This assessment fulfills the requirement for a local alternative assessment for VAAP Science 3 Force, Motion, Energy, and Matter and Scientific Investigation.
Solving problems involving percents and reconciling an account balanceMathematics Instructional Plans (MIPs) help teachers align instruction with the 2016 Mathematics Standards of Learning (SOL) by providing examples of how the knowledge, skills and processes found in the SOL and curriculum framework can be presented to students in the classroom.
Students will analyze a document that shows the challenges African Americans faced in receiving the freedom they were guaranteed with the 13th Amendment. The Indenture of Apprenticeship between John Foster and Jeff, a four-year-old African American, shows how Southerners found unique ways to keep African Americans in servitude. This activity is designed to engage students in an analysis of the success of the 13th Amendment. Students should have background knowledge in the Civil War and the goals of Reconstruction.
Students will analyze primary sources from the Reconstruction Era to determine if Reconstruction was a success or a failure. They will place evidence on a scale for a visual representation of their evaluation.Teachers can modify and assign this Google Doc. You will need to make a copy of the document to access it.
Students will review the purpose of an amendment, analyze the 13th Amendment to the Constitution, and consider the reasons for the date of approval. Students should have some background knowledge in the Civil War, including the causes of the war and the views of the Union and Confederacy.
Students will engage in visual and written activities that will support their creative process of choreographing a solo dance composition. The lesson includes motifs and the movement components -- body, effort, shape, and space (BESS elements from Laban Movement Analysis).
TSW be working collaboratively on a summative assessment but will be measured in two areas: content and collaboration. As our world continues to be interconnected, we need to be able to balance workload, expectations, and keep proper documentation on projects. Students will be graded on meeting the content requirements, here a one pager/presentation/tri fold about the novel read in class, as well as on their ability to collaborate and keep track of their successes and failures with documentation. Students should have a basic understanding of the novel in question, figurative language, plot summary, character traits, irony, and conflict to finish the one pager/content portion of the assignment. Ideally this lesson will take place in the third/fourth quarter of the school year.
When do I teach this strategy? When beginning readers need more practice in self-monitoring and looking through the whole word.Purpose/Behavior: Students practice self-monitoring by reading the sentences and cross-checking the picture to determine which sentence “makes sense,” without prompting.
When do I teach this strategy? When beginning readers need more practice in self-monitoring and looking through the whole word.Purpose/Behavior: Students practice self-monitoring by reading the sentences and cross-checking the picture to determine which sentence “makes sense,” without prompting.
When readers are NOT self-monitoring and recognizing when what they read does not “sound right,” and/or “make sense.”Students practice self-monitoring by reading the sentences and cross-checking meaning to determine which sentences “sound right,” and “make sense,” without prompting.
When do I teach this strategy? When readers are NOT self-monitoring and recognizing when what they read does not “sound right,” and/or “make sense.”Purpose/Behavior: Students practice self-monitoring by reading the sentences and cross-checking meaning to determine which sentences “sound right,” and “make sense,” without prompting.
Dan Meyer has created many mathematics lessons centered around storytelling, along with a methodology for using these with students. Before you do any of his lessons, please see the explanation at his blog: https://blog.mrmeyer.com/2011/the-three-acts-of-a-mathematical-story/ To see all the lessons in a Google Docs spreadsheet, go to https://docs.google.com/spreadsheets/d/1jXSt_CoDzyDFeJimZxnhgwOVsWkTQEsfqouLWNN
C6Z4/edit#gid=0
The lessons are all CC BY, and you may edit these to fit your own students’ needs. The links from #GoOpenVA go to his own website because the structure of the lessons (including pertinent videos) is integral to the delivery of the lessons. Some lessons are stored as downloadable zip files, and these are noted as part of the link.
MA.1.1.4: The student will count forward orally by ones, twos, fives and tens to determine the total number of objects to 120. (SOL 1.1d; Number and Number Sense)
This is a Desmos activity to explore domain and range of continuous functions. Students do not need prior knowledge of domain and range; this is an exploratory instructional activity.
This is a remix of a task to help students think about an expression for a function as built up out of simple operations on the variable, and understand the domain in terms of values for which each operation is invalid (e.g., dividing by zero or taking the square root of a negative number).
This resource is a remix from Illustrative Mathematics.This encourages student collaboration and allows students to have a mathematical dialogue to express their understanding of algebraic properties. This resource is a valuable part of building background when introducing units of measure or equations in the early elementary years of mathematics education as it provides students a concrete example of building an equation with concrete objects. Suggested Modification- Encourage student online portfolio - A student recording sheet with dominos illustrations can be used as a reference for students to have a mathematical dialogue. Teachers can use online educational platforms that would allow students to record their own understanding of math and share them with the teacher. For example, Seasaw is an educational platform that students can use, but will require parental permission. It allows collaboration between teachers, students, and the parent community where students can have a voice and choice in their learning.
Dan Meyer has created many mathematics lessons centered around storytelling, along with a methodology for using these with students. Before you do any of his lessons, please see the explanation at his blog: https://blog.mrmeyer.com/2011/the-three-acts-of-a-mathematical-story/ To see all the lessons in a Google Docs spreadsheet, go to https://docs.google.com/spreadsheets/d/1jXSt_CoDzyDFeJimZxnhgwOVsWkTQEsfqouLWNN
C6Z4/edit#gid=0
The lessons are all CC BY, and you may edit these to fit your own students’ needs. The links from #GoOpenVA go to his own website because the structure of the lessons (including pertinent videos) is integral to the delivery of the lessons. Some lessons are stored as downloadable zip files, and these are noted as part of the link.
Students will be asked to make predictions and retell a story in sequential order by drawing pictures and writing sentences to go with the pictures. Students will be paired and take turns drawing a picture following an algorithm (step by step directions) their partner gives.
In this lesson, students will use Don’t Call Me After Midnight to perform loops and if-else statements to solve multi step equations. Students will also have the opportunity to create their own flowchart and debug other’s flowcharts. This could be used as an introductory lesson to this content.
Learn about inspirations for a story and how that story can inspire a new song. Mary and Mike travel to the Music Resource Center in Charlottesville to meet up with the author, Marc Boston, and the musician, Tevin White. Marc shares his beautiful children’s book, inspired by his own daughter. And Tevin shares a special song that he wrote, inspired by Marc’s book. Together, we learn how to stop carrying so much stuff!