Mrs. Muir reminded Mr. Lathem not to show students their coffee cups until after a discussion. Mr. Lathem and Mrs. Muir each drank half of their cup of coffee, but Mr. Lathem incorrectly said he drank more.
Progression of outcomes for place value 1 (1)susan70
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This document outlines progression of place value outcomes from kindergarten to grade 9. It shows the development of place value understanding over time, with outcomes becoming more advanced each year. Key understandings taught include whole number concepts, place value, counting, comparing, representing, and extending to decimal numbers. Instructional strategies suggested are use of manipulatives, number lines, open questioning, and establishing patterns. Common misconceptions are also listed such as thinking place value is only relevant to whole numbers or misunderstanding the relative magnitude of decimal numbers.
Susan Muir is hosting a come-and-go coffee and muffins event from 10am to 12pm at 203 5th Ave North to celebrate the beginning of her new Partylite hobby business. The event is an opportunity for people to learn more about Susan's Partylite business and support her new hobby venture.
Day 1 of the school year involves organizing student desks and lockers, decorating name tags, and teaching students how to keep their desk organized. In the morning there will also be a scavenger hunt to help students get to know the school. The schedule includes reading groups, assembly, math lessons on data and graphs, a learner questionnaire, and outdoor physical education with balloons.
This document outlines a performance task for students to assess biodiversity by collecting insect samples using Malaise traps. Students will take on roles such as recorders, reporters, bloggers, and statisticians to communicate their findings about the number and types of insect species found in their schoolyard compared to other schools across Canada. They will present their findings through various media to their classmates, community, and all of Canada. The goal is for students to learn about biodiversity and classification of organisms by conducting hands-on research and sharing what they learn about the estimated 140,000 insect species in Canada, half of which remain unidentified.
Susan Muir's 2014-2015 timeline for grade 5 outlines her integrated themes, subjects, and units of study for each month. Throughout the year she focused on themes like weather, personal heroes and identity, Canadian people, and machines. Her subjects included math, English language arts, science, social studies, and arts education. Some of the units she covered were data management, whole numbers, decimals, fractions, geometry, weather, human body systems, force and simple machines, Canadian government, First Nations art, and health topics like self-regulation, puberty, and infectious diseases.
The document advertises a new pizza burger product coming soon to Pizza Hut retail stores, encouraging the reader to feast on this delicious combination of pizza and burger; it also asks the reader if they would prefer this new pizza burger or to continue with traditional pizza options, thanking them for their time.
This document outlines an assignment to research and map the political regions of Canada including the provinces and territories, label them, provide population estimates, confederation dates and reasons for joining Canada. Students are asked to write a 5-6 sentence paragraph summarizing the main idea and details about one province's decision to join Confederation.
This document provides the weekly schedule and assignments for the week of December 1-5. Students are to complete their persuasive paragraph for ELA by Tuesday and work on their 5 paragraph essay about a Canadian hero. In social studies, students will present their confederation projects and study for a test on Canada's confederation. Arts assignments include finishing one side of a POP ART cube and collecting cardboard. Phys. ed. includes Canadian hero research and daily exercises like Just Dance. Mathematics focuses on division skills.
The document provides Jonathon Muir's resume seeking a part-time job for experience. It summarizes his qualifications including being punctual, a quick learner, and easy to work with. It outlines his work experience in various jobs and volunteer roles coaching sports and community service. It lists his accomplishments in karate, leadership positions, and awards for lifesaving, community involvement, and academics. It provides references from teachers and coaches who can recommend him.
This document provides parents with questions to ask their children when reading both fiction and non-fiction books to help improve their reading comprehension. For fiction books, it suggests asking about character traits, point of view, themes, and predictions. For non-fiction, it recommends discussing the main idea, purpose, text features, new information learned, and unknown words. The document concludes by encouraging parents to have children write about what they read to help improve writing skills.
This document provides an overview of the 2014-2015 school year for a Grade 5 student named Susan Muir. It outlines the integrated themes, subjects, and units that will be covered each month from September to June. Themes include weather, personal heroes and identity, Canadian people, and heritage. Core subjects are math, English language arts, science, and social studies. Additional topics in health, arts education, and other subjects are also listed for each month.
Paul owns a small pizza shop that is at risk of closing if he cannot pay $100 in rent by Friday. He comes up with a pricing strategy to sell half, quarter, and eighth slices of pizza - with half slices costing $10, quarter slices $5, and eighth slices $2. Through tracking his daily sales from Tuesday to Friday, the summary shows that Paul is just able to raise the $100 needed to pay rent and save his pizza shop.
Sleep plays a vital role in growth and development for children and teens by helping the brain properly function, learn, and remember information. Getting good quality sleep repairs the body's systems like blood vessels and heart, and regulates hormones controlling hunger and fullness to reduce obesity risk. Sleep is also important for mental and physical health as issues with sleep can be caused by trauma and negatively impact safety, learning, and daily functioning.
Vitamins are nutrients found in foods that are essential for human health. They help the body grow, fight infections, and function properly. Different foods contain different vitamins, and people need varying amounts of vitamins depending on their age, gender and overall health. Vitamins are absorbed from food during digestion and carried throughout the body, where they each perform important roles like supporting vision, healing cuts, strengthening bones and more. While most people get enough vitamins from a balanced diet, supplements can help those with certain dietary restrictions.
Progressive education began in the late 19th century as a protest against standardized textbooks and rote learning methods. It advocated for a more child-centered approach where students could discuss ideas and work on hands-on projects tailored to their interests. Progressive teachers acted as facilitators rather than authorities, emphasizing democratic and cooperative learning over strict memorization. This movement spread in Canada in the early-to-mid 20th century and aimed to make education more relevant to the needs of students and the workforce through experiential learning opportunities.
Jonathon seeks part-time employment for experience. He has strong character qualities like confidence, punctuality, and teamwork. His volunteer work includes coaching sports, fundraising, and community cleanups. He has received awards in karate, lifesaving, math, and more. References are provided.
The Western Development Museum in Yorkton, Saskatchewan depicts the story of immigration to western Canada through photographs and artifacts. In the late 1800s and early 1900s, over 2 million immigrants came to Canada from around the world, attracted by brochures promoting the land and educational opportunities. Many settled in Saskatchewan, establishing a diverse cultural landscape. To accommodate the growing population, one-room schoolhouses were constructed every 7-8 miles to educate children from various backgrounds and help integrate different cultures into Canadian society.
The document discusses the history and growth of education in Canada in the early 1900s. It states that in order to understand decisions made about education, one must understand why they were made from the social and political viewpoints of the time. The industrial revolution led to an understanding that education's purpose was inculcation or socialization. Education focused on teaching obedience, morality, and preparing students for future work through rote learning and repetition. Teachers were responsible for instilling societal values and norms in students as well as taking on administrative and janitorial roles.
This document outlines learning outcomes for students to demonstrate understanding of measuring length in millimeters, centimeters, and meters. It involves:
1) Choosing and justifying referents for 1 mm and using them to determine approximate linear measurements relevant to themselves, family or community.
2) Generalizing measurement relationships between mm, cm, and m using concrete materials like showing 10 mm = 1 cm.
3) Providing examples where linear measurements in mm, cm or m would be used and justifying the choice of unit.
This document outlines achievement levels for an outcome related to multiplication of whole numbers. It describes four levels: mastery, proficiency, approaching, and beginning. Mastery indicates a student can apply strategies to novel situations, while proficiency means a student is on par with grade-level expectations. Approaching means inconsistent understanding, and beginning means limited success even with support. It provides details about the skills and explanations expected at each level for the specified multiplication outcome.
This document provides a rubric for assessing grade 5 mathematics skills related to whole numbers, multiplication, and division. It describes performance levels from "experiencing difficulty" to "strong grade level performance" across several sub-skills, including representing and comparing whole numbers, analyzing models of and strategies for multiplication, and demonstrating understanding of division. Students are evaluated on their ability to use models, explain concepts, recall facts, and solve problems accurately at various levels of complexity depending on the standard being assessed.
This document provides information about a mathematics unit focusing on representing and describing whole numbers up to 1,000,000. The unit will teach students to recognize and write numbers in standard, expanded, and written forms, use place value, and estimate sums and differences using various strategies. The document suggests an activity for students to practice these skills by finding and describing numbers from a newspaper at home.
This document outlines an achievement scale for assessing student performance on outcomes, with four levels ranging from beginning to mastery. Level 1 indicates partial understanding, level 2 indicates basic understanding with inconsistencies, level 3 indicates proficiency meeting curriculum expectations, and level 4 indicates insightful understanding allowing application to new situations.
This document provides a ready reference form about the literacy strategy of adjusting reading rates to match different texts. It explains that readers should use different speeds for various tasks and purposes when reading. Some readers have yet to learn how to adjust their rate or be aware that it can change. The secret to success is shifting reading gears based on the purpose and content. Teachers typically begin instruction by using Carver's analogy that compares reading rates to shifting gears in a car, with lower gears being slower and more powerful. Students are taught to use their first gear for memorizing, second for learning, third for most reading, and fourth for skimming. Teachers establish a common vocabulary and question students about appropriate rates for different materials. Students can learn to self
Use computers and authoring software to compose texts and graphic representations. Compose texts and create graphic representations using computers and authoring software. Computers and authoring software allow for the composition of texts and creation of graphic representations.
The document contains Mrs. Muir's grade 5 class timetable for a 6 day cycle. It shows that on days 1-5 the class has English Language Arts (ELA) from 8:55-10:30, with some days also having band, physical education (P.Ed.), arts education or integrated studies during other time periods. Math is scheduled every day from 12:45-1:25, and sciences and social studies are spread across the afternoons along with some additional P.Ed., band and arts ed periods. The timetable is subject to change after one cycle based on needs.
The document provides Jonathon Muir's resume seeking a part-time job for experience. It summarizes his qualifications including being punctual, a quick learner, and easy to work with. It outlines his work experience in various jobs and volunteer roles coaching sports and community service. It lists his accomplishments in karate, leadership positions, and awards for lifesaving, community involvement, and academics. It provides references from teachers and coaches who can recommend him.
This document provides parents with questions to ask their children when reading both fiction and non-fiction books to help improve their reading comprehension. For fiction books, it suggests asking about character traits, point of view, themes, and predictions. For non-fiction, it recommends discussing the main idea, purpose, text features, new information learned, and unknown words. The document concludes by encouraging parents to have children write about what they read to help improve writing skills.
This document provides an overview of the 2014-2015 school year for a Grade 5 student named Susan Muir. It outlines the integrated themes, subjects, and units that will be covered each month from September to June. Themes include weather, personal heroes and identity, Canadian people, and heritage. Core subjects are math, English language arts, science, and social studies. Additional topics in health, arts education, and other subjects are also listed for each month.
Paul owns a small pizza shop that is at risk of closing if he cannot pay $100 in rent by Friday. He comes up with a pricing strategy to sell half, quarter, and eighth slices of pizza - with half slices costing $10, quarter slices $5, and eighth slices $2. Through tracking his daily sales from Tuesday to Friday, the summary shows that Paul is just able to raise the $100 needed to pay rent and save his pizza shop.
Sleep plays a vital role in growth and development for children and teens by helping the brain properly function, learn, and remember information. Getting good quality sleep repairs the body's systems like blood vessels and heart, and regulates hormones controlling hunger and fullness to reduce obesity risk. Sleep is also important for mental and physical health as issues with sleep can be caused by trauma and negatively impact safety, learning, and daily functioning.
Vitamins are nutrients found in foods that are essential for human health. They help the body grow, fight infections, and function properly. Different foods contain different vitamins, and people need varying amounts of vitamins depending on their age, gender and overall health. Vitamins are absorbed from food during digestion and carried throughout the body, where they each perform important roles like supporting vision, healing cuts, strengthening bones and more. While most people get enough vitamins from a balanced diet, supplements can help those with certain dietary restrictions.
Progressive education began in the late 19th century as a protest against standardized textbooks and rote learning methods. It advocated for a more child-centered approach where students could discuss ideas and work on hands-on projects tailored to their interests. Progressive teachers acted as facilitators rather than authorities, emphasizing democratic and cooperative learning over strict memorization. This movement spread in Canada in the early-to-mid 20th century and aimed to make education more relevant to the needs of students and the workforce through experiential learning opportunities.
Jonathon seeks part-time employment for experience. He has strong character qualities like confidence, punctuality, and teamwork. His volunteer work includes coaching sports, fundraising, and community cleanups. He has received awards in karate, lifesaving, math, and more. References are provided.
The Western Development Museum in Yorkton, Saskatchewan depicts the story of immigration to western Canada through photographs and artifacts. In the late 1800s and early 1900s, over 2 million immigrants came to Canada from around the world, attracted by brochures promoting the land and educational opportunities. Many settled in Saskatchewan, establishing a diverse cultural landscape. To accommodate the growing population, one-room schoolhouses were constructed every 7-8 miles to educate children from various backgrounds and help integrate different cultures into Canadian society.
The document discusses the history and growth of education in Canada in the early 1900s. It states that in order to understand decisions made about education, one must understand why they were made from the social and political viewpoints of the time. The industrial revolution led to an understanding that education's purpose was inculcation or socialization. Education focused on teaching obedience, morality, and preparing students for future work through rote learning and repetition. Teachers were responsible for instilling societal values and norms in students as well as taking on administrative and janitorial roles.
This document outlines learning outcomes for students to demonstrate understanding of measuring length in millimeters, centimeters, and meters. It involves:
1) Choosing and justifying referents for 1 mm and using them to determine approximate linear measurements relevant to themselves, family or community.
2) Generalizing measurement relationships between mm, cm, and m using concrete materials like showing 10 mm = 1 cm.
3) Providing examples where linear measurements in mm, cm or m would be used and justifying the choice of unit.
This document outlines achievement levels for an outcome related to multiplication of whole numbers. It describes four levels: mastery, proficiency, approaching, and beginning. Mastery indicates a student can apply strategies to novel situations, while proficiency means a student is on par with grade-level expectations. Approaching means inconsistent understanding, and beginning means limited success even with support. It provides details about the skills and explanations expected at each level for the specified multiplication outcome.
This document provides a rubric for assessing grade 5 mathematics skills related to whole numbers, multiplication, and division. It describes performance levels from "experiencing difficulty" to "strong grade level performance" across several sub-skills, including representing and comparing whole numbers, analyzing models of and strategies for multiplication, and demonstrating understanding of division. Students are evaluated on their ability to use models, explain concepts, recall facts, and solve problems accurately at various levels of complexity depending on the standard being assessed.
This document provides information about a mathematics unit focusing on representing and describing whole numbers up to 1,000,000. The unit will teach students to recognize and write numbers in standard, expanded, and written forms, use place value, and estimate sums and differences using various strategies. The document suggests an activity for students to practice these skills by finding and describing numbers from a newspaper at home.
This document outlines an achievement scale for assessing student performance on outcomes, with four levels ranging from beginning to mastery. Level 1 indicates partial understanding, level 2 indicates basic understanding with inconsistencies, level 3 indicates proficiency meeting curriculum expectations, and level 4 indicates insightful understanding allowing application to new situations.
This document provides a ready reference form about the literacy strategy of adjusting reading rates to match different texts. It explains that readers should use different speeds for various tasks and purposes when reading. Some readers have yet to learn how to adjust their rate or be aware that it can change. The secret to success is shifting reading gears based on the purpose and content. Teachers typically begin instruction by using Carver's analogy that compares reading rates to shifting gears in a car, with lower gears being slower and more powerful. Students are taught to use their first gear for memorizing, second for learning, third for most reading, and fourth for skimming. Teachers establish a common vocabulary and question students about appropriate rates for different materials. Students can learn to self
Use computers and authoring software to compose texts and graphic representations. Compose texts and create graphic representations using computers and authoring software. Computers and authoring software allow for the composition of texts and creation of graphic representations.
The document contains Mrs. Muir's grade 5 class timetable for a 6 day cycle. It shows that on days 1-5 the class has English Language Arts (ELA) from 8:55-10:30, with some days also having band, physical education (P.Ed.), arts education or integrated studies during other time periods. Math is scheduled every day from 12:45-1:25, and sciences and social studies are spread across the afternoons along with some additional P.Ed., band and arts ed periods. The timetable is subject to change after one cycle based on needs.
1. Mr. Lathem
Mrs. Muir
*Note: Do not show students your
coffee cups until after their
discussion.
Mr. Latham and Mrs. Muir each drank half of their
cup of coffee. Mr. Lathem said he drank more.
How could this be?
1