c) Two weeks. d) Two days. 2. Which of the following subjects is Michael given a verbal exam in? a) Algebra.
A. Contextual Information for Case Study 1 1. Elements of a Learning Experience in a Unit Grade: Third Content Area: Language Arts Subject Matter: Reading and writing Time Period for the Learning Experience: Two 30-minute sessions in two consecutive days State-adopted Academic Content Standards for Students Reading: Comprehension and Analysis of Grade-Level Appropriate Text 2.5 Distinguish the main idea and supporting details in expository text Writing: Organization and Focus 1.1 Create a single paragraph: a. Develop a topic sentence b. Include simple supporting facts and details Learning Goals for the Learning Experience Students will be able to do the following with a focus on reading and writing: • Identify the main idea of an expository text • Identify three supporting details from the expository text • Summarize the expository text using the main idea and three supporting details in one paragraph Instructional Resources Available • Age-appropriate expository text and writing journals 2. Class Description Students are in a self-contained third grade class.
National, State and Other Standards Document Cynthia Ellis Liberty University National Standards for Math for Grades K, 1 and 2 Kindergarten Mathematical Processes The mathematical processes provide the framework for teaching, learning, and assessing in mathematics at all grade levels. Instructional programs should be built around these processes. The indicators for this standard, which are appropriate for kindergarten through grade two, are adapted from Principles and Standards for School Mathematics (NCTM, 2000). Classroom application should be based on the standard and its indicators; the mathematical goals for the class, and the skills, needs, and understandings of the particular students. Standard K-1: The student will have a basic understanding of the mathematical processes of problem solving, reasoning and proof, communication, connections, and representation.
ANNUAL EXAMINATION TIME TABLE (2012 – 2013) DATE | GRADE V | GRADE VI | GRADE VII | GRADE VIII | 07/03/13 | II LANGUAGE | GEOGRAPHY | CHEMISTRY | GEOGRAPHY | 08/03/13 | - | ENG. LITERATURE | ENG LITERATUREENG LANGUAGE | ENGLISH LITERATURE ENGLISH LANGUAGE | 11/03/13 | SCIENCE | HISTORY | GEOGRAPHY | MATH | 12/03/13 | ENG LITERATURE | ENG LANGUAGE | HISTORY | BIOLOGY | 13/03/13 | - | - | - | HOLIDAY | 14/03/13 | SOCIAL STUDIES | II LANGUAGE | MATH | PHYSICS | 15/03/13 | ENG LANGUAGE | III LANGUAGE | PHYSICS | CHEMISTRY | 18/03/13 | MATH | SCIENCE | II LANGUAGE | 2ND LANGUAGE | 19/03/13 | - | - | BIOLOGY | HISTORY | 20/03/13 | III LANGUAGE | MATH | III LANGUAGE | 3RD LANGUAGE | FIRST SESSION : 8.30 TO 8.45
Her combined homework grade was 77. The five regular tests count for 60% of the final grade, the final exam counts for 10%, the project counts for 15%, and homework counts for 15%. What is her weighted mean grade? Test Grades (92+83+77+84+82)/5=83.3 Test grade 83.3x 0.60= 49.98 Final exam 88 x 0.10= 8.8 Class project 95 x 0.15= 14.25 Homework 77 X 0.15= 11.55 Total Grade 84.58 4. Convert Bao’s height to a z-score.
o (pts. X 3.055) + (pts. X 3.055) + (pts. X 3.055)= Essay Raw Score Essay 1 Essay 2 Essay 3 ➢ 150 is the total composite score for the AP Language and Composition test. 55% of this is essay section; that equals 82.5 points.
5. 15 credits can be at level 2. 6. The level 2 modules to achieve to commence to level 3 are English, Maths and IT. 7.
Encourage self-selection of topics 4. Provide guided instruction in writing strategies 5. Provide opportunities to compose in a variety of forms Part 2: Goals (relate all of these to teaching literacy) 1. Where do I want to be professionally 5 years from now? After three years of teaching (all three years 1st grade), I am still establishing a “teaching routine” and figuring out the best strategies in the areas of teaching particular skills and behavior management.
Running head: INTERVIEW PROJECT 1 Interview Project: Results from Interviewing Four Students from Pre-K to High School Joanie S. Lemelle Liberty University INTERVIEW PROJECT 2 Abstract Cognitive development is an important part of a person’s thinking progress. Piaget believed that the process was divided into four prevalent stages: sensorimotor (which occurs between ages 0 to 2 years); preoccupational stage (which occurs between ages 3 to 7 years); concrete operational stage (which occurs between ages 7 and 11 years); and the formal operational stage (which occurs between ages 11 years old and adulthood (Slavin, pp. 32-36). The author attempted to test this argument by interviewing four students from different stages of academic development: pre-k, elementary, middle school, and high school. The author asked these four students the same set of five questions to determine if each one’s response would match the appropriate cognitive development stage established by Piaget.
The purpose of the curriculum is to ensure that all students achieve a level of academic excellence (Oxford Area, 2008). Westwood Public Schools Westwood School District (2010) reviews the curriculum in three phases. These phases are review, development, and implementation. The cycle lasts three years, half the time of the cycle used by Oxford. The main difference in the length of time of