Standard of Learning (SOL) 3.6c
The student will make change from $5.00 or less.
Standard of Learning (SOL) 3.7a
The student will estimate and use U.S. Customary and metric units to measure length to the nearest 12 inch, inch, foot, yard, centimeter, and meter.
Standard of Learning (SOL) 3.7b
The student will estimate and use U.S. Customary and metric units to measure liquid volume in cups, pints, quarts, gallons, and liters.
Standard of Learning (SOL) 3.8a
The student will estimate and measure the distance around a polygon in order to determine its perimeter using U.S. Customary and metric units.
Standard of Learning (SOL) 3.8b
The student will estimate and count the number of square units needed to cover a given surface in order to determine its area.
Standard of Learning (SOL) 3.11
The student will identify and draw representations of points, lines, line segments, rays, and angles.
Standard of Learning (SOL) 3.6a
The student will determine the value of a collection of bills and coins whose total value is $5.00 or less.
Standard of Learning (SOL) 3.9a
The student will tell time to the nearest minute, using analog and digital clocks.
Standard of Learning (SOL) 3.9b
The student will solve practical problems related to elapsed time in one-hour increments within a 12-hour period.
Standard of Learning (SOL) 3.9c
The student will identify equivalent periods of time and solve practical problems related to equivalent periods of time.
Standard of Learning (SOL) 3.10
The student will read temperature to the nearest degree.
A K-W-L form is a great resource to have students complete to monitor growth. This activity can be used for any subject and any topic. Students will be surprised and amazed to see what they learn all semester. As a teacher, you will have at your disposal the ability to track progress in an alternative manner.
A K-W-L form is a great resource to have students complete to monitor growth. This activity can be used for any subject and any topic. Students will be surprised and amazed to see what they learn all semester. As a teacher, you will have at your disposal the ability to track progress in an alternative manner.
Katherine Byers of Chesterfield has put together several slideshowsand associated videos(see https://docs.google.com/document/d/1Q11gWPx6TVT3i3lDon0VlXGB2Ax_M1kdEBy5pb857lM/edit for a quick listing) to help teachers in Chesterfield to use Canvas. Some of the information is specific to that division, but you can use them as a starting point for your own!
Katherine Byers of Chesterfield has put together several videos and associated slides (see https://drive.google.com/drive/folders/1if29auVETq5cjxAdjB1IVMTTila2pD_k) to help teachers in Chesterfield to use Canvas. Some of the information is specific to that division, but you can use them as a starting point for your own!
This is the initial draft of something I started working on as a potential performance task for students. I still need to make a few variations and align with specific curriculum objectives, but have a solid start on developing the performance task and consider it important to start building this capacity in our students and staff now as we shift toward more blended learning environments.
Learn the difference between rock and clay worries. Then discover ways to find the good inside of difficult situations.
Using this lesson, students will gain a more concrete understanding of letter names and sounds.
Charles Yarbrough with Lynchburg provided this link to their web site created to support teachers moving to blended learning. It is full of great resources, mainly for teachers but a few for students too!
The ITRTs of Lynchburg have put together a web page to provide support in the form of both podcasts and blog posts. The most recent topics have been focused on distance learning, with new info on hybrid learning to come in the near future!