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Multiple Intelligences
Multiple Intelligences The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University. It suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited. Instead, Dr. Gardner proposes eight diffe...
Decoding Nazi Secrets
Valdrez: RECESS, TEACHER, CHALK, BOOK, MISSV, RETURN, SCHOOL, GRADE1, ABCDEFG Michael Thomas: COACH, HIKE, SCRIMAGE, PIGSKIN, HUDDLE, FUMBLE, PUNT, TACKLE, SUPRBOWL Ling: TIGGER, TIGSAM, ALGEBRA, CALCULUS, KITTIES, TWOCATS, MATHWHIZ, SANDT, ILUVKEN Good passwords are unrelated single words that f...
VoynichManuscript
using a simple substitution cipher. The text follows roughly the 1st and 2nd Zipf's laws of word frequencies. The word length distribution is different from Latin (words tend to be shorter than Latin words). Correlation analysis seems to indicate that the spaces are i...
Trout Pond Population
is reasonable. Let the word NEXT represent the population next year, and NOW represent the population this year. Write an equation using NEXT and NOW that represents the assumptions given above. To allow students to focus solely on the mathematics of this activity, you may w...
NCTM: Investigate Fish Population
is reasonable. Let the word NEXT represent the population next year, and NOW represent the population this year. Write an equation using NEXT and NOW that represents the assumptions given above. To allow students to focus solely on the mathematics of this activity, you may w...
 Consumer Credit: Buy Now, Pay Later, and More.
The word credit originates from the Latin word creditus meaning entrusted. Credit means that someone will lend you money and give you time to pay it back, usually with interest (money paid for the use or borrowing of money). When pur- chasing goods and services with your credit card...
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The word credit originates from the Latin word creditus meaning entrusted. Credit means that someone will lend you money and give you time to pay it back, usually with interest (money paid for the use or borrowing of money). When pur- chasing goods and services with your credit card, you are getting a loan from the issuer of the credit card. It is not used in place of cash. Consumers use credit cards to buy things they want or need. A credit card is a plastic card identifying the holder as a participant in
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http://ecedweb.unomaha.edu/lessons/buy9-12.pdf#page=4
ecedweb.unomaha.edu/lessons/buy9-12.pdf#page=4
The word credit originates from the Latin word creditus meaning entrusted. Credit means that someone will lend you money <span class="highlight">and</span> give you time to pay it back, usually with interest (money paid for the use or borrowing of money). When pur- chasing goods <span class="highlight">and</span> services with your credit <span class="highlight">card</span>, you are getting <span class="highlight">a</span> loan from the issuer of the credit <span class="highlight">card</span>. It is not used in place of cash. Consumers use credit cards to buy things they want or need. <span class="highlight">A</span> credit <span class="highlight">card</span> is <span class="highlight">a</span> plastic <span class="highlight">card</span> identifying the holder as <span class="highlight">a</span> participant in
Microsoft Word - readstd1g.docreadstd1g.pdf
The teacher stresses the sound of the word and the students take turns turning the card (beginning, middle, or end) which he/she thinks is the correct sounds. (i) demonstrates phoneme manipulation, for example, students are shown a picture of a bee and are asked...
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The teacher stresses the sound of the word and the students take turns turning the card (beginning, middle, or end) which he/she thinks is the correct sounds. (i) demonstrates phoneme manipulation, for example, students are shown a picture of a bee and are asked to take off the /b/ and add a /s/ to the word to create a new word using magnetic letters, letter tiles, or white boards with markers. (This is an year long activity.) 5. (a) reads nursery rhymes and riddles to students in order for
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http://www.ksde.org/LinkClick.aspx?fileticket=WrChfmcJFSQ%3d&tabid=142&mid=8050&forcedownload=true#page=2
www.ksde.org/LinkClick.aspx?fileticket=WrChfmcJFSQ%3d&tabid=142&mid=8050&...
/p/, /<span class="highlight">a</span>/, /t/?) • demonstrates detecting <span class="highlight">and</span> manipulating sounds within words (e.g., Is there <span class="highlight">a</span> /k/ in the word bike?) • demonstrates sequences of sounds in words (e.g., How many sounds do you hear in the word "fish?" - /f/, /i/, /sh/) • demonstrates isolated beginning, middle, <span class="highlight">and</span> ending sounds (e.g., "What are the first sound, medial, <span class="highlight">and</span> ending sounds in "dog"?) • demonstrates <span class="highlight">using</span> known words to make analogy for new words (These are on-going processes throughout the school year.) (c) has
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http://www.ksde.org/LinkClick.aspx?fileticket=WrChfmcJFSQ%3d&tabid=142&mid=8050&forcedownload=true#page=3
www.ksde.org/LinkClick.aspx?fileticket=WrChfmcJFSQ%3d&tabid=142&mid=8050&...
The teacher stresses the sound of the word <span class="highlight">and</span> the students take turns turning the <span class="highlight">card</span> (beginning, middle, or end) which he/she thinks is the correct sounds. (i) demonstrates phoneme manipulation, for example, students are shown <span class="highlight">a</span> picture of <span class="highlight">a</span> bee <span class="highlight">and</span> are asked to take off the /b/ <span class="highlight">and</span> add <span class="highlight">a</span> /s/ to the word to create <span class="highlight">a</span> new word <span class="highlight">using</span> magnetic letters, letter tiles, or white boards with markers. (This is an year long activity.) 5. (<span class="highlight">a</span>) reads nursery rhymes <span class="highlight">and</span> riddles to students in order for
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http://www.ksde.org/LinkClick.aspx?fileticket=WrChfmcJFSQ%3d&tabid=142&mid=8050&forcedownload=true#page=4
www.ksde.org/LinkClick.aspx?fileticket=WrChfmcJFSQ%3d&tabid=142&mid=8050&...
transparencies. 6. (<span class="highlight">a</span>) helps students understand why they are learning the relationships between letters <span class="highlight">and</span> sounds. (b) uses <span class="highlight">a</span> wheel to reinforce the letter patterns. The teacher makes sure that have worked in whole <span class="highlight">and</span> small groups to sort the words from the various word families. (b) uses decodable text <span class="highlight">based</span> on specific lessons in the early part of the first grade as an intervening step between explicit skill-acquisition <span class="highlight">and</span> the student's ability to read quality trade books. Decodable steps
Microsoft Word - Math GLE K-8 8-08.doc
placing them side by side • Find items that are longer than or shorter than a given measure (e.g., longer than 10 linker cubes) • Talk about time using calendar (e.g., today, Classification: • Name and sort plane figures by size and shape • Identify t...
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placing them side by side • Find items that are longer than or shorter than a given measure (e.g., longer than 10 linker cubes) • Talk about time using calendar (e.g., today, Classification: • Name and sort plane figures by size and shape • Identify the new shape formed by combining two shapes • Recognize and compare attributes and parts of two- dimensional and three- dimensional shapes Location and transformation: • Explore symmetry through drawings and use of manipulatives • Describe
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/Math%20GLE%20K-8%208-08.pdf#page=18
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/Math%20GLE%20K-...
placing them side by side • Find items that are longer than or shorter than <span class="highlight">a</span> given measure (e.g., longer than 10 linker cubes) • Talk about time <span class="highlight">using</span> calendar (e.g., today, Classification: • Name <span class="highlight">and</span> sort plane figures by size <span class="highlight">and</span> shape • Identify the new shape formed by combining two shapes • Recognize <span class="highlight">and</span> compare attributes <span class="highlight">and</span> parts of two- dimensional <span class="highlight">and</span> three- dimensional shapes Location <span class="highlight">and</span> <span class="highlight">transformation</span>: • Explore symmetry through drawings <span class="highlight">and</span> use of manipulatives • Describe
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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/Math%20GLE%20K-8%208-08.pdf#page=30
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/Math%20GLE%20K-...
August 2008 26 slide: See translation. solve: To find all values of <span class="highlight">a</span> variable that make <span class="highlight">a</span> sentence true. stem-<span class="highlight">and</span>-leaf plot: <span class="highlight">A</span> method of organizing data <span class="highlight">using</span> the digits of the greatest place value to group the data. strategies: Methods used to solve problems. symmetry: <span class="highlight">A</span> figure has symmetry if it remains the same after some operation or <span class="highlight">transformation</span> is done to it. T theoretical (<span class="highlight">a</span> priori) probability: <span class="highlight">A</span> probability formulated <span class="highlight">using</span> prior or intuitive knowledge of the sample space
Microsoft Word - readstd2g.docreadstd2g.pdf
Grade-by-Grade Approved by the KS State Board of Education: July 8, 2003 Page 58 5. ▲ determines meaning of words through knowledge of word structure (e.g., ▲ base words, ▲ compound nouns, ▲ contractions, inflectional endings). for underlined words in a sentence....
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Grade-by-Grade Approved by the KS State Board of Education: July 8, 2003 Page 58 5. ▲ determines meaning of words through knowledge of word structure (e.g., ▲ base words, ▲ compound nouns, ▲ contractions, inflectional endings). for underlined words in a sentence. 5. (a) uses word ladders to express word structure. (b) has students review contractions. On index cards, clip art, or die cut figures, the students write the two words which form a particular contraction on a card and
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http://www.ksde.org/LinkClick.aspx?fileticket=jQB3EpZVEoI%3d&tabid=142&mid=8050&forcedownload=true#page=2
www.ksde.org/LinkClick.aspx?fileticket=jQB3EpZVEoI%3d&tabid=142&mid=8050&...
word down. The teacher gives the students 2 minutes per round. Each "passer" then passes his/her group's consonant cluster to the group sitting to his/her group's right. When each group has had every cluster, the words are read <span class="highlight">and</span> can be challenged by other groups, but the dictionary settles any challenges. (b) selects several grade-appropriate words which rhyme. The teacher has the students listen to <span class="highlight">a</span> song which contains rhyming words. <span class="highlight">Using</span> the teacher selected rhyming words, the teacher
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http://www.ksde.org/LinkClick.aspx?fileticket=jQB3EpZVEoI%3d&tabid=142&mid=8050&forcedownload=true#page=5
www.ksde.org/LinkClick.aspx?fileticket=jQB3EpZVEoI%3d&tabid=142&mid=8050&...
commonly used. Then, encourages independent reading. (d) encourages repeated oral reading <span class="highlight">using</span> irregular words that have been previously taught. 5. (<span class="highlight">a</span>) has each student put his/her name, book, title, <span class="highlight">and</span> four signature lines on <span class="highlight">a</span> 4x6 note <span class="highlight">card</span>. The students collect signatures for each time he/she reads the story to anyone who would listen. (b) encourages students to monitor his/her own comprehension <span class="highlight">and</span> to act purposefully when comprehension breaks down <span class="highlight">using</span> strategies such as rereading
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http://www.ksde.org/LinkClick.aspx?fileticket=jQB3EpZVEoI%3d&tabid=142&mid=8050&forcedownload=true#page=8
www.ksde.org/LinkClick.aspx?fileticket=jQB3EpZVEoI%3d&tabid=142&mid=8050&...
teacher discusses with the students whether or not there are services or goods they barter for at home. Then, teacher has students brainstorm <span class="highlight">a</span> list of five goods they desire <span class="highlight">and</span> describe ways of obtaining these goods <span class="highlight">and</span> services without <span class="highlight">using</span> money. Then, the teacher explains why <span class="highlight">using</span> money makes it easier to get the same five items. (c) covers one word in <span class="highlight">a</span> sentence with colored tape. The student uses the rest of the sentence, picture, or paragraph to determine what the word could be <span class="highlight">and</span>/or
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http://www.ksde.org/LinkClick.aspx?fileticket=jQB3EpZVEoI%3d&tabid=142&mid=8050&forcedownload=true#page=9
www.ksde.org/LinkClick.aspx?fileticket=jQB3EpZVEoI%3d&tabid=142&mid=8050&...
Grade-by-Grade Approved by the KS State Board of Education: July 8, 2003 Page 58 5. ▲ determines meaning of words through knowledge of word structure (e.g., ▲ base words, ▲ compound nouns, ▲ contractions, inflectional endings). for underlined words in <span class="highlight">a</span> sentence. 5. (<span class="highlight">a</span>) uses word ladders to express word structure. (b) has students review contractions. On index cards, clip art, or die cut figures, the students write the two words which form <span class="highlight">a</span> particular contraction on <span class="highlight">a</span> <span class="highlight">card</span> <span class="highlight">and</span>
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English III Page 14 #0;3 3003.5.10 Analyze and explain how a variety of logical arguments reach different and possibly conflicting conclusions on the same topic. #0;3 3003.5.11 Identify and analyze persuasive devices that are used in written and oral communication...
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English III Page 14 #0;3 3003.5.10 Analyze and explain how a variety of logical arguments reach different and possibly conflicting conclusions on the same topic. #0;3 3003.5.11 Identify and analyze persuasive devices that are used in written and oral communication (e.g., bandwagon, loaded words, testimonial, name-calling, plain folks, snob appeal, misuse of statistics, transfer, card stacking). State Performance Indicators SPI 3003.5.1 Make inferences and draw conclusions based on evidence
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http://www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=14
www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=14
English III Page 14 #0;3 3003.5.10 Analyze <span class="highlight">and</span> explain how <span class="highlight">a</span> variety of logical arguments reach different <span class="highlight">and</span> possibly conflicting conclusions on the same topic. #0;3 3003.5.11 Identify <span class="highlight">and</span> analyze persuasive devices that are used in written <span class="highlight">and</span> oral communication (e.g., bandwagon, loaded words, testimonial, name-calling, plain folks, snob appeal, misuse of statistics, transfer, <span class="highlight">card</span> stacking). State Performance Indicators SPI 3003.5.1 Make inferences <span class="highlight">and</span> draw conclusions <span class="highlight">based</span> on evidence
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