Teach Smarter, Not Harder

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The anonymous material herein is intended for use in teacher trainingand professional development by the Hamblen County Department ofEducation Instructional Coaches.

KM2Student Work

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Problem Solving: Adding two digit numbers with regrouping *

Directions: For each problem below follow the problem solvingprocedures found in the front of your journal.#1 fi)r:a'h!is.twenty-four books about iJrg^h^'tmB^tgh^^eesw

bookS' about..bug&. How many books does Flora have |in aj[i;^Drawing:

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#3 J«iria picks thir.ty-nine blueberries. She-picks twenty^seven-s tpawfeerri es. S'hg"-e<3tt'gri'S-J±)Lij:iejef^>>aG^ .

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Understanding when and where to use quotation marks and commas whenusing conversation.

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Rye classes are going on a bus trip and^ach_classJias2Xstudents. If each bus holdsoiTlyJ^.,students,jTOW^—buses areTieeded for the tiTp? Use wofds, diagrams, andmultiplication or division equations to explain your thinking.

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Directions: For each problem below follow the problem solvingprocedures found in the front of your journal.

#1 Tlora has twenty-four books about birds. She has eighteen,

books about bugs. How many books does Flora have |naljj>Drawmg:

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#2 Miguel sees fourteen cars on one STfSSt: He sees fifteen*«cars a-nd twenty motorcycles-'^n..ja43aiJaa-P==4:ifieot. C^ltogether) howmany cars did Miguel see on both streets?

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#3 Tina picks thirty-nine blueberries. She picks twenty-sevenstrawberries. She-^e^tSci-s thirteei^ac<>ws-<yffi7f-i^:ve~9P^^•How many pieces of fruit does Tina pickc^n^dj!? ^ *

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his back lawn. How many agorm does Raul find ^(together?

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Imagine that you are able to travel to, and live on. Mercury, Venus orMars. Describe what living on the planet is like. Explain what type of homeyou live in. Do you need any special equipment to survive on this planet?How is living on this plaRefe^ifferent from living on Earth?

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Wanda, Warner, and Wilbur are at the Dinky Diner. Oneordered a squid sandwich. One ordered a licoricemilkshake. And the third ordered fried fish lips. Wilbur isallergic to seafood. Warner won't eat anything fried. Whoordered what?

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Goal statement for today:I can use order of operations and parentheses to solve problems.

Quick Write: When is it important to do things in a certain order??r (fOo do ihina 'in Q Per Win orHer

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How could this happen?:

Our Rules:

Rule 1: First perform any calculations inside parentheses.Rule 2: Next perform all multiplications and divisions, working from left to right.Rule 3: Lastly, perform all additions and subtractions, working from left to right.

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When solving problems in math, it is important to do things in the right order!

Let's try their problem again and see who is right:

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What went wrong?Can you identify the mistake that was made here? Explain in wordswhere the mistake was made and what should have happened.

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I Do- A caterer charges a setup fee of $50, plus $20 per person. How much will thecaterer charge if 35 people attend the party, and the customer has a coupon for $100off the total?

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We Do-Mr. Smith charged Jill $32 for parts and $15 per hour for labor to repair herbicycle. If he spent 3 hours repairing her bike, how much does Jill owe him?

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You Do- Joe buys 2 shirts at $8.00 each. He also buys a pair of jeans for $20.00, thenhe gets a $3.00 discount. How much did he spend.

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Goal Check: I can use order of operations and parentheses to solveproblems. (Circle one)

Yes!!! really want to learn to do this better

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Name your goal or thesis for this letter: pC^^^^ ' ^A goal or thesis is:

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List your main reasons:

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Facts or Examples:

What are some facts or examples you could state to support thisreason and validate this argument?

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Conclusion:A piece of persuasive writing usually ends by summarizing themost important details of the argument and stating once againwhat the receiver is to believe or do.

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2. Bifsed on how the word is used in the sentence, whatdo you think it rneans?

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3. Ask a teacher or a friend, or look in a book for theactual definition.

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B. Describe how the nutrients in the digestive system are made available tocells throughout the body after digestion has occurred. Include the bodyparts and organs involved.

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h ScX)W\ U-fcrcdore (p, I of5)Reading Performance AssessmentHigh School - 2009 - My Antonia

He wore the rings and pins and badges of different fraternal orders to which hebelonged. Even his cuff-buttons were engraved with hieroglyphics, and he wasmore inscribed than an Egyptian obelisk.

Once when he sat down to chat, he told us that in the immigrant car aheadthere was a family from 'across the water' whose destination was the same asours.

'They can't any of them speak English, except one little girl, and all she cansay is "We go Black Hawk, Nebraska." She's not much older than you, twelveor thirteen, maybe, and she's as bright as a new dollar. Don't you want to goahead and see her, Jimmy? She's got the pretty brown eyes, too!'

This last remark made me bashful, and I shook my head ^id settled down to'Jesse James.' Jake nodded at me approvingly.

I do not remember crossing the Missouri River, or anything about the longday's journey through Nebraska. Probably by that time I had crossed so manyrivers that I was dull to them. The only thing very noticeable about Nebraskawas that it was still, all day long, Nebraska.

I had been sleeping, curled up in a redplush seat, for a long while when wereached Black Hawk. Jake roused me

and took me by the hand. Westumbled down from the train to awooden siding, where men wererunning about with lanterns. Icouldn't see any town, or even distantlights; we were surrounded by utter

darkness. The engine was panting heavily after its long run. In the red glowfrom the fire-box, a group of people stood huddled together on the platform,encumbered by bundles and boxes. I knew this must be the immigrant familythe conductor had told us about. ITie woman wore a fringed shawl tied overher head, and she carried a little tin trunk in her arms, hugging it as if it were ababy. There was an old man, tall and stooped. Two half-grown boys and a girlstood holding oilcloth bundles, and a little girl clung to her mother's skirts.Presently a man with a lantern approached them and began to talk, shoutingand exclaiming. I pricked up my ears, for it was positively the first time I hadever heard a foreign tongue.

Another lantern came along. A bantering voice called out: 'Hello, are you Mr.Burden's folks? If you are, it's me you're looking for. I'm Otto Fuchs. I'mMr. Burden's hired man, and I'm to drive you out. Hello, Jimmy, ain't youscared to come so far west?'

I looked up with interest at the new face in the lantern-light. He might havestepped out of the pages of 'Jesse James.' He wore a sombrero hat, with a

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Task 2

Notes on my thoughts,reactions and questions as Iread:

Reading and LiteratureOregon Department of Kducation - Office of Assessment and Information Services

i9H5)Reading Performance AssessmentHigh Scliool - 2009 - My Antonia

wide leather band and a bright buckle, and the ends of his moustache weretwisted up stiffly, like little horns. He looked lively and ferocious, I thought,and as if he had a history. A long scar ran across one cheek and drew thecomer of his mouth up in a sinister curl. The top of his left ear was gone, andhis skin was brown. Surely this was the face of a desperado.

As he walked about the platform in his high-heeled boots, looking for ourtrunks, I saw that he was a rather slight man, quick and wiry, and light on hisfeet. He told us we had a long night drive ahead of us, and had better be on thehike. He led us to a hitching-bar where two farm-wagons were tied, and I sawthe foreign family crowding into one of them. The other was for us. Jake goton the front seat with Otto Fuchs, and I rode on the straw in the bottom of thewagon-box, covered up with a buffalo hide. The immigrants rumbled off intothe empty darkness, and we followed them.

I tried to go to sleep, but the jolting made me bite my tongue, and 1 soon beganto ache all over. When the straw settled dowTi, I had a hard bed. Cautiously 1slipped from under the buffalo hide, got up on my knees and peered over theside of the wagon. There seemed to be nothing to see; no fences, no creeks ortrees, no hills or fields. If there was a road, I could not make it out in the faintstarlight. There was nothing but land: not a country at all, but the material outof which countries are made. No, there was nothing but land—slightlyundulating, I knew, because often our wheels ground against the brake as wewent down into a hollow and lurched up again on the other side. I had thefeeling that the world was left behind, that we had got over the edge of it, andwere outside man's jurisdiction. I had never before looked up at the sky whenthere was not a familiar mountain ridge against it. But this was the completedome of heaven, all there was of it. I did not believe that my dead father andmother were watching me from up there: they would still be looking for me atthe sheep-fold down by the creek, or along the white road that led to themountain pastures. I had left even their spirits behind me. The wagon joltedon, carrying me I knew not whither. I don't think I was homesick. If we neverarrived anywhere, it did not matter. Between that earth and that sky I felterased, blotted out. I did not say my prayers that night: here, I felt, what wouldbe would be.

Task 2

Notes on my thoughts,reactions and questions as Iread:

Reading and LiteratureOregon Department of Education ' Office of .Assessment and Information Services

3of5)Reading Performance AssessmentHigh School - 2009 - My Antonia

Task 2

1. Use the line below to create a timeline^of the narrator's jo|irneVi^ the train. Include at

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least 5 events in your timeline

2. If you were trying to explain this selection to someone who had not read it, what would yousay about it? ,

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Reading and LiteratureOregon Department of Education -Office oi Assessment and Information Services

Reading Performance AssessmentHigh School - 2009 - My Antonia

Task 2

4. This selection begins with the words, "I first heard of Antonia..." Who or what do youthink Antonia most likely is? What clues in the text led you to this conclusion? Supportyour interpretation with examples.

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5. Author Willa Gather introduces the reader to a variety of characters in this selection. Use thechart below to explain what she reveals about the various characters' personalities and whattechniques she uses to reveal them (e.g., physical descriptions, dialogue, actions, possessions,etc.).

Character

Jimmy Burden

Jake Marpole

PassengerConductor

Personality traits

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How the author reveals them

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_____il

Reading and LiteratureOregon Department of Education - Office of Assessment and Information Services

("f.5c>f5)Reading Performance Assessment Task 2High School - 2009 - My Antonia

6. The last paragraph in this part of the story is filled with strong images that can create amood, serve as a symbol, or convey a theme of the story. Choose at least two of theseimages and explain why you think the author included them.

Select from the choices below or write in one of your own:

^4) "If there was a road, I could not make it out in the faint starlight. "b. "There was nothing but land: not a country at all, but the material out of which countries aremade. "

c. "/ had the feeling that the world was left behind, that we had got over the edge of it and wereoutside man's jurisdiction. "d. "But this was the complete dome of heaven, all there was of it. "e. "... they would still be looking for me at the sheep-fold down by the creek, or along the white roadthat led to mountain pastures..."i. "The wagon jolted on, carrying me I knew not whither. "

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Additional Images;Explanation:

Reading and iviicratureOregon Department of Education - Office of assessment and Information Services

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School CtXfa. hY)0\'-jS\SFelicity's class helped scientists study monarch butterflies. The students caught butterflies, put an identifying tag oneach one, and then released them. The next year scientists caught 24 of the tagged butterflies. They sent Felicity's

class the table below, which shows the distance flown by each of the 24 butterflies.

Distance Flown by Butterflies (in mi es)613 1366 1600 1371 1696 884

842 1886 239 1779 1604 2122

1090 1678 1885 1476 1803 1662

104 1665 1697 1669 120 857

What is the range of the distances, in miles, that the 24 butterflies flew? Show or explain how you gotyour answer.

Copy the table below into your student answer booklet. Complete your table by determining thenumber of butterflies that flew within each distance interval.

Distance Intervals Flown by ButterfliesDistance Interval (in miles) Number of Butterflies

0-600

601-1200

1201-1800

1801-2400

In your student answer booklet, create a circle graph that shows the information in your table from part(b). Be sure to do the following:

• Draw the sectors in your circle graph so that their sizes are reasonably accurate• Label each sector of your graph with the distance interval it represents and the percent of the

butterflies that flew within the distance interval.

• Show how you determined each percent• Include a title for your graph.

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