:00 Ask me **any** questions as we /and End Marks Types **of** Writing (Fiction, Poems, Biographies, etc.) **Math** **Topics** – Counting and /**Topics** – Workers in the community – Being a good friend – Perseverance – Our country – Working together – Holidays Music / Art Singing Rhythm – Classroom made instruments Patterns Listening **for** differences – Loud and soft – Fast and slow – How music makes you feel Line Shape Texture Color Pattern Drawing Form Exploration Appreciation Special **Classes** Students will visit special **classes**/

to Intervention www.interventioncentral.org **9** What is the Predictive Power **of** These Early Warning Flags?/**of** the term. –**For** particular assignments, have students identify **math** vocabulary that they don’t understand. In a cooperative learning activity, have students discuss the terms. Then review **any** remaining vocabulary questions with the entire **class**. –Encourage students to use a **math**/**of** a reading assignment, **for** example, the instructor has students state what questions they might seek to answer or what **topics**/

**math** worksheets, using the **math** worksheet generator on www.interventioncentral.org: 1.From **any** **math** operations page, select a computation skill **for** the CCC worksheet. 2.Next, set the ‘Number **of** Columns’ setting to ‘1’. 3.Then set the ‘Number **of** Rows’ setting to the number **of**/ writing skills. To find programs containing a writing component, the user goes to the home page **of** WWC and selects the intervention **topic** ‘literacy’. On the literacy- programs page, user then types in the keyword ‘writing’ to narrow/

to learn the material. I must do the work outside **of** **class** to learn the material. I have to physically be in **class** during set times. D Not do the required activities **for** my **math** **class**(es). A B C D’ Be successful & responsible person/to **any** guidelines. We don’t agree on what defines the guidelines. Should we have guidelines (especially **for** adjuncts)?Should we have guidelines (especially **for** adjuncts)? What guidelines/**topics** should we have, and what should these guidelines include?What guidelines/**topics** should/

to Year 2 Chestnut **Class** Thanks **for** coming A bit on the teachers!! Things to know to aid your child’s transition Questions Who is teaching my child?! Teaching **9** years Infant Specialist SEN Specialist, SENCo Senior Management Team **Maths** Co-ordinator Eco Interests /2014 Reading comprehension Writing (short and long, composition, punctuation) Spelling **Maths** Re- takes **of** Y1 Phonic Tests Assessment weeks 3 points in year Parents Evenings to discuss progress **Any** issues will always be raised quickly Thank you/

a full grasp **of** **any** GPS element in ELA or **Math**. Several assessments over a period **of** time are the best way **for** a teacher to get a true picture **of** what a /represent. f. Estimate quantities using five and ten as a benchmark (e.g. **9** is one five and four more. It is closer to two fives or one/**for** some students because the learning activities were done in group settings? The **class** as a whole can do an experience chart or a **class** book reflecting major understanding **of** the **topic**. -Alleman & Brophy 228 Evidence **of**/

in ELA/Literacy and the role **of** teacher questioning –Key Question 1: Understand the importance **of** focus in mathematics 14 Agenda **for** **Class** 1 TimeSession 8:30-8:45Opening 8:45-**9**:30Orientation to the ELA Standards **9**:30-11:30 (with a break) Key Question 6: Text-Based Questions 11:30-12:30Lunch 12:30-1:00Orientation to the **Math** Standards 1:00-3:00 (with/

**any** public library… I can give students all my videos on a flash drive or DVD Videos can be viewed on cell phones Baby Step #1 – Make one video, save it to your hard drive, and use it in **class** instead **of** lecturing on that **topic**/ problems (in pairs) 4. Group work (rich **math** tasks) 5. Projects 6. Video projects 7. Reading activities 8. Student-generated practice problems **9**. Whiteboarding LBledsoe2@wcpss.net LBledsoe2@wcpss.net **Class** website: www.misterbledsoe.comwww.misterbledsoe.com Personal website/

**any** part time PSU student (i.e. library, recreational facilities, etc.) **9**/4/20159 Student’s Responsibilities Be ready to learn. Be patient with difficult **topics**. Contribute, think, listen and be actively involved. **9**/4/201510 How can you help? Provide supplies to your student. Internet. Have ongoing conversations with your student about the **class**. **9**/4/201511 What This Means Strong and positive school year **for**/

resolve **any** discrepancies Implementation **of** Instructional /**of** 32 students (**9**%) answered both parts **of** Interview Question #6 correctly. Predominant Themes **of** Students’ Reasoning 1.Understanding **of** concept **of** state function in the context **of**/instruction **math** skill When comparing g **for** diverse/**for** Fully Interactive Physics Lectures Development **of** new conceptual-question sequences **for** interactive lectures –focus on materials **for** first-semester **topics** –carry out **class** testing –build response database with use **of**/

**for** putting into classroom practice the specific recommendations **of** the National **Math** Advisory Panel Report **of** 2008. Response to Intervention www.interventioncentral.org Methods **of** Classroom Data Collection: Starter Set **Topics**: How to Structure Data Collection: Baseline, Goal, Progress-Monitoring; Examples **of** Teacher-Friendly Methods **of** Data Collection (Behavior Ratings; Global Skills Checklists) 98 Response to Intervention www.interventioncentral.org 99 Interventions: Potential ‘Fatal Flaws’ **Any**/

8. Number **of** students enrolled increases by 78 each year. Responses in Reform **Class** **9**. This means that **for** every year, the amount **of** enrolled students increase by 78. 10. Student enrollment increases by an average **of** 78 per year. 11. **For** every year /the situation is actually worse – the percentage **of** students taking calculus is dropping, since overall college enrollment has been rising rapidly. Few, if **any**, **math** departments can exist based solely on offerings **for** **math** and related majors. Whether we like it /

test **for** K-12 Tested 3 times per school year F.A.I.R Second Grade Writing **Topic** 1 Addition Strategies **Topic** 2 Subtraction Strategies **Topic** 3 Place Value Concepts **Topic** 4 Counting and Money **Topic** 5 Exploring Addition and Subtraction Second Grade **Math** **Topic** 5 Exploring Addition and Subtraction **Topic** 6 Adding Two-Digit Numbers **Topic** 7 Subtraction Two-Digit Numbers **Topic** 8 Using Addition and Subtraction Mid-Year Assessment **Topic** **9**/

Wednesday – Write on Wednesday Thursday – Word study Daily Schedule 8:40 - **9**:00 Homeroom routine **9**:00 – 10:00 ELA: word study & guided reading 10:00 – 11:00 **Math** 11:00 – Lunch 11:30 – Recess 12:00 – 1:00 ELA/least two nights a week Reinforces in-**class** activities Other **topics** Vocabulary Parts **of** speech Word play Time to go to **Math**! Thank you **for** coming Feel free to call/email/send a note if you have **any** additional questions, comments, etc. **Math** Teachers: Mr. Constable – Rm. /

**MATH**.CONTENT.5.NF.B.5.A CCSS.**MATH**.CONTENT.5.NF.B.5.B CCSS.**MATH**.CONTENT.5.NF.B.6 CCSS.**MATH**.CONTENT.5.NF.B.7 CCSS.**MATH**.CONTENT.5.NF.B.7.A CCSS.**MATH**.CONTENT.5.NF.B.7.B CCSS.**MATH**.CONTENT.5.NF.B.7.C ** Use this **9** weeks **for** application **of**/ Zero Whole Numbers 5.NF.B.7.B Quarter Two continued enVision **Topics**: **Topic** 11 Sports Numbers Sports Numbers (NCTM) 5-NF.3,6,7 /Task~ Georgia Task~ Application **of** Fractions UNIT: Applied Decimals and Fractions 5-NBT.2,4,7, 5-NF.6,7 **Class** Attributes **Class** Attributes (NCTM)5-NF/

7.**9**.15 This term our **Topic** will be all about extreme environments, starting with the rainforests. **For** the children’s independent homework, we would like them to choose **any** extreme environment from anywhere in the world and find some interesting facts about it, ready to share with the **class** week commencing 28 st September. Ideas might include; A picture or drawing **of** your chosen environment/

trainee teacher) Structure **of** the day Springboard (**9**.00 – **9**.40) includes guided reading English (**9**.40 – 10.40) Break (10.40 -10.55) **Class** book (10.55 – 11.15) **Maths** (11.15 – 12.15) Afternoons – assembly, **topic**, PE, etc (Tuesday afternoon – Enrichment) **Topic** Themes Term123456 Year/ **for** their own learning – they are the ones who can make a difference! Fruit and water Water bottles Fruit rota is on the **class** notice board. Camp Friday 20th May 2016 Meeting: Thursday 21st April 2016 Communication If there are **any**/

’t contribute to a **topic** area but would be used to engage students in **maths** generally. Discussion following the activity COMMENTARY ON PROFESSIONAL ACTIVITIES: Component 8: Record **of** Professional Activities List **of** professional activities undertaken Nature **of** professional activity The domain /in the 21st Century This was a discription **of** a project done by Lyn McGoldrick in a Yr **9** **class**. The **class** was given two terms in which they were to design a library **for** 21st century learning. The students were to form/

acquire independence Assess and Scaffold with Exit Tickets ■https://www.teachingchannel.org/videos/teacher-assessment-strategy (**Math**)https://www.teachingchannel.org/videos/teacher-assessment-strategy copyright 2008 Ribas Associates79 The Stoplight Method: An End-**of**-Lesson Assessment ■https://www.teachingchannel.org/videos/daily-lesson-assessment (**Any** **class**)https://www.teachingchannel.org/videos/daily-lesson-assessment copyright 2008 Ribas Associates80 copyright Ribas Associates 2009 Definition/

some fun **maths** activities together You/**of** 24. You can add, subtract, multiply or divide. Task 1 24 Each symbol represents a different number (1-**9**/**of** **topic** test Marking homework Teachers mark in red pen Students respond in green This is another opportunity **for** teachers and students to converse with each other - students are always encouraged to tell us how they feel about what they are learning – please help them to verbalise this when they are doing their homework. Teaching assistants in **class** Special **Maths**/

**Any** help would be beneficial Low number **of** students participate SI leader could affect outcome Course instructor must be committed Supplemental Instruction Continued Positive CommentsNegative Comments Community and Employer Focus Groups (n=5) Have **math** lab requirement **for** all **math** **classes** DMC must Students not getting out because lack **math** background High Schools need to teach **math** Faculty II Focus Groups (N=**9**/ Effective **for** reinforcing **topics** Give student sense **of** accomplishment Use as tool **for** potential /

folder back up in the MLC in 1-2 days. February **9**-10, 2016– mark that on your contract on the line: I will complete approximately half **of** my hours on ALEKS by the middle **of** the quarter and turn the red folder (with the midterm paper)/goal”. However, your goal in this **class** is NOT to complete ALL **of** the **topics**. Rather, you goal is to complete 40 hours (**for** 2 credits). While you do this, you will complete as many **topics** as you can. Your Timeline (not useful **for** this **class**) **Math** 62R, 70R, 72R, 97R Mathematics /

a failing grade. **9** Week Exams – A **9** week exam will be given at the beginning and end **of** each **9** weeks. The exam given at the beginning **of** each **9** weeks will not /**For** every day an assignment is late, a 10% reduction will be in place. Each student will complete a **math** journal at the beginning and end **of** each **class**. At the beginning **of** each **class** each student will be given a **topic** that they are to write about. At the end **of** the **class** each student will add to the **topic** they were given at the beginning **of** the **class**/

: Attend **class** Attend **class** Learn during **class** Learn during **class** Do the homework Do the homework BEYOND THE BASICS: Review very soon after studying Review very soon after studying Reflection Reflection Concentration Concentration Attitude Attitude Separate **math** notebook Ball pens (no fancy colored in exam papers) exam papers) 1 whole sheet **of** pad papers Long clear book (**any** color) **Math** Textbook Clear book **of** **any** color (long) Clear book **of** **any** color/

**of** the previous week **for** homework: Since this is an accelerated classroom, students should have their notes already completed. We will review notes, and go over **any** questions that students have regarding the **topic** **of**/ encouraged to bring a stick **of** deodorant or antiperspirant to freshen up after P.E. unless P.E. is your last period. **9**. BATHROOM & NURSE SIGN-OUT/just let it drop to the floor). 19. EXTRA TIME: 1. **Math** homework, and 3. Homework from another **class**. 20. BELL TO LEAVE: I dismiss you, not the bell./

Studies **classes** taught together. Student may choose this option. (Honors level only) **MATH** – **9** th Grade Fundamental **Math** I (elective credit) Introductory **Math** (Pre-**Math** I) (elective credit) Foundations **of** **Math** I/**Math** I (**Math** I in 2 semesters, receive 1 **math** credit and 1 elective credit) **Math** I Special **Topics** in **Math** (elective credit, repeat **of** **Math** I) Special **Topics** in **Math**/**Math** II Plus (receive 1 **math** credit and 1 elective credit) Foundations **of** **Math** II (elective credit) **Math** II **Math** II/

reward positive attitude and behaviour and can be given by **any** adult in school who sees an example **of** this. **Class** teachers have additional reward systems within individual **classes**. Partnership We would like children to read their home reading/**class** will have certain days when they change these books. Children will have numerous reading opportunities in school. Children will receive one piece **of** homework each week, dates **for** return will be given to the children. Homework will have an English, **Maths** or **Topic**/

Topaz **Class** Curriculum National Curriculum objectives are planned **for** around a **topic**. There will be discrete sessions **for** **Maths**, Handwriting, Phonics, Grammar, Reading, P.E. and Music. Where possible links between these sessions and our **topics** will be made. Topaz **Class** Timetable: **9**.00-10/week with small gift as reward and the chance to take Rufus home **for** the weekend. Whole school: Star **of** the week and Writer **of** the week. Topaz **Class** Rewards We have also introduced our House Point system. 4 houses across /

(175) Platinum (250) General Information Newsletters sent home each week Star **of** the week and **Maths** Mind – awarded every Friday in assembly Head’s Picnic – children chosen as Star **of** the Week will join the head **for** a picnic. Curriculum information – Has been sent home in our parent **topic** booklet. Parent helpers – we greatly appreciate **any** help on trips. If you are able to help with/

. There is an abundance **of** past and current resources that can be used **for** this thematic unit across several disciplines **of** study. The theme is sufficiently broad enough to contain many subtopics and allow **for** student input **for** the selection **of** **topics** relative to each discipline. /day the **class** will have a debate based on the RAFTs. The debate will argue the benefits and consequences **of** non-renewable energy. A unit exam will be used as an assessment tool on the last day. Lesson Plan Overview **Math** Survey Says/

the expectations in those **topics** are much deeper. Without focus, deep understanding **of** core **math** concepts **for** all students is just a fantasy. A study **of** the standards demonstrates that there are areas **of** emphasis already engineered into the standards at each grade level. The shape **of** **math** in A+ countries Mathematics **topics** intended at each grade by at least two-thirds **of** A+ countries Mathematics **topics** intended at each grade/

**Math** on Trial Comparing teaching philosophies See http://webquest.org/http://webquest.org/ Student Use In **Class** Research Description Search **for** information on specific **topic** Can use library resources, electronic database Evaluate quality **of** resources used Examples Survey research in teaching and education Collecting good lesson plans **Any** **topic**(s) related to lecture Student Use In **Class**/ * Database14.2( 8.5)18.4( 7.8)-5.13 * Graphics13.8( 7.3)21.**9**( 7.0)-8.24 * Multimedia13.8( 6.6)24.0( 5.4)-13.92 * Create Web/

to hold schools and districts accountable **for** progress. FCAT Graduation Requirement Graduation **classes** **of** 2011 and 2012 (current Juniors and Seniors) Reading- FCAT passing scale score **of** 300 (DSS 1926) or SAT critical reading score **of** 420 or ACT reading score **of** 18 **Math**- FCAT passing scale score **of** 300 (DSS 1889) or SAT **math** score **of** 340 or ACT **math** score **of** 15 **math** FCAT 2.0 **Class** **of** 2013 (current 10th graders) Reading/

problems. There is a 50 second video linked to help. Make sure you read the explanation if you get **any** problem wrong. Get 5 correct and then move on. Exponential Growth and Decay Exponentials Exponential Growth and Decay /**for** the inverse **of** a function f. There are 8 “your turn” questions at the bottom which will allow you to test your understanding. Inverse Functions (Review) Logarithms Inverse Functions (Review) Paul’s Online Notes (Algebra) - Inverse Functions http://tutorial.**math**.lamar.edu/**Classes**/

) WSA 11.30a.m. **Topic** (Y6 Laptops) **Topic** (Y6 Laptops) MEET THE TEACHER September – Meet the teacher November – 1:1 Consultation and report card **for** Literacy, **Maths**, Personal Social and Targets **for** further development. Spring term – Focused open classroom visit, with appointments and opportunity to **for** parents to meet with teacher during the session. Summer term – Open classroom and formal end **of** year academic report. We have/

19 19 Dan Meyer: **Math** **Class** Needs a Makeover Dan Meyer’s is a high school **math** teacher. I believe this/ = 3 c = ? 5 25 a b c 3 **9** 4 16 Implications **of** the CCSS on WHAT and HOW to teach… What are the/**for** the student Longer paragraphs **Any** text structure which is less narrative and/or mixes structures 106 The Standards are NOT new names **for** old ways **of** doing things… NOT … A different **topic** every day Every **topic**/concept treated as equally important Elementary students dipping into advanced **topics** at the expense **of**/

by **9**:05am Phonics **9**:30am Literacy **9**:50am Playtime 10:30am – children have toast 10:45am mental **maths** 11:05am mathematics 12pm lunch time with buddies Daily routine continued 1pm register 1:10pm **topic** time /**classes** and teachers. 10 Flag system – moving down a number means losing a minute **of** Golden Time. 4 **Class** Rules – Hands up, caring, sharing, listening. House points as a reward **Any** Questions? If you have **any** questions please feel free to stay and I will try to answer them **for**/

Gagne’s **9** Steps Madeline Hunter’s ITIP Model 5E Instructional Cycle Fundamental/**topic**. Works well **for** acquisition and presentation **of** new material and review. Line-Ups: Students discover that they each occupy a unique position in the **class**, and the **class**/ the classroom. Are graphically organized & color-coded. **Math** Sample ELA Sample Science Sample Word Walls Word Walls /the room **for** responses, asks random students to justify their responses, and clarifies and verifies to correct **any** misconceptions. /

a cube **for**. Is it possible **for** you to make 3 cubes **for** 3 different interests, levels, or **topics**? First Step: (use one **of** the cubes) Write 6 questions that ask **for** information on the selected unit. Use your 6 levels **of** Bloom, intelligence levels, or **any** **of** the cubing/Whole numbers Petition To Be Considered A Part **of** the Family A word problem Students in your **class** Set **of** directions How to Get to Know Me Language Arts Science History **Math** Format based on the work **of** Doug Buehl cited in Teaching Reading in the/

**math** teachers, **9** language arts teachers, 8 social studies teachers, and 10 science teachers. If the teacher is chosen at random, what is the probability that the teacher is either a language arts teacher or a social studies teacher? Example 3 There are 7 girls and 6 boys on the junior **class** homecoming committee. A subcommittee **of**/ 4 people is being chosen at random to decide the theme **for** the **class** float. What is the probability that/

44 having the ¼ penalty **for** being incorrect 10 Student Response (Grid-in) Problems Today’s **Topic** – Numbers and Operations 1. Basic Strategies 2. Definitions 3. Translating Word Problems 4. Basic **Math** 5. Logic 6. Sets 7. Counting Techniques 8. Sequence and Series Basic Strategies I Read each Question Carefully Circle the Question and Underline Clues Example: In a **class** **of** 78 students 41 are taking/

onto NAEP Scales, IES August 2011 **Math** Risk CA Mapping State Proficiency Standards onto/**of** the **topic** Increases students ability to answer constructed response and performance task questions Preparation **for** the kind **of** thinking and writing they will demonstrate Grade 4 Animal Defenses Performance Task Teacher introduces **topic** with video stimulus ”Animal Defenses” Teacher leads whole **class**/**9**+ (excluding Windows RT) Chrome OS Chromebooks running Chrome OS (v19)+ 123 More on Security: Eligible devices **of** **any**/

**for** Psychology Majors Psychology Major Tutorial General Education Requirements (page 1) Development **of** Fundamental Skills **of** Inquiry (3-4 Courses **9**-12 Hours) English 1102 and 1102 or English 1103 A Mathematics course (**MATH** 1100 is the lowest level pre-requisite **for** / as you can **for** the best chance **of** locating open **classes**. Be aware **of** **any** pre-requisites you need **for** courses – Hint: Clicking the CRN# in the schedule **of** **classes** will take you to a description **of** the course complete with **any** pre-requisites or/

**Math** Curriculum NROC Algebra 1―An Open Course Product Features Correlated to all US state frameworks and the Common Core Correlated to widely-adopted algebra textbooks Designed **for** online and hybrid classroom use Single-session formative assessment, multi-session CMS-based Supporting teacher professional development Rich, interactive multimedia with multiple instructional elements Michigan Virtual Addressing the Algebra Problem The Problem **Class** **of** 2011: 35.**9**% **of** **9**/

**9**:00am (EDT), you will be able to log onto e-campus to SWAP **class** /**any** order, except: Courses denoted by an asterisk (*), which require a Group 1 (mathematics) and/or Group 2 (science) prerequisite or corequisite • (See 2010-2011 Undergraduate Catalog course descriptions **for** specific requirements) Group 1 (C3T1G1**) Choose one **of** the following: __ GISAT 151 Analytic Methods I: **Topics** in Applied Calculus **for** ISAT __ GISAT 251 Analytic Methods III: **Topics** in Statistics **for** ISAT __ **MATH** 103 The Nature **of**/

encourages the development **of** discourse around **topics** in **math**, an important part **of** student learning. The use **of** geoboards enables the students to experience a hands-on approach to understanding area. ●The students form groups **of** two to discuss and demonstrate how each **of** these words can be manifested using the geoboards. ●The bilingual teacher asks, “Would anyone like to volunteer and demonstrate to the **class** how their/

**for** learning 8. Using machine learning train a model **for** classification **of** triples into the summary **9**/**of** 830,000 Reuters documents available fo research Distribution **of** documents (Reuters-21578) Example **of** Perceptron model **for** Reuters category “Acquisition” Feature Positive **Class**/**any** word Visualization Why visualizing text?...to have a top level view **of** the **topics** in the corpora...to see relationships between the **topics**/ Sets Relations Sets Relations Logic **Math** Logic **Math** Human Artifacts Human Artifacts Social/

. Pedometers: Pedometers can be used **for** all kinds **of** fun **math**-related activities. Kids can wear pedometers during **class** to see how many steps they’ve taken and then challenge themselves to take more steps during the next **class**. They can add the numbers together/ claims in a text, including the validity **of** the reasoning as well as the relevance and sufficiency **of** the evidence. CCSS.ELA-Literacy.CCRA.R.**9** Analyze how two or more texts address similar themes or **topics** in order to build knowledge or to compare/

Bottom **of** Page 54 © 2010, EDC Video: Background Title I **Math** Coach who co-teaches 8 th grade **math** **class** and provides **math** support /**Topic** #**9**: Day 4 Wrap-Up In this section, we will: Do a wrap-up activity Assignment **for** next time (Wednesday, March 11th, 2015) 73 Day 4 Wrap-Up: **Math** Standards Expressions & Equations Apply and extend previous understandings **of**/**Any** opinions, findings, and conclusions or recommendations expressed in this material are those **of** the authors and do not necessarily reflect the views **of**/

Writing Portfolio: Select scores **of** 2 best compositions (1 **of** them to be completed in **class**. Discussions to be done.) 40 marks Text-Type Writing: Diary entries, postcards, emails 10 marks Storytelling in **Class** Tell **any** story/recite a poem within/ on selected **topics** P3 & P4 **Maths** Skills Tests P3 & P4 pupils will be tested on problem solving skills (Heuristics) **For** example, “Make a Systematic List”, “Guess & Check”, “Simplify a Problem”. P3 & P4 **Maths** Skills Test The format **of** the P3 & P4 **Maths** Skills tests /

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