless torino's conf...
This document summarizes a workshop on promoting creative thinking through classroom activities. It defines creative thinking as looking at things in new ways, generating original ideas, thinking outside the box, and using both sides of the brain. It lists characteristics of creative thinkers as being adventurous, curious, and able to think independently. Strategies for developing creative thinking discussed include brainstorming, using imagination, problem solving, role playing, free association, and observation. Hands-on materials, seating arrangements, and lighting/color are also addressed as ways to foster creativity.
Meeting individual learning needs in the classroom by Christoulla Polychroni
This document discusses strategies for meeting individual learning needs in the classroom. It identifies characteristics of gifted students and challenges they may face. It emphasizes the importance of asking good questions to promote thinking and using higher-order thinking questions. Various strategies are proposed for matching tasks to students' abilities, including opening up tasks, providing peer support and early finishers doing more in-depth optional work. Motivation is discussed in relation to attention, choice, collaboration, appropriate challenge and personal goals.
AASSA Buenos Aires
This document outlines an agenda and materials for a session on using MAP (Measures of Academic Progress) classroom assessment data. The session is divided into multiple sections: introductions and icebreakers, examining MAP reports and data, setting goals, grouping students, connecting curriculum to MAP frameworks, and differentiating instruction. Examples and activities are provided to help teachers work with their own MAP data to group students, identify strengths and weaknesses, set goals, and plan differentiated lessons in math and reading that incorporate MAP results. The overall goal is to help teachers integrate MAP data into their instructional planning and decision-making.
Marzano Identifying Similarities and Differences
This document discusses identifying similarities and differences, which is a higher-order thinking skill. It explores comparing, classifying, creating metaphors, and creating analogies. Specific steps and graphic organizers are provided for each technique to help students identify patterns and make connections between concepts. Examples and activities are included to demonstrate how to teach these skills in a structured way beginning with teacher-directed instruction and progressing to more student-directed approaches.
PSSA Crunch Time
This document provides strategies for teachers at Donaldson Elementary to help students master reading skills in the month before the PSSA test, including focusing instruction on lower-level identification skills from the eligible content, using drill practices and released items to assess skills daily, emphasizing test-taking strategies like eliminating answer choices, modeling and using graphic organizers for open-ended questions, monitoring student progress daily and adjusting instruction to meet individual student needs through small group instruction and sending homework for additional practice.
Plot mini leson
This document provides a mini-lesson plan for teaching students about plot structure. It includes 5 days of instruction:
1) Explicit instruction on plot elements like rising action, climax, resolution using a familiar story example. Key vocabulary is introduced.
2) Modeling of a plot graphic organizer using a read-aloud text. The teacher models thinking aloud as filling it out.
3) Guided practice retelling stories and filling out plot organizers in pairs with teacher support. Formative assessments check understanding.
4) Independent practice where students read their own texts and complete plot organizers on their own.
5) A final assessment where students write everything they remember about plot in a "memory download" and share with
Curriculum Compacting E-Learning Module Part 4
This document discusses two key instructional strategies: conferencing and small group instruction. It defines conferencing as brief (5-15 minutes), one-on-one meetings with 3-10 students to quickly assess understanding and provide modeling or guided practice. Small group instruction involves teaching concepts to small numbers of students. Conferencing is best for assessing understanding and setting goals, while small group instruction allows for longer, more complex tasks. The document provides tips for effective conferencing, such as focusing on self-assessment, goal-setting, and problem-solving strategies. It suggests using conferencing to teach autonomous learning skills.
Journaling in Mathematics
The document discusses how using math journals can help students learn. It states that writing in math journals forces students to examine, express and track their reasoning about math problems. It then provides examples of open-ended writing prompts and strategies teachers can use to get students comfortable with writing about math concepts. These include think-pair-share, think-write-pair-share, and having students explain math ideas, formulas, and graphs in their own words. The document stresses that math journals can help both students and teachers understand the student's knowledge and thinking process.
Urban Conference Walsh Presentation
The document provides an overview of a workshop on differentiating instruction in mathematics classrooms, outlining learning goals and strategies for engaging different types of learners, including mastery, understanding, self-expressive, and interpersonal learners. The workshop covers assessing learning styles, using various teaching tools and activities, and designing thoughtful lessons to meet student needs.
10 11 induction slides
I planned the induction to last over six months. We started before school with a two day (mostly) intensive, then had an hour and a half session once a month until December.
What makesa mathtaskworthwhileemaol
This document discusses how to analyze mathematical tasks for use in K-5 classrooms. It explains that to "unpack" a task means to carefully examine its components such as context, possible student interpretations, level of mathematics, number of possible solutions, and representations. Three sample tasks are presented and categories for analysis are listed, including context, interpretation, mathematics, answers, solutions, and other issues. Teachers are encouraged to unpack tasks to determine if they are "worthwhile", or well-designed to meet learning goals. The document models unpacking tasks and promotes reflection on how this process informs task selection.
The plenary producer
The document provides a long list of ideas and suggestions for concluding or "plenary" activities that can be used at the end of a lesson. Some of the suggested plenary activities include having students answer questions about the lesson topic, play word games like hangman or Pictionary that involve lesson concepts, do peer assessments of classmates' work, take on the role of "teacher" by summarizing the lesson, or providing creative responses involving lesson ideas in new contexts through activities like storytelling or drawing. The document also provides links to additional online resources with more plenary activity ideas.
The Plenary Producer
The document provides a long list of ideas for concluding or "plenary" activities that can be used at the end of a lesson. Some of the suggested plenary activities include having students answer questions to review the lesson content, participate in games like Pictionary or Hangman using vocabulary from the lesson, write summaries of the lesson, or create comics, poems or stories to illustrate their learning. The document also includes links to additional online resources with more ideas for lesson plenaries and closing activities.
Instructional rounds mount macedon primary school
1. The document outlines the process of instructional rounds at Mount Macedon Primary School to address a problem of practice related to challenging students.
2. Teachers observe classrooms and collect data on what students and teachers are doing and saying. They analyze patterns and predict what students would know.
3. The next level of work involves brainstorming strategies teachers and the school need to better support student learning and engagement, which are then implemented and assessed.
Kdg mp and problem solving intro 8.28.12
This document provides an overview of a workshop on integrating the 8 Mathematical Practices from the Common Core State Standards into K-2 mathematics teaching. It includes an introduction, pre-workshop survey, activities on writing story problems, teaching kindergarten all day, the 8 practices, and resources. Participants worked in groups to remodel story problems using the practices, and presented their work. Norms for classroom discussion were discussed. The goal was for teachers to learn to use the practices to develop deeper mathematical understanding in students.
First Pattern Lesson plan
This document contains a lesson plan for teaching patterns to 4th grade students. It includes pre-lesson questions about connecting to prior knowledge, managing student behavior, and accommodating English language learners. The lesson plan outlines launching the lesson by defining patterns, a warm-up activity identifying a numeric pattern, and having students make and continue each other's patterns using dry erase boards. Examples are worked through together and independently before an assessment worksheet. Reflection questions address satisfaction with planning and implementation, assessing learning objectives, accommodating special needs students, lessons learned, and opportunities for improvement.
Similar to Lesson 4 - Describing Patterns (20)
Journaling in mathematics math summer institute 2011
Journaling in mathematics math summer institute 2011
l020_slides representing quadratic functions graphically - gamma.ppt
l020_slides representing quadratic functions graphically - gamma.ppt
Promoting creative thinking through classroom activities (aless torino's conf...
Promoting creative thinking through classroom activities (aless torino's conf...
Meeting individual learning needs in the classroom by Christoulla Polychroni
Meeting individual learning needs in the classroom by Christoulla Polychroni
More from teacherlizz
Acid Rain Tasks
The document discusses the issue of acid rain from various perspectives and proposes several courses of action to control it. It asks the reader to evaluate the strengths and weaknesses of each solution from different stakeholder perspectives. The best solution is identified as the one that meets the needs of the most important perspective in the issue. A justification is provided for this recommended solution by highlighting supporting evidence and stating why it is better than the other options.
6. Amazon Basin Landforms
1) The document provides instructions and questions for a geography lesson on the Amazon Basin. It asks students to locate and label various countries, rivers, mountains, landforms, and regions within the Amazon Basin on a map.
2) The text describes several regions within the Amazon Basin - the Andes Mountains, Northern Fringe, Southern Fringe, Central Region, and Coastal Region. It asks students to identify expected landforms in each region.
3) Students are asked to locate, label, and describe specific physical features like volcanoes, waterfalls, plateaus, and rivers on their map of the Amazon Basin.
6. Amazon Basin Landforms
1) The document provides instructions and questions for a geography lesson on the Amazon Basin. It asks students to locate and label various countries, rivers, mountains, landforms, and regions within the Amazon Basin.
2) The Amazon Basin regions discussed include the Andes Mountains, Northern Fringe, Southern Fringe, Central Region, and Coastal Region. Students are asked to describe the location and expected landforms of each.
3) Students are instructed to add key rivers, mountains, valleys, and other landforms to a map of the Amazon Basin.
Variations in Landforms III - TVC
The document summarizes key landforms and geological features found in Tongariro Volcanic Centre (TVC) in New Zealand, including where they are located and how they are formed:
1) Craters and crater lakes are mainly found in the mountain peaks region as this is the area of volcanic vents and fissures. Individual volcanoes like Tongariro have multiple craters formed by separate eruptions.
2) Lava flows originate from volcanic vents and are found on mountain peaks and eastern/western slopes but not in western foothills lacking vents. Ngauruhoe has recent lava flows from its active eruptions.
3) Lahars are common on
Spatial Variation - Vegetation III
This document provides an agenda and assignments for a geography class, including:
1) A table to be completed naming different vegetation types in the TVC (Tongariro Volcanic Centre).
2) Reading assigned pages in a geography textbook and completing skills worksheets.
3) Homework assigned to check answers and interpret diagrams about the relationship between elevation, temperature, and vegetation types in the TVC.
4) Defining key concepts related to vegetation change, stratification, climax vegetation, and succession.
5) Writing sentences describing interactions between climate, denudation, volcanism, soil development, and vegetation succession and their effects on the Rangipo Desert.
Identiying Vegetation
The document provides information about different types of plants found in New Zealand's Tongariro Volcanic Centre region, including their identifying characteristics and where they are typically found based on elevation. It describes mosses, lichens, hebe, alpine herbs, tussock grass, scrubland vegetation like manuka and kanuka, beech forest, and podocarp forest. It also outlines the typical vegetation zones from the mountain peaks to the western and eastern slopes to the western foothills based on elevation and environmental conditions.
National Parks Tobias
Abel Tasman National Park is located in the Nelson region at the top of New Zealand's South Island and is known for its golden sandy beaches, sculpted granite cliffs, and mild climate. The park features rich estuaries and rocky outcrops and offers activities like sailing, boating, sea kayaking to explore sheltered coves along the coast.
National Parks Tobias
Abel Tasman National Park is located in the Nelson region at the top of New Zealand's South Island and is known for its golden sandy beaches, sculpted granite cliffs, and mild climate. The park features rich estuaries and rocky outcrops and offers activities like sailing, boating, sea kayaking to explore sheltered coves along the coast.
National Parks - Tobias
Abel Tasman National Park is located in the Nelson region at the top of New Zealand's South Island and is known for its golden sandy beaches, sculpted granite cliffs, and mild climate. The park features rich estuaries and rocky outcrops and offers activities like sailing, boating, sea kayaking to explore sheltered coves along the coast.
Resource 4 Historical Factors Affecting Distribution
The document discusses New Zealand's historical population patterns and distribution. It notes that:
- Most of New Zealand's major cities are located along the coast, as this is where early settlers first arrived by boat and lacked other transportation methods.
- Smaller towns developed inland where people could stop and rest during travel by horse and cart. These spots later grew as train stations, though towns bypassing train routes declined.
- Modern transportation by car means only select inland towns with refueling stations still see growth, while others have remained small or declined since earlier settlement patterns.
Resource 5 Essay Planning For Distribution Patterns
The document provides information about New Zealand's population distribution patterns, including:
- 75% of New Zealand's population lives in the country's 12 main lowland urban centers.
- Major lowland cities that support this include Wellington, Auckland, Nelson, Christchurch, Gisborne, and Tauranga.
- People are drawn to urban areas for infrastructure, facilities, and job opportunities, and to lowland areas because they are warmer and more accessible.
- The document outlines tasks for students to complete a concept map explaining historical and physical factors influencing population distribution, and to plan an essay discussing reasons for uneven population distribution in New Zealand.
Lesson 1 Intro
This document provides instruction for a Year 9 Social Studies class, including two tasks on national parks and Antarctica. Students are asked to brainstorm features of Antarctica and national parks from A-Z, and discuss the differences between national, regional, and local parks in terms of controlling authorities. They are also tasked with creating a title page on New Zealand's national parks and Antarctica as World Heritage Sites, including pictures related to each topic.
Resource 6 Introuding Water Matters
The document discusses patterns of precipitation formation and how this creates unequal access to safe water globally. It explains that heating at the equator causes air to rise and cool, creating rain, while descending air causes high pressure zones and deserts like the Sahara with little rain. Comparing maps of precipitation, deserts, climate and population distribution shows relationships between areas of high rainfall, access to water, and population density.
Lesson 14 Passchendaele Challenge
The document provides instructions for a Year 9 Social Studies class assignment where students work in groups to create something to honor the life of "Uncle George, age 23, who died at Passchendaele in 1917." The task is to make two items per group, such as a poem, drawing, short story, or model, to remember Uncle George and acknowledge the difficult conditions soldiers faced and why they fought for Belgium, New Zealand, Britain, and the world. Students have 15 minutes to create their work before presenting to the class.
Resource 10 Essay On Evolution & Change
1. The document provides instructions for students to plan an essay explaining how their local natural landscape in New Zealand has evolved and changed over time.
2. It includes questions for students to answer to understand the task, and describes the components of a well-structured paragraph and essay.
3. Students are asked to plan their essay using Point-Evidence-Explanation structures and include any diagrams, thinking about how many paragraphs are needed to explain the evolution and change of the landscape over time.
Resource 8 Progress Test 1
The document provides information about a social studies lesson on the Treaty of Waitangi between British and Maori in New Zealand. It includes concepts to define, knowledge questions to answer about effects of British colonization and reasons for the treaty, and skills questions to assess understanding. The progress test self-assessment is to help students identify what they have learned and still need to learn.
Lesson 8 Breaking Down The Processes
The document provides instructions for a geography homework assignment on how the Tongariro Volcanic Centre (TVC) in New Zealand has been modified by natural processes. Students are asked to read passages about erosion by glaciers, rivers, rainfall and wind and explain how each process has modified the landscape and created specific landforms. They are to provide annotated diagrams and examples of locations where different modification has occurred, and explain why in some places and not others. The homework also involves drawing a map of the TVC and identifying features discussed.
Resource 7 Experts On Evolution
The document provides instructions for a geography lesson on the evolution of the Tongariro Volcanic Centre (TVC) in New Zealand. Students are asked to take notes on three diagrams showing the stages of evolution of the TVC over time. They will then explain in pairs how the TVC has evolved, with one student speaking for three minutes, the other for two minutes, and the first for one minute, including as many details as possible. Finally, students will reflect on whether they achieved the learning intention of explaining how the TVC evolved and changed over time.
Lesson 13 Battle Of Paschendaele Video2
The document provides instructions and context for a social studies lesson on the 1917 Battle of Passchendaele. Students are given questions to answer while watching a video about a New Zealand soldier's experience in the battle as told by his niece. They are reminded to listen respectfully as real people and families are being discussed. After viewing, students discuss in groups any unclear parts of the video or lingering questions for their teacher.
Lesson 12 Battle Of Paschendaele Video
The document provides questions and context for a lesson on World War 1 and the Battle of Passchendaele. Students are asked to copy down 6 questions to answer after watching a video about an average New Zealand soldier. The questions relate to why the soldier volunteered, feelings at grave sites, how NZ soldiers are remembered, needing perspective on history, and the soldiers' reputation. Students are reminded the story is about real people and families.
More from teacherlizz (20)
Resource 4 Historical Factors Affecting Distribution
Resource 4 Historical Factors Affecting Distribution
Resource 5 Essay Planning For Distribution Patterns
Resource 5 Essay Planning For Distribution Patterns
Recently uploaded
A Brief Introduction About Jason Kozup
Jason Kozup is a versatile figure whose impact spans numerous sectors. From the realms of entertainment and security, he has thrived as a producer, actor, stuntman, model, and aerospace defense contractor, showcasing excellence across the board.
Sara Saffari: Turning Underweight into Fitness Success at 23
Uncover the remarkable journey of Sara Saffari, whose transformation from underweight struggles to being recognized as a fitness icon at 23 underscores the importance of perseverance, discipline, and embracing a healthy lifestyle.
SERV - Fun Things To Do In Overland Park
SERV is the ideal spot for savory food, refreshing beverages, and exciting entertainment. Each visit promises an unforgettable experience with daily promotions, live music, and engaging games such as pickleball. Offering five distinct food concepts inspired by popular street food, as well as coffee and dessert options, there's something to satisfy every taste. For more information visit our website: https://servfun.com/
The Midnight Sculptor.pdf writer by Ali alsiad
The city of Ravens burg was known for its gothic architecture, fog-covered streets, and an eerie silence that seemed to hang over the town like a shroud.
Chennai Call Girls 8824825030 High Calass Call Girl Chennai
Chennai Call Girls 8824825030 High Calass Call Girl Chennai
定制(mu毕业证书)美国迈阿密大学牛津分校毕业证学历证书原版一模一样
原版定制【微信:bwp0011】《(mu毕业证书)美国迈阿密大学牛津分校毕业证学历证书》【微信:bwp0011】成绩单 、雅思、外壳、留信学历认证永久存档查询，采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信bwp0011】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信bwp0011】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
【关于价格问题（保证一手价格）】
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
欧洲杯买球-欧洲杯买球哪里可以投注-欧洲杯买球买球投注官网|【网址🎉ac123.net🎉】
【网址🎉ac123.net🎉】欧洲杯买球 Sports 与其他博彩公司相比，其独特之处在于欧洲杯买球 Sports 基于低利润和高营业额的独一无二的体育博彩模式，该模式可以为玩家开出最高的赔率。欧洲杯买球的优势在于中文界面友好，接受人民币投注。他们的开户奖金和实时体育投注界面是大陆玩家的首选。
Unlocking the Secrets of IPTV App Development_ A Comprehensive Guide.pdf
With IPTV apps, you can access and stream live TV, on-demand movies, series, and other content you like online. Viewers have more flexibility and customization of content to watch. To develop the best IPTV app that functions, you must combine creative problem-solving skills and technical knowledge. This post will look into the details of IPTV app development, so keep reading to learn more.
How OTT Players Are Transforming Our TV Viewing Experience.pdf
The advent of Over-The-Top (OTT) players has brought a seismic shift in the television industry, transforming how we consume media. These digital platforms, which deliver content directly over the internet, have outpaced traditional cable and satellite television, offering unparalleled convenience, variety, and personalization. Here’s an in-depth look at how OTT players are revolutionizing the TV viewing experience.
一比一原版(uw毕业证书)美国威斯康星大学麦迪逊分校毕业证如何办理
原版一模一样【微信：741003700 】【(uw毕业证书)美国威斯康星大学麦迪逊分校毕业证成绩单】【微信：741003700 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
【主营项目】
一.毕业证【q微741003700】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
办理(uw毕业证书)美国威斯康星大学麦迪逊分校毕业证【微信：741003700 】外观非常简单，由纸质材料制成，上面印有校徽、校名、毕业生姓名、专业等信息。
办理(uw毕业证书)美国威斯康星大学麦迪逊分校毕业证【微信：741003700 】格式相对统一，各专业都有相应的模板。通常包括以下部分：
校徽：象征着学校的荣誉和传承。
校名:学校英文全称
授予学位：本部分将注明获得的具体学位名称。
毕业生姓名：这是最重要的信息之一，标志着该证书是由特定人员获得的。
颁发日期：这是毕业正式生效的时间，也代表着毕业生学业的结束。
其他信息：根据不同的专业和学位，可能会有一些特定的信息或章节。
办理(uw毕业证书)美国威斯康星大学麦迪逊分校毕业证【微信：741003700 】价值很高，需要妥善保管。一般来说，应放置在安全、干燥、防潮的地方，避免长时间暴露在阳光下。如需使用，最好使用复印件而不是原件，以免丢失。
综上所述，办理(uw毕业证书)美国威斯康星大学麦迪逊分校毕业证【微信：741003700 】是证明身份和学历的高价值文件。外观简单庄重，格式统一，包括重要的个人信息和发布日期。对持有人来说，妥善保管是非常重要的。
一比一原版(UCSF毕业证)旧金山分校毕业证如何办理
原件一模一样【微信：95270640】【旧金山分校毕业证UCSF学位证成绩单】【微信：95270640】（留信学历认证永久存档查询）采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信：95270640】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信：95270640】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份【微信：95270640】
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
→ 【关于价格问题（保证一手价格）
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：可来公司面谈，可签订合同，会陪同客户一起到教育部认证窗口递交认证材料，客户在教育部官方认证查询网站查询到认证通过结果后付款，不成功不收费！
办理旧金山分校毕业证毕业证offerUCSF学位证【微信：95270640 】外观非常精致，由特殊纸质材料制成，上面印有校徽、校名、毕业生姓名、专业等信息。
办理旧金山分校毕业证UCSF学位证毕业证offer【微信：95270640 】格式相对统一，各专业都有相应的模板。通常包括以下部分：
校徽：象征着学校的荣誉和传承。
校名:学校英文全称
授予学位：本部分将注明获得的具体学位名称。
毕业生姓名：这是最重要的信息之一，标志着该证书是由特定人员获得的。
颁发日期：这是毕业正式生效的时间，也代表着毕业生学业的结束。
其他信息：根据不同的专业和学位，可能会有一些特定的信息或章节。
办理旧金山分校毕业证毕业证offerUCSF学位证【微信：95270640 】价值很高，需要妥善保管。一般来说，应放置在安全、干燥、防潮的地方，避免长时间暴露在阳光下。如需使用，最好使用复印件而不是原件，以免丢失。
综上所述，办理旧金山分校毕业证毕业证offerUCSF学位证【微信：95270640 】是证明身份和学历的高价值文件。外观简单庄重，格式统一，包括重要的个人信息和发布日期。对持有人来说，妥善保管是非常重要的。
Audio Video equipment supplier in Gurgaon
Explore our website for the latest audio visual equipment. From projectors to
speakers, we have everything you need to elevate your audio and visual setup.
Leading audio visual equipment supplier in Gurgaon offering a wide range of
high-quality products for all your audio and visual needs.
原版制作(MUN毕业证书)纽芬兰纪念大学毕业证PDF成绩单一模一样
学校原件一模一样【微信：741003700 】《(MUN毕业证书)纽芬兰纪念大学毕业证》【微信：741003700 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
【主营项目】
一.毕业证【q微741003700】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
一比一原版(mcmaste毕业证书)加拿大麦克马斯特大学毕业证如何办理
原版一模一样【微信：741003700 】【(mcmaste毕业证书)加拿大麦克马斯特大学毕业证成绩单】【微信：741003700 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
【主营项目】
一.毕业证【q微741003700】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
办理(mcmaste毕业证书)加拿大麦克马斯特大学毕业证【微信：741003700 】外观非常简单，由纸质材料制成，上面印有校徽、校名、毕业生姓名、专业等信息。
办理(mcmaste毕业证书)加拿大麦克马斯特大学毕业证【微信：741003700 】格式相对统一，各专业都有相应的模板。通常包括以下部分：
校徽：象征着学校的荣誉和传承。
校名:学校英文全称
授予学位：本部分将注明获得的具体学位名称。
毕业生姓名：这是最重要的信息之一，标志着该证书是由特定人员获得的。
颁发日期：这是毕业正式生效的时间，也代表着毕业生学业的结束。
其他信息：根据不同的专业和学位，可能会有一些特定的信息或章节。
办理(mcmaste毕业证书)加拿大麦克马斯特大学毕业证【微信：741003700 】价值很高，需要妥善保管。一般来说，应放置在安全、干燥、防潮的地方，避免长时间暴露在阳光下。如需使用，最好使用复印件而不是原件，以免丢失。
综上所述，办理(mcmaste毕业证书)加拿大麦克马斯特大学毕业证【微信：741003700 】是证明身份和学历的高价值文件。外观简单庄重，格式统一，包括重要的个人信息和发布日期。对持有人来说，妥善保管是非常重要的。
Sunny and Rishi 3 Written by Basak Serin
The cats, Sunny and Rishi, are brothers who live with their sister, Jessica, and their grandmother, Susie. They work as cleaners but wish to seek other kinds of employment that are better than their current jobs. New career adventures await Sunny and Rishi!
Abraham Laboriel Records ‘The Bass Walk’ at Evergreen Stage
A legendary musician records an intricate song designed to show off his expert bass guitar chops at a historical Los Angeles studio.
ℂall Girls Lucknow (india) +91-7426014248 Lucknow ℂall Girls
ℂall Girls Lucknow (india) +91-7426014248 Lucknow ℂall Girls
一比一原版(AUT毕业证)奥克兰理工大学毕业证如何办理
AUT毕业证假文凭【微信95270640】购买（奥克兰理工大学毕业证成绩单硕士学历）Q微信95270640代办AUT学历认证留信网伪造奥克兰理工大学学位证书精仿奥克兰理工大学本科/硕士文凭证书补办奥克兰理工大学 diplomaoffer,Transcript购买奥克兰理工大学毕业证成绩单购买AUT假毕业证学位证书购买伪造奥克兰理工大学文凭证书学位证书,专业办理雅思、托福成绩单，学生ID卡，在读证明，海外各大学offer录取通知书，毕业证书，成绩单，文凭等材料:1:1完美还原毕业证、offer录取通知书、学生卡等各种在读或毕业材料的防伪工艺（包括 烫金、烫银、钢印、底纹、凹凸版、水印、防伪光标、热敏防伪、文字图案浮雕，激光镭射，紫外荧光，温感光标）学校原版上有的工艺我们一样不会少，不论是老版本还是最新版本，都能保证最高程度还原，力争完美以求让所有同学都能享受到完美的品质服务。
办国外奥克兰理工大学奥克兰理工大学毕业证文凭证书教育部学历学位认证留信认证大使馆认证留学回国人员证明修改成绩单信封申请学校offer录取通知书在读证明offer letter。
快速办理高仿国外毕业证成绩单：
1奥克兰理工大学毕业证+成绩单+留学回国人员证明+教育部学历认证（全套留学回国必备证明材料给父母及亲朋好友一份完美交代）;
2雅思成绩单托福成绩单OFFER在读证明等留学相关材料（申请学校转学甚至是申请工签都可以用到）。
3.毕业证 #成绩单等全套材料从防伪到印刷从水印到钢印烫金高精仿度跟学校原版100%相同。
专业服务请勿犹豫联系我！联系人微信号：95270640诚招代理：本公司诚聘当地代理人员如果你有业余时间有兴趣就请联系我们。
国外奥克兰理工大学奥克兰理工大学毕业证文凭证书办理过程：
1客户提供办理信息：姓名生日专业学位毕业时间等（如信息不确定可以咨询顾问：我们有专业老师帮你查询）；
2开始安排制作毕业证成绩单电子图；
3毕业证成绩单电子版做好以后发送给您确认；
4毕业证成绩单电子版您确认信息无误之后安排制作成品；
5成品做好拍照或者视频给您确认；
6快递给客户（国内顺丰国外DHLUPS等快读邮寄）。蜿蜒小溪一直都是山娃和小伙伴们盛夏的天然泳场水不深碎石底石缝里总有摸不尽的鱼虾活蹦乱跳的还有乌龟和王八贼头贼脑的倒也逗人喜爱日上三竿时山娃总爱窜进自家瓜棚里跟小伙伴们坐着聊天聊着聊着便忍不住往瓜田里逡巡一番抱起一只硕大的西瓜用石刀劈开抑或用拳头砸开每人抱起一大块就啃啃得满嘴满脸猴屁股般的红艳大家一个劲地指着对方吃吃地笑瓜裂得古怪奇形怪状却丝毫不影响瓜味甜丝丝的满嘴生津遍地都是瓜横七竖八的活像掷满这
What Going to the Doctor is Like as an Adult Comics
You know you're an adult when every check-up gets you down. View What Going to the Doctor is Like as an Adult and more funny posts on salty vixen stories & more-saltyvixenstories.com
Party Photo Booth Prop Trends to Unleash Your Inner Style
Are you planning an unforgettable event and looking for the best photo booth props to make it a memorable night? Party photo booth props have become essential to any celebration, allowing guests to capture priceless memories and express their personalities. Here, we'll explore the hottest party photo booth prop trends that will unleash your inner style and create a buzz-worthy experience with Birthday Galore!
For more details visit - birthdaygalore.com
Recently uploaded (20)
Sara Saffari: Turning Underweight into Fitness Success at 23
Sara Saffari: Turning Underweight into Fitness Success at 23
Chennai Call Girls 8824825030 High Calass Call Girl Chennai
Chennai Call Girls 8824825030 High Calass Call Girl Chennai
Unlocking the Secrets of IPTV App Development_ A Comprehensive Guide.pdf
Unlocking the Secrets of IPTV App Development_ A Comprehensive Guide.pdf
How OTT Players Are Transforming Our TV Viewing Experience.pdf
How OTT Players Are Transforming Our TV Viewing Experience.pdf
Abraham Laboriel Records ‘The Bass Walk’ at Evergreen Stage
Abraham Laboriel Records ‘The Bass Walk’ at Evergreen Stage
ℂall Girls Lucknow (india) +91-7426014248 Lucknow ℂall Girls
ℂall Girls Lucknow (india) +91-7426014248 Lucknow ℂall Girls
What Going to the Doctor is Like as an Adult Comics
What Going to the Doctor is Like as an Adult Comics
Party Photo Booth Prop Trends to Unleash Your Inner Style
Party Photo Booth Prop Trends to Unleash Your Inner Style
Lesson 4 - Describing Patterns
- 2. Skills – 1.5: Patterns pgs 15-16 Due: Friday 29 th Feb Homework for Week 5:
- 3. Learning Intention: … .to be able to describe patterns on maps Identifying Patterns
Editor's Notes
- Answers: B (the smaller the number the bigger the scale because the map is bigger – less is being shown) 1cm on the map = 6,000cm on the land Map B has the larger scale – showing more detail. (not trying to show as many centimetres as the other one – makes it a larger scale)