Davenport Expands Music Curriculum

Order of operations with fractions worksheet kuta help with children's maths homework

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The kids love the method so far. I teach ELLs who struggle with reading, so high emphasis is placed on the application of various meta-cognitive reading strategies (questioning, predicting, visualizing). I’m with jeffreygene- how could I apply this to an English curriculum? So now I’m envisioning some sort of hybrid: weekly concept tests as you’ve described, plus semi-regular cumulative (midterm-like) exams. The question: Is it the case that a kid who gets two 3’s (conceptual understanding with minor computational errors) gets 3 points out of 5, and thus 60% (a D)? Great and free worksheet maker software with nearly 7,000 built-in algebra and geometry questions. An added side note–yesterday I purchased a subscription to ActiveGrade, so I do plan on using it, and then transferring those grades to IC. I presented the data and brought students from the treatment group to explain the system. I first read over your assessment plan a couple months ago and have been a fan of it in theory, passing the idea along to others at my school. Includes worksheets for a variety of topics: simplifying expressions, solving equations, graphing, integers, percent, proportions, ratio, pi, and more. I don’t think writing skills break down like this, either. I don’t know how to condense and get over the idea of assessing everything. Jonathan Perry, why should the grading result in a number? I should be keeping my gradebook a lot different than how I am now. So if a kid figures out that thing about The Crucible in June and we covered the text in November, tough luck. I’m a relative newcomer to this blog, making my way through the old postings and very happy to be finding so much buried treasure. Teach, assess, monitor, remediate, differentiate. These handouts look amazing. Is there a way I could get them as word documents? Super excited to implement this next year. Completing my first year of implementing SBG, I am beginning to reflect on what I might need to do differently next year.

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FWIW, I asked the students to calculate one numerical expression for order of operations. Laughs, combined with my state’s framework, yup, pretty unhelpful. It is my inclination to make his current level < 4. Generate worksheets for: linear equations, systems of equations, and quadratic equations. The kids in this class potentially can be at any level from grade 4 to grade 7. I’m thinking that given those commitments, that level 1 will be enough AFA my concept checklist driven tests go. My algebra concept list has 59 concepts on it and I don’t know if that’s too many or not. You must label easy questions with, maybe an A, homework help weather and the harder questions with, maybe a B. On one hand, this is an old skill and if they want an “A”… they should be able to do operations with decimals and fractions. This link (I hope) links to the flickr page so that you can see the notes I made. My first year I let students retake as many concepts each day as I had time for. We’re quite often assessing good writing and that’s different than correct writing. Solve equations, writing custom xpath in selenium inequalities, and systems of equations, simplify or factor expressions, and much more with this free online algebra solver. Does anyone see any drawbacks I am not considering in going to a 5 question quiz? I know am probaly making it more complicated than it is, but I want to adapt this for my science class. Anne: When you first began this process, did you just create authentic assessments as you needed?

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C for most schools but it would be a D in my county. How can we say that he is a 4 in this concept still? MathDifferently, sorry, I think I’m confused about the different levels, or tiers, of testing you’re referring to. I hadn’t yet, y’know, eaten lunch. We found that focusing on the types of questions we wanted to ask one question at a time allowed us to be very strategic in how we wanted to assess. You want students to view using more than one conept in a problem as routine. I work critical thinking and problem solving into classwork and homework. Anyone feel like donating a link back to this, I’d be much obliged. In English, basic skills might be broken down like this. Thanks and disregard my previous post! The stress of homework completion has dropped dramatically. Science school worksheets can be found that correspond with existing lesson plans and standards, as well as worksheets that fit into hands-on scientific exploration. I appreciate that you’re taking on the issue of higher-order thinking assessment.

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Is it four points per concept, or four points per test? Students have to demonstrate proficiency on these skills to earn a passing grade. And do the 4s have to be consecutive…….No…they just have to be a 4 on an easy question and a 4 on a harder one. The kids and the parents LOVE it. I think Dan mentioned that he does not require the 4s to be consecutive in order to obtain a 5, good music to listen to while doing math homework though certainly you can choose to implement that restriction. This process does necessitate some cuts. We have a list of concepts, and we grade individually on our report cards by each concept. I haven’t had a single kid get a 4 yet. Inspired by this post last summer, I implemented it with my physics classes this year. Middle school math typically cycles through Pre-algebra, algebra, and geometry.

Three CAC Professors Secure Competitive Lecturer Positions

CAC celebrates having three of their current lecturers win competitive lecturer contracts.

Dr. Jennifer Myers — Film Studies (AMC)

Myers was originally hired at UWT in the Winter of 2013. She has taught courses in Media Genres, Great Directors and Introduction to Film Studies during her time at UWT and has created a course on campus called “World Film” (T FILM 387, 388) which examines major cinematic movements, trends and individual works between 1927 and 2000.

In Spring 2015, Myers was hired as a Full Time Lecturer after a competitive interview process. She will continue her job teaching and in service of the university.

In her free time she escapes to the great outdoors, skiing, fly fishing and hiking. She is a frequent flier to Oregon where she spends time with her family. Her mother suffers from acute Rheumatoid Arthritis and her niece is severely Autistic, so Myers spends as much time as she can caring for and loving them.

Carbon Challenge Tests Student Resolve

In case you missed the possible grumblings of the many carnivores of UWT transitioning to vegetarian or vegan diets this past Fall quarter, many staff, students, and faculty have since completed the Carbon Challenge, a grant receiving project as a part of UW’s Green Seed Fund.

Students, staff, faculty and even the president of the University of Washington Ana Mari Cauce herself pledged to make a change after receiving the challenge.

Since Autumn of 2014, Dr. Ellen Moore (Communication) has challenged the students in her Contemporary Environmental Issues in Media course to lose 5,000 pounds...of carbon. Moore was inspired after participating in a variant of the challenge in 2014 in competition with her fellow commissioners of the Sustainable Tacoma Commission –– “Tacoma’s Biggest Loser” –– in which she “lost” the most carbon and was crowned the winner.

CAC Students Speak Up, Saying, “No,” to Methanol Plant

A $3.4 million proposed methanol plant at the Port of Tacoma has sparked outrage and controversy in the local community.

Northwest Innovation Works (NWIW) proposed the construction of the plant, and if passed, construction will start as soon as 2017 and begin operating in 2020. Community members are concerned about the negative health and environmental factors that come along with building, and operating the plant.

Brendan Resnikoff, a senior in American Studies, believes that this poses a great risk to Tacoma and it should be evaluated based on the risk to human health, rather than the economic impact.

Tacoma community members have persistently attended hearings, and voiced their opposition to the plant.

Matt Kish: Moby-Dick in Pictures

In March, the CAC welcomed self-made artist Matt Kish to campus.

Kish talked with students and faculty about his book, Moby-Dick in Pictures: One Drawing for Every Page. What started for Kish as simple desire for a fresh, creative outlet quickly gained a following.

Kish currently works as a librarian, but never attend art school. He has always had a strong interest in art and has been published in several collaborative illustration projects. However, feeling a lack of creativity in his life, he decided embark on a new endeavor. His mission: create one picture for every page of a book that had inspired him throughout his life—Moby-Dick.

Dia de los Muertos with UWT & TAM

Every November the Tacoma Art Museum holds a Day of the Dead or Dia de los Muertos free community festival and for the fifth year in a row UWT’s Hispanic studies professors and students joined in.                      

The Day of the Dead is a time of year when the two worlds–the world of the living and the world of the dead are close enough where spirits can come back to this world and have some type of communion with them. 

“It’s important to note that not everyone believes and celebrates it the same way, but the idea is to remember family members that have died,” said Hispanic Studies professor Augustus Machine. 

This year’s 11th annual festival included “a Calavera costume contest, traditional foods, and outdoor memorials.” Community members can also set up altars remembering their lost family members, or celebrate the holiday with a themed altar. 

Arts Alive at UWT

CAC hosted several events at UWT recently that united students and invigorated the campus community.

 Bread and Puppet Theater

Last October, the Bread and Puppet Theater paid a visit to UWT. The theater is well known for performing shows that exhibit social relevant storytelling through puppetry, street and community theater, and song. The politically radical theater is based in Glover, Vermont, but tours all over the world.

CAC faculty members Beverly Naidus (Arts, Media, Culture) and Michael Kula (Writing Studies) helped organize and facilitate the visit to campus, where the group performed their Vietnam War era protest piece: Fire.

Art Students Featured at Museum of Glass

This past March, a group of students came together to build a sculpture overlooking the Thea Foss Waterway. The project, inspired by the book The Boys in the Boat, was installed at the Museum of Glass as part of the Pierce County Library’s Pierce County READS program.

The art piece, created as part of T ARTS 367 Objects and Art taught by AMC Senior Lecturer Tyler Budge, is a tribute not only to the book, but to the “boys” who hailed from University of Washington and went on to win the gold medal at the 1936 Olympics in the rowing competition against Nazi Germany.

Budge was contacted by the UW Library and asked if he would like to be a part of the presentation. He said if his class could be a part of it, then he would most definitely be willing to create a piece to commemorate the book and the story behind it. Once the decision was made, Budge tossed his syllabus aside and his class and he began the process of creating their masterpiece.

La Fountain Addresses The Drag of Poverty

In April, nationally recognized scholar Larry La Fountain presented to faculty, staff, students and Tacoma community members his work entitled “The Drag of Poverty: Erika Lopez, Holly Woodlawn, Monica Beverly Hillz, Welfare Queens.”

La Fountain, a scholar, writer, and performer, born in San Juan, Puerto Rico, and now teaching at the University of Michigan, focused on the issue of being a drag queen and the effects it could have on other social issues such as race, class, sexuality and gender. His visit to UWT was made possible through efforts of American Studies and AMC assistant professor Ed Chamberlain.

Much of La Fountain’s presentation focused on Holly Woodlawn in Andy Warhol’s film “Trash,” Monica Beverly Hillz commonly known from the reality television show RuPaul’s “Drag Race,” and Erika Lopez’s, “The Welfare Queen.”

Pulitzer Prize Winner Speaks at UWT

In April, Pulitzer Prize winner for feature writing and author of Enrique’s Journey, Sonia Nazario, spent a day at UWT, interacting with students and faculty and giving a lecture, all as part of the acclaimed UW Walker-Ames Lecture Series.

Enrique’s Journey is the story of one Honduran boy looking for his mother, after she left her starving family to find work in the United States.

“Braving unimaginable peril, often clinging to the sides and tops of freight trains, Enrique travels through hostile worlds full of thugs, bandits, and corrupt cops. But he pushes forward, relying on his wit, courage, hope, and the kindness of strangers,” according to enriquesjourney.com.

She echoed her discussion from her book of her three-month journey made on top of trains across South America to chronicle the story of Enrique, and how her experiences changed her view of unaccompanied, undocumented child migrants.

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