TeacherThrive 2014-2015 Catalog by TeacherThrive

2014 – 2015 Catalog

Clas sroom Track ing Cha rts & Posters  Aca de m ic Track ing  D aily L esson Pla ns  Asse ssm ents  D aily Stud en t Pa ck ets  Q ue stion B an ks  Cons ultin g Se rv ices

Persona l O rga niza tion Tem plate s  Action Pla ns  Fa m ily Com m unica tion s  Cons ulting Services  Profession al D ev elop m ent S ervices

Unit Pla ns  Instruction al Ca le nd ars  D iag nostic Asse ssm ents  Instruction al Calen da rs  Cons ulting Serv ices  Profession al D ev elop m ent S ervices

You can download each of the templates featured in this catalog for FREE from our website!

P ro fessiona l Gr o w th: Building a collective empowerment and personal structure ofintegrity. support WE BELIEVE…Teaching is an art form that culture requires across lines of difference to ensure that we as educational

A teacher's application of a sense of connectedness with and through our students is the professionals are truly serving our students.

essential nexus of where our educational effectiveness THRIVES!

We specialize in helping teachers THRIVE in … Precision for both teachers and students concerning the journey, outcomes, supports, and goals in relation to student needs and personal relevance.

Excellence in providing educational opportunities as well as access to the tools necessary for our students to actualized a fulfilled life.

Building a collective empowerment culture and structure of support across lines of difference to ensure that we as educational professionals are truly serving our students.

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Visit us at www.TeacherThrive.com to place your order.

P ro fessiona l Gr o w th: Building a collective empowerment culture and structure of support Every TeacherThrive product will be customized to fit your across lines of difference to ensure that we as educational specific,areindividual needs. professionals truly serving our students.

All products are formatted as one of the following to be viable in both electronic views or printed at your favorite location such as FedExOffice®, The UPS Store®, OfficeMax®, & OfficeDepot®. •

PDF: Printable image visible across all platforms such as Adobe®, Preview®, and similar software.

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Workbook: Editable in all versions of Microsoft Excel® and similar spreadsheet software.

•

E-Form: Editable in all version of Microsoft Word® and similar word processing software.

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P ro fessiona l Gr o w th: Building a collective empowerment culture and structure of support across lines of difference to ensure that we as educational professionals are truly serving our students.

Action Plans

Can be customized for particular dates or a general time frame!

W RITE IT D O W N! Remember all the little details just in case (or more accurately, when) other things pop up in the moment!

Where do you want your teaching to go today?

Weekly Action Plan Time

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

Prioritized TO DO LIST

6:00 6:15 6:30

Refer to the specific things you need to do and the best time to do them so that you and your students maximize every second you can in your classroom!

6:45 7:00 7:15 7:30 7:45 8:00 8:15 8:30

Plan exactly what you can and should do during your planning and prep times so that you can be as efficient as you possibly can!

Include your name, pictures, and favorite sayings or a motto!

8:45 9:00 9:15 9:30 9:45 10:00 10:15 10:30 10:45 11:00 11:15 11:30

DAILY ACTION PLAN

11:45

Date: ________________________________

12:00 12:15

HOURLY SCHEDULE

5:00 5:30 6:00 6:30 7:00 7:30 8:00 8:30 9:00 9:30 10:00 10:30 11:00 11:30 12:00 12:30 1:00 1:30 2:00 2:30 3:00 3:30 4:00 4:30 5:00 5:30 6:00 6:30 7:00 7:30 8:00 8:30 9:00 9:30 10:00 10:30 11:00 11:30 12:00 12:30

COMMUNICATION

PRIORITIZED TO DO LIST

12:30

Emails

12:45 1:00 1:15 1:30 1:45 2:00 2:15 2:30 2:45

Checkboxes help ensure you stay

3:00 3:15 3:30

on top of your tasks!

3:45 4:00 4:15

Phone Calls

4:30 4:45

Weekly (portrait) Action Plan (Item #PG002) $15.00

Texts

Write down who you need to communicate with!

Daily Action Plan (Item #PG001) $15.00

Page 4 of 22

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P ro fessiona l Gr o w th: Building a collective empowerment culture and structure of support across lines of difference to ensure that we as educational professionals are truly serving our students.

Include your own picture and or

Remind yourself what you need

motto to keep you inspired!

to do during the day without scheduling every second!

ACTION PLAN

Week of: ___________________________

Where do you want your teaching to go today? Buy/Make

Bring/Give

Email/Call

Buy/Make

Bring/Give

Email/Call

Buy/Make

Bring/Give

Email/Call

Buy/Make

TUESDAY

MONDAY

Email/Call

THURSDAY

WEDNESDAY

Capture your thoughts all in one place!

Bring/Give

Email/Call:

Buy/Make

Don’t Forget!

Bring/Give

FRIDAY

Email/Call

NOTES:

Buy/Make:

Upcoming Dates:

Saturday

Customize your categories for what you want to remind yourself of!

Plan for what you need to do

Do:

Bring:

Give:

Sunday

Weekly (landscape, 2 pgs) Action Plan (Item #PG003) $20.00

this week – and the next!

Visit us at www.TeacherThrive.com to place your order.

Page 5 of 22

P ro fessiona l Gr ow t h: Building a collective empowerment culture and structure of support across lines of difference to ensure that we as educational professionals are truly serving our students.

Behavior Tracking B E CO NS IST ANT! Ensure that you do what you say you will in terms of incentives and consequences without sacrificing your precious wall and board space! This Behavior Tracking sheet is a great way to organize and document individual infractions and consequences as well as class points towards a large incentive!

Track class points across a week!

Behavior Tracking Teacher: ___________ Students

Class: ___________

Monday

Class Points

Week of : ______________________

Tuesday

Wednesday

Thursday

Total: ____

Friday

1 2 and 3 4 number 5 1 2 3 of 4 Choose the kind

7. 8. 9.

infraction 1levels to track. 2 3 4 5 1 2 3

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

5 1 2 3 a 4specific 5 1 2 number 3 4 5 1 of 2 Specify 5

students! 5 1 2 3

Earned on M

Earned on T

Earned on W

Earned on TH

Earned on F

Daily Behavior Tracking Sheet (Item #PG005) $15.00

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P ro fessiona l Gr o w th: Building a collective empowerment culture and structure of support across lines of difference to ensure that we as educational professionals are truly serving our students.

Customized to your school’s

Automatically calculates daily

calendar of instructional days!

and class averages!

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pr W 15 ed ,A pr Th 16 u, Ap r1 Fr 7 i, Ap r1 8 W ee k M 4A V on , A ERA pr G Tu 21 E e, Ap r2 W 2 ed ,A pr Th 23 u, Ap r2 Fr 4 i, Ap r2 5 W ee k M 5A V on , A ERA pr G Tu 28 E e, Ap r2 W 9 ed ,A pr Th 3 u, 0 M ay Fr 1 i, M ay 2 W e

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School Average 6th Grade

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Quarterly Behavior Tracking

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#### #### #### #### ####

7th Grade I

#### #### #### ####

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7th Grade II

#### #### #### ####

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#### #### #### ####

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8th Grade II #### #### #### #### ####

0 0 0 2 3 2 3 3 2 0 2 3 0 3 0 3 0 2 0 0 2 2 0 3 2 1 3 3 0 0 3 3

#### #### #### #### ####

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

#### #### #### #### ####

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

#### #### #### #### ####

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

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0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

7th Grade

8th Grade 8th Grade I ####

6th

Student 1

####

6th

Student 2

6th

Student 3

6th

Student 4

6th

Student 5

6th

Student 6

6th

Student 7

6th

Student 8

####

6th

Student 9

6th

Student 10

6th

Student 11

####

6th

Student 12

6th

Student 13

####

6th

Student 14

6th

Student 15

####

6th

Student 16

7th I

Student 17

####

7th I

Student 18

####

7th I

Student 19

7th I

Student 20

7th I

Student 21

####

7th I

Student 22

7th I

Student 23

7th I

Student 24

7th I

Student 25

7th I

Student 26

7th I

Student 27

####

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Student 28

####

7th II

Student 29

7th II

Student 30

7th II

Student 31

2 3 2 3 3 2 2 3 3 3 2

2 2 3 2 1 3 3

3 3

Automatically calculates student averages across the weeks!

Page 1 of 3

Automatically calculates total student averages – without

Quarterly Behavior Tracking (Item #PG006) $20.00 Yearly Behavior Tracking (Item #PG007) $30.00

counting missing assignments!

Visit us at www.TeacherThrive.com to place your order.

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P ro fessiona l Gr ow t h: Building a collective empowerment culture and structure of support across lines of difference to ensure that we as educational professionals are truly serving our students.

Meeting Minutes B E CL E AR! Record what actions have been decided upon, who is responsible and what the milestones and deadlines are. Also record summaries of the discussions held at the meeting.

The date will be filled in automatically when you save the file! Keep track of the time to ensure efficient meetings! ! Where do you want your teaching to go today? !

Meeting Minutes Date: _____________________________

Fill in names electronically or write them in!

Time: ___________ to ___________

Attendees (*Absent)

Agenda Topic

1. _________________________________________

2. _________________________________________

3. _________________________________________

4. _________________________________________

5. _________________________________________

6. _________________________________________

Agenda Topic

Discussion

_________________________________________

Action Steps

Keep the meeting flowing with

Document who is responsible

an outline of the agenda topics!

for what by when and how!

Next Scheduled Meeting

Note the discussion involved to document any great ideas! Page 1 of 1

Meeting Minutes (Item #PG008) $15.00

Page 8 of 22

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Classr o om Cl laGr rity: Precision foraboth teachers and students concerning the journey, P ro fessiona o w th: Building collective empowerment culture and structure of support outcomes, supports, and goals relation towe student needs and across lines of difference toin ensure that as educational personal relevance. professionals are truly serving our students.

Assessment Tracking B E ACCUR ATE ! Take the guesswork out of drilling down into knowledge gaps in your classroom with this workbook.

Automatically calculates the

Simply input each students answer

percentage of students who

choices and the correct answers to

chose each answer choice!

activate the workbook.

Class Mastery Sample Data Learning(Goals Mastery Mastery Learning(Goal(1a Learning(Goal(1b Learning(Goal(1c Learning(Goal(1d Learning(Goal(2a Learning(Goal(2b Learning(Goal(2c Learning(Goal(2d Learning(Goal(3a Learning(Goal(3b Learning(Goal(3c Learning(Goal(3d Learning(Goal(4a Learning(Goal(4b Learning(Goal(4c Learning(Goal(4d Learning(Goal(5a Learning(Goal(5b Learning(Goal(5c Learning(Goal(5d Learning(Goal(6a Learning(Goal(6b Learning(Goal(6c Learning(Goal(6d Learning(Goal(7 Learning(Goal(8

37%

13%

25%

27%

33%

25% 7% 7%

33% 53% 40% 20% 7% 13% 20% 13% 13% 47% 27% 13% 40% 13% 40% 13% 40% 27% 13% 53% 13% 13% 20% 53% 7% 7%

33% 20% 7% 40% 40% 13% 20% 7% 13% 7% 27% 13% 13% 33% 0% 13% 7% 13% 13% 53% 40% 20% 20% 53% 33% 0%

33% 53% 20% 13% 7% 33% 13% 7% 20% 13% 7% 20% 40% 13% 13% 20% 40% 27% 33% 7% 0% 13% 20% 7% 40% 0%

20% 13% 20% 20% 27% 20% 20% 53% 27% 47% 20% 27% 20% 13% 33% 60% 20% 33% 33% 20% 13% 20% 40% 33% 7% 0%

7% 0% 40% 7% 13% 13% 20% 13% 20% 13% 27% 7% 0% 20% 40% 0% 7% 20% 13% 7% 40% 27% 7% 0% 7% 0%

Calculates both objective and

question( number 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26

correct( Student( Student( answer 1 2 a b a b b b d d c c a b b c d d none c c none a d none c a none d c none c a none d a none c b none b b none d d b d a b a b c c b c d a b c a a a c a d b a c a b c a c a d b b 138.98 6.62 138.98 Count(of( Correct( 5 11 Answers Mastery 19% 42% Grade A F

Student( Student( Student( Student( Student( Student( Student( Student( Student( Student( Student( Student( Student( 3 4 5 6 7 8 9 10 11 12 13 14 15 c a c b d a b a b a b c a b b c a b c none b a b b b d a d c d b none d d c b b c d a a c a none a a c none d a a a b c a none c a c a b d a b c d b none a b c b d c b c b c a none d none a d a d c c c d b none c c c c d a c a c d b none c b c b c c c d b c c none d a b c d a a a c a d none d c c b b a b none d a c none c b none c none b c a b b b none c c b a a b d a a a b none c a d c d d c d d c c none c d c b c b c c c c c c b c a c none a b b b b b none d b c none b b d a a c c b d b c c d c a c c a b b c d b b a a c c a a c none a b d a d c d d a a a d a c d a b d c c d d b none a none a d a a b c a c c none b d c c c a c c c a a a a a b a b b a a c a b none b a d a none ;134.74 146.86 155.36 197.7 91.12 94.11 none 138.92 none ;135.26 none 5

19% F

92% F

27% A

27% F

23% F

85% F

19% B

0% F

15% F

23% F

31% F

19% F

learning goal mastery! Single Assessment Mastery Tracking (Item #CC001) $15.00

Automatically calculates grade letter, average, and counts the number of correct answers!

Visit us at www.TeacherThrive.com to place your order.

Page 9 of 22

Classr o om C la rity: Precision for both teachers and students concerning the journey, outcomes, supports, and goals in relation to student needs and personal relevance.

Academic Tracking Displays the mastery in both

Student Academic Tracking Quarter 1

Week 1

Subject: _______________________ Final Final Grade Average

Weekly Assessm ents

Exit Tickets

Unit Assessme nt

6th Grade

Inc

89%

90%

82%

87%

75%

81%

90%

Inc

Student 2

Inc

Student 3

Inc

Student 4

Inc

Student 5

Inc

Student 6

Inc

Student 7

Inc

Student 8

Inc

Student 9

Inc

Student 10

Inc

Student 11

Inc

Student 12

Inc

Student 13

Inc

Student 14

Inc

Student 15

Inc

Student 16

Inc

Student 17

Inc

Student 18

Inc

Student 19

Inc

Student 20

Inc

Student 21

Inc

Student 22

Inc

Student 23

Inc

Student 24

Inc

Student 25

Inc

Student 26

Inc

Student 27

Inc

Student 28

Inc

Student 29

Inc

Student 30

Inc

Student 31

Student 1

number values and data bars!

Week 2

Mon: Exit ticket

Tues: Exit Ticket

Wed: Exit Ticket

Thurs: Exit ticket

HW Packet

Fri: Assess ment

Mon: Exit ticket

Tues: Exit Ticket

Wed: Exit Ticket

Thurs: Exit ticket

HW Packet

Fri: Assess ment

78%

79%

78%

67%

89%

97%

90%

79%

89%

67%

78%

79%

78%

67%

89%

97%

90%

79%

89%

67%

B E S YS TE MATI C! Evaluate your students’ work at a glance! Ensure that your students are receiving the most fair grades without having to calculate anything by hand.

Automatically calculates the average for each

This workbook is 2 sheets – one for entering grades and the other for seeing grades grow across time!

type of assignment you choose!

Page 1 of 18

Academic Tracking SnapShot - Quarter 1 Weekly Exit Ticket Averages

Calculates averages based on weights that you specify!

6th Grade Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9 Student 10 Student 11 Student 12 Student 13 Student 14 Student 15 Student 16 Student 17 Student 18 Student 19 Student 20 Student 21 Student 22 Student 23 Student 24 Student 25 Student 26 Student 27 Student 28 Student 29 Student 30 Student 31

Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Exit Tickets #DIV/0! 76% #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0!

Exit Tickets #DIV/0! 77% #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0!

Exit Tickets #DIV/0! 57% #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0!

Exit Tickets #DIV/0! 68% #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0!

Exit Tickets #DIV/0! 97% #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0!

Exit Tickets #DIV/0! 79% #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0!

Exit Tickets #DIV/0! 88% #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0!

Exit Tickets #DIV/0! 54% #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0!

The workbook pulls student

averages into a single sheet for ease of reference!

Quarterly Academic Tracking (Item #CC002) $30.00 Yearly Academic Tracking (Item #CC003) $40.00

Page 10 of 22

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Classr o om C la rity: Precision for both teachers and students concerning the journey, outcomes, supports, and goals in relation to student needs and personal relevance.

Star Charts SH O W PR O G RE S S! Use stars, stickers, or your signature to show students how much they have learned! Have it enlarged to be poster-sized! Great to have on your wall!

Include your own title,

Specify the number of columns

picture, and/or motto!

and we’ll make it fit on one page!

s: C on ver t Nu mb De er Li cim ne s a : Per ls an cen d ts

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Star Chart

Have us include the objective, skill, or date – or even be left blank for you to write in later!

Class Star Chart (Item #CC004) $10.00

Can be left blank for your students to write their names or numbers!

Visit us at www.TeacherThrive.com to place your order.

Page 11 of 22

Classr o om C la rity: Precision for both teachers and students concerning the journey, outcomes, supports, and goals in relation to student needs and personal relevance.

Anchor Charts MAK E IT V ISIBL E!

Can include space for you to record in during the lesson!

Ensure that you have the most relevant quality charts that are easily visible to your students!

THE FOUR BASIC OPERATIONS

Record the examples, processes, or cues your students need to use to produce quality thoughts and work!

ADDITION Operation Action

Visualization

Symbols

Great to reference during the lesson and post around the room to ensure that students can refer to throughout the year!

THE FOUR BASIC OPERATIONS

SUBTRACTION Operation Action

Word Problem Example White Bread: 2 for $1.25 Rye Bread: 2 for $1.35 Onion Rolls: 6 for $1.00 Hamburger Buns: 6 for $0.85 Hot Dog Buns: 6 for $0.69 Melanie and Kevin are going shopping for their mom at the Celtic Bakery. They were told to buy 15 onion rolls, 10 hamburger buns and 2 loaves of rye bread. How much will it cost them?

Key Words

Visualization

Symbols

THE FOUR BASIC OPERATIONS MULTIPLICATION

Operation Action

Word Problem Example In the first year of production, a play sells 1572 tickets, in its second year it sells 1253 tickets, and in its third year it sells 152 less than in its second year. How many tickets are sold in the second year? In the third year?

Key Words Visualization

Symbols

THE FOUR BASIC OPERATIONS DIVISION

Operation Action Word Problem Example

Can include any text that you

Ms. Taylor gave out three extra points to students in each of her three classes on Monday, Tuesday, Wednesday, Thursday, and Friday. How many extra points did she give total?

want to use – from charts to graphics to example problems!

Key Words Visualization

Symbols

Word Problem Example

Key Words

To go to the mall, six cars carried 18 people. If the same number of people were in each car, how many people were there per car?

Margins are set so that printing and enlargement for posters is simple! Anchor Chart (Item #CC005) $10.00

Page 12 of 22

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Classr o om C la rity: Precision for both teachers and students concerning the journey, outcomes, supports, and goals in relation to student needs and personal relevance.

Lesson Plans Can be modified to

E NSUR E THA T TH E Y ACH I E VE !

include any routines that

Includes a plan for

you have in your

TeacherThrive features lessons that are aligned to state standards without sacrificing depth of knowledge, alignment to the objective, or practice during a class period!

homework and Do Nows!

classroom currently!

Unit 3 Week 1 – 6th grade Math – Lesson Plan Morning Work

Problem solving: Divide fractions of a whole number Breakfast of Champions: Convert improper fractions to mixed numbers Can You Hang: Order of operations

Monday

Includes the objective and major

Objective and Key Points

key points to refer to during the

Tuesday

A ratio compares two or more values. “For every __, there is ____.”

A proportion says that two ratios are equal.

Identify and simplify/reduce proportions.

A proportion is true if the conversion (what you multiply or divide by” on the numerator and denominator is the same.

Set up the known ratio, then match the terms, and multiply and divide to find the unknown term.

To simplify/reduce proportions, you must divide the top and the bottom by the same number.

1. Do Now: First Five and Whole Class Review (0:10) 2. Direct Instruction: Matching terms and applying the conversion (0:10) 3. GP: Matching terms and applying the conversion (0:10) 4. IP: Matching terms and applying the conversion (0:45) a. MW & LW check at back table and with Ms. Taylor: row by row

1. Do Now: First Five and Whole Class Review (0:10) 2. Direct Instruction: Identify proportions (0:05) 3. GP: Identify proportions (0:10) 4. Direct Instruction: Simplify/reduce proportions (0:05) 5. GP: Simplify/reduce proportions (0:10) 6. IP: (above) (0:30) • MW & LW check at back table and with Ms. Taylor: row by row

Ratios can compare: parts to parts or parts of whole.

the lesson to ensure you use your learning time with your

2. NWEA goals (percentiles), Benchmark scores, Learning Teams, and Class Structure (0:15) Core Learning Experiences (times listed are elapsed time)

3. Direct Instruction: Writing ratios in five different ways (0:10) 4. GP: Writing Ratios in five different ways (0:10) 5. IP: Writing ratios (0:30) a. MW & LW check at back table and with Ms. Taylor: row by row

students efficiently!

6. Review LW expectations, Top Ten (0:05)

Includes a flow for the lesson including multiple rounds of Intro To New Material and Guided

Review LW expectations, Top Ten (0:05)

Homew ork

Wednesday

Solve proportions.

1. Do Now: First Five and Whole Class Review (0:10)

Includes timing for each part of

1. Function Tables: Write algebraic expressions 2. Function Tables: Find the Rule 3. Multiply and divide fractions 4. Properties of Operations 5. Mad Minute: Division Fluency

Read and write ratios.

Ratios can be written in three main ways. “to” “:” “as a fraction”. You can also write it as a decimal and a percent.

lesson execution!

Daily Do Now

7. Review LW expectations, Top Ten (0:05)

Thursday

Friday

Find unit rates. Unit rates are ratios that have a term of 1 at the bottom. You can use proportions to find rates. To find a rate, divide the bottom (and the top) by the value of the bottom term to make the bottom term a value of one.

1. Do Now: First Five and Whole Class Review (0:10) 2. Direct Instruction: Setting up unit rates (0:10) 3. GP: Setting up unit rates (0:10) 4. GP: Solving unit rates (0:10) 5. IP: Setting up and solving unit rates (0:30) • MW & LW check at back table and with Ms. Taylor: row by row 6. Review LW expectations, Top Ten (0:05)

Solve proportions in context. Use your new math knowledge to prove your answers. Without work shown, your answer is just a guess. If you are guessing, you are not an expert and not hire-able!

1. Do Now: First Five and Whole Class Review (0:10) 2. GP: Showing your work in ratios, proportions, and unit rates (0:10) 3. IP: Assessment (0:30) 4. Review LW expectations, Top Ten (0:05)

Single Objective Lesson Plan (Item #CC006) $30.00 (Includes Intro to New Material, Guided Practice, and Independent Practice)

Weekly Lesson Plan (Item #CC007) $120.00 (5 objectives)

Practice, building in time for a Do Now and Exit Ticket.

1. Day’s Objective 2. Multiply and divide fractions 3. Multiply and divide decimals 4. Add and subtract fractions 5. Add and subtract decimals 6. Use the rubric

Do Now/Opening + $2.50 (single) + $7.00 (weekly) Exit Ticket + $2.50 (single) + $7.00 (weekly) Homework + $2.50 (single) + $7.00 (weekly)

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Page 13 of 22

Classr o om C la rity: Precision for both teachers and students concerning the journey, outcomes, supports, and goals in relation to student needs and personal relevance.

Objectives used as

Student Packet

titles so you can

SH O W S TUD EN TS TH E W AY!

This packet contains all (or almost all) of the handouts that students will need for that class period or week of instruction. All of the pieces are labeled so that students can follow the flow of instruction easily, especially when the class is shifting from Notes to Practice.

easily direct students

Key words and

toward what they are

ideas are in

learning!

bold!

! IDENTIFY!PROPORTIONS!AND!SIMPLIFY/REDUCE!RATIOS NOTES: Part one:

Ratios are proportional if the conversion on the top and the bottom is the same.

Includes completed

PROPORTIONAL – the conversions are the same

3 goats x7 21goats = 2 ponies x7 14 ponies

examples and illustrations!

NOT PROPORTIONAL – the conversions are different

3 goats +7 10 goats = 2 ponies x7 14 ponies Directions: Explain whether or not these ratios are proportional. If it’s not proportional, rewrite it to make it true.

Specific and actionable

directions and well as space to

write within the packet!

Part two:

Simplifying or reducing ratios means to divide both the top and the bottom by the same conversion as completely as you can. You have to keep the same order and return the answer in the same form! Simplify this ratio: 36 to 52

Multiple rounds of INM and GP to ensure clear and consistent

36 ÷4 9 = 52 ÷4 13

= 9 to 13

Reduce this ratio: 16 : 30

Simplify/reduce this ratio:

16 = 30 =

instruction for every key point!

20 = 10

10!

Step by step GP examples to walk through with your class.

Page 14 of 22

20 10

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Classr o om C la rity: Precision for both teachers and students concerning the journey, outcomes, supports, and goals in relation to student needs and personal relevance.

Space to answer the

! PRACTICE:

problems or questions!

Directions: Simplify/reduce each ratio to its simplest form.

IP aligned in the same format and focus as the INM and GP!

Directions: Explain whether or not these ratios are proportional. Then rewrite the proportion to make it true. 1. 11 to 9, 44 to 36

2. 5:6, 23:18

3. 5 to 10, 2 to 1

All tasks are rigorous and lead up to the highest levels of cognitive demand appropriate for the objective!

4. 2:1, 28:14

Multiple sections of IP allow

5. 2:3, 24:36

students to practice applying 11! !

6. 7 to 3, 8 to 4

the skills in multiple ways!

! Homework: Unit 3.Week 1.3 Part One: IDENTIFY AND SIMPLIFY/REDUCE PROPORTIONS Directions: Explain whether or not these ratios are proportional. 1.

3 5

3 15

3 5

5 15

27 99

2 •2 =

Single Objective Student Packet (Item #CC008) $35.00

Directions: Reduce each of these ratios to its simplest form. 4.

3 15

40 88

Part Two: MULTIPLY AND DIVIDE FRACTIONS 7.

1 5

• = 3 6

1 ÷ = 1 6

3 5

(Includes Intro to New Material, Guided Practice, and Independent Practice)

3 5

Part Three: MULTIPLY AND DIVIDE DECIMALS 10. 2.94 x 4 =

11. 5.4 x 3.4 =

12. 1.24 x 4.1 =

Weekly Student Packet (Item #CC009) $130.00

Part Four: ADD AND SUBTRACT FRACTIONS 13.

135 + 71 =

14.

3 21 − 34 =

15.

132 + 2 41 =

(5 objectives)

Part Five: ADD AND SUBTRACT DECIMALS 16. 5.45 + 38.15 =

17. 38.15 - 5.45 =

18. 500.45 + 38.1 =

Part Six: USE THE RUBRIC 19. Eric wanted to alter his bedroom so it wouldn't look like a little kid's room. He asked his parents for some money to buy supplies and they gave him $75.00. The paint he wanted cost $12.65 a gallon. Paintbrushes cost $8.68 each. The NFL border cost $5.22 for a 20-foot roll. He needs three gallons of paint, two paintbrushes, and two rolls of border. How much will everything cost?

Do Now/Opening + $2.50 (single) + $7.00 (weekly) Exit Ticket + $2.50 (single) + $7.00 (weekly)

EXPLAIN WHY WE SHOULD BELIEVE YOUR ANSWER IS CORRECT!

Homework + $2.50 (single) + $7.00 (weekly)

18!

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E duca tio nal E q uity: Excellence in providing educational opportunities as well as access to the tools necessary for our students to actualized a fulfilled life.

Includes weekly

Long Term Plans

learning goals!

PL AN F O R STUD ENT SUCCESS ! !

Having a long term plan is an essential tool for leading your students to significant academic gains. By grouping learning goals that make sense to teach together in a specific order, TeacherThrive long term plans ensures that your students build their knowledge conceptually over time!

Cumulative*List*of*Learning*Goals* !

Be secure in what you will teach every day of the school year! No scrambling at the last minute!

Unit*1*Learning*Goals*(to*be*spiraled)* 1. Reading and writing numbers 2. Intro to Powers 3. Intro to Fractions 4. Add/Subtract Fractions 5. Fractions, Decimals, and Percents ! Unit*2*Learning*Goals*(to*be*spiraled)* 1. Multiply decimals and fractions 2. Intro to Division 3. Divide Decimals & Fractions 4. Read, write, and describe ratios, rates, and proportions. 5. Read, write, represent, and operate with integers.

Unit*4*Learning*Goals*(to*be*spiraled)* 1. Intro to Sampling 2. Intro to Graphs 3. Measures of Center 4. Intro to Probability 5. Real World Data

Unit*3*Learning*Goals*(to*be*spiraled)* 1. Intro to Equations 2. Intro to Properties 3. Solve Equations 4. Function Tables 5. Coordinate Plane *

MAP prep/Test Taking Strategies[1] 1. Guess, Check and Revise (Geometry, Number Sense) 2. Work Backward (Number Sense, Algebra) 3. Use Logical Reasoning (Fractions, Ratios, Probability, Data & Graphing) 4. Make an Organized List (Probability, Data & Graphing) 5. Write an Equation (Fractions, Algebra, Probability, Measurement)

Unit*5*Learning*Goals*(new)* 1. Intro to Angles 2. Intro to Shapes 3. 3D Figures 4. Perimeter/Area 5. Measurement

Cumulative List (Item #EE001) $30.00 (A year’s worth of weekly learning goals)

Can be made specific

Includes daily

Page 1 of 40

to school calendar!

objectives!

Report*Period*4*Instructional*Calendar* Spiraled*

Monday*

Tuesday*

Wednesday*

Thursday*

Friday*

Dec!31!

Jan!1!

Jan!2!

Jan!3!

Jan!4!

No School – Winter Break

No School - PD

Reteach: Determine appropriate answers given different question types.

NWEA, Weekly Assessment, & Unit Benchmark Smart Goals

Jan!7!

Jan!8!

Jan!9!

Jan!10!

Jan!11!

Distinguish between types of sampling.

Identify bias in sample or question and correct.

MW: All operations (decimals) DN: MAP ATTACK TC: Integers OD: Converting FDP!

Jan!14!

Jan!15

Jan!16!

Jan!17!

Compare and justify the use of a particular graph.!

Read and intepret stemand-leaf plots. !

Read and intepret line plots.

Read and interpret circle graphs.

MW: All operations (decimals) DN: MAP ATTACK TC: Integers OD: Solving Equations!

Jan!21!

Jan!22!

Jan!23!

Jan!24!

No School – MLK Day

Calculate mean, median, mode, and range.!

Identify quartiles, upper extreme, and lower extreme of data sets. !

Read and create boxand-whisker plots. !

Jan!28!

Jan!29!

Jan!30!

Jan!31!

Calculate possible outcomes using models and the fundamental counting principle. !

Find the probability of an outcome.

Find the probability of independent compound events. !

Find the probability of dependent compound events.

Feb!4!

Feb!5!

Feb!6!

Feb!7!

Calculate elapsed time. !

Read and create Venn diagrams. !

Solve logic problems. !

Draw conclusions and make predictions from survey results from graph and data set.!

Feb!11!

Feb!12!

Feb!13!

Feb!14!

Feb!15!

Benchmark Sample – Take then Trade and Grade

Benchmark Study Session – based on Sample!

Benchmark: CR

Benchmark: MC

Staff PD Day

MW: All operations (whole) DN: MAP ATTACK TC: Integers OD: Converting FDP! MW: All operations (whole) DN: Proportions TC: Integers OD: Converting FDP!

MW: All operations (fractions) DN: MAP ATTACK TC: Solving Equations OD: Converting FDP! MW: All operations (fractions) DN: MAP ATTACK TC: Integers OD: Solving Equations MW: All operations (mixed) DN: MAP ATTACK TC: Solving Equations OD: Converting FDP!

NWEA

Draw numeric conclusions about population based on sample.

• Study Session • Smart Goals Revisit • Assessment Jan!18! • Study Session • Smart Goals Revisit • Assessment Jan!25!

Time is built in for review before students take the assessment!

• Study Session • Smart Goals Revisit • Assessment Feb!1! • Study Session • Smart Goals Revisit • Assessment Feb!8! • Study Session • Smart Goals Revisit • Assessment

(No Kids)!

Time is built in for unit

Instructional Calendar (Item #EE002) $30.00 (A quarter’s worth of daily learning objectives)

Page 16 of 22

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assessments!

E duca tio nal E q uity: Excellence in providing educational opportunities as well as access to the tools necessary for our students to actualized a fulfilled life.

Aligned to the appropriate

UBD KUD Outlines

depth of knowledge for the grade level!

B E CO M PRE H E NSI V E! An Understanding By Design KUD outline is the best way for you to execute Intro to New Material and Guided Practice.

Learning Goal #2: Divide Whole Numbers Students will KNOW…

Students will UNDERSTAND…

•

To divide, you put the first number under the bridge and the second number on the outside.

•

To divide any number, you move from right to left under the bridge.

•

When we divide, we are trying to scoop out a certain number (the number outside of the bridge), and we can count the number of scoops we take out on top.

•

The number under the bridge is how many items we have in our bowl.

•

The number outside of the bridge is how many items our magic scoop can take out – no more, no less.

•

When we are left with a number that is less than our scoop, that is called the remainder. o

•

The remainder can be a fraction – the number of items left over the number of items one scoop can take out.

Writing the first 9 multiples of our scoops to the side allows us to divide quickly and stay on track. We must line up the number of scoops we are taking from the number of items in the bowl we are taking it from.

The bottom number (after we subtract) is the one we are trying to “take scoops” from. That’s how much is left in our bowl.

•

We keep dividing until we can’t take out multiples of our scoop anymore.

•

We can stop dividing when the bottom number is less than one scoop.

•

The question lets you know whether the remainder affects the answer at all.

Remainders aren’t always dropped.

Students will BE ABLE TO DO… •

•

“left over” – the remainder is the answer.

“How many total” – the remainder is the extra one, even though it is an incomplete group

“Completely full” – the remainder is dropped. (people are left behind/items are trashed)

Identify and set up a long division problem from a given problem (in words and symbols).

Write the first 9 multiples of the outside number to the side to help.

Divide until no more “scoops” can be taken out.

Divide by two digit numbers. o

•

Stop dividing when the bottom number is less than one scoop. (+ the above)

Interpret remainders. o

Identify whether the remainder changes the final answer to a question in the word problem.

The remainder (1) adds one to the final answer, (2) doesn’t affect the final answer, or (3) is the final answer. ( + the above)

Use the outline to lesson plan or refer to during your lesson execution to ensure that your students are getting every piece of information they need to achieve at a high level!

Represent remainders as fractions. o

! !

Write multiples for numbers more than 9. (+ the above)

Divide whole numbers with remainders. o

•

Divide whole numbers with no remainders.

Create a fraction with the remainder on top and the “scoop” as the denominator, writing the final answer as a mixed number. (+ the above)

Includes the facts and vocabulary necessary for success!

Includes what concepts or principles students must take into consideration to solve problems or reach a viable conclusion!

Includes what the students need to practice, organized into learning objectives!

Single Learning Goal KUD (Item #EE003) $30.00 Unit KUD (Item #EE004) $70.00 (Up to 6 learning goals)

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Page 17 of 22

E duca tio nal E q uity: Excellence in providing educational opportunities as well as access to the tools necessary for our students to actualized a fulfilled life.

Question Banks

Distractor answer choices

! ! Objective% Week%3.1:%Ratios,% Proportions,%and% Rates%

B E V ALID !

Let TeacherThrive create a set of questions for you to use on all kinds of assessments – including exit tickets, weekly quizzes, and diagnostics, for example.

Unit%3%Benchmark%Questions%–%Multiple%Choice% Question%1% Suppose!you!need!to!make!a!batch! of!purple!clay.!!The!recipe!says!you! need!to!eight!cups!of!red!clay!and! twelve!cups!of!blue!clay.!!!What!is! the!simplest!form!of!this!ratio?! ! ! a.!12:8 ! b.!8:12 ! c.!4:6 d.!2:3!

Week%3.2:% Operations%with% Integers%

–6!+!(–3)!=! a.!9! b.!M9! c.!3! d.!M3! Week%3.3:%%Read,% Which!algebraic!equation!matches! write,%and%simplify% this!verbal!phrase?! algebraic%equations% 8!minus!the!product!of!5!and!a! number!is!23! ! a.!5n!–!8!=!23! b.!8!–!5!–!n!=!23! c.!8!–!5n!=!23! d.!8!–!n5!=!23!

All questions are similar in format and focus to state aligned tests.

Correct answers

Week%3.4:%OneL step%equations%

Which!step!shows!the!correct! inverse!operations?!! x!+!(–3)!=!24!

are shown in red!

! a.#x!+!(–3)!–!(–3)!=!24!–!(–3)!

Question%2% Which!proportion!is!correct?! ! ! ! a.!!" !!! b.!!!!!!! c.!!!!!!! ! ! d.!!"!!! ! € !

19!+!(–19)!=! a.!0! b.!M38! c.!38! d.!M0! Which!terms!are!like!terms?! 8c!+!3d!–!2c!+!5d# # a.!!8c,!3d,!and!5d!because!they!are! positive! b.!!8c!and!2c!because!they!are!both! even! c.!!2c!and!5d!because!they!are!next! to!each!other!! d.!!8c!and!2c!because!they!have!the! same!variable! ! Solve.! –17!–!a!=!37!

Question%3% Complete!this!proportion.! ! 9 5

7!–!(–!9)!=!!! a.!2! b.!M2! c.!16! d.!M16! Simplify:!! 2!(d!–!4)!! ! a.!2d!–!4!!! b.!2d!–!8!! c.!2d!+!8!!! d.!2d!+!4! !

c.!(–3)!+!3!=!24!+!3!

d.!a!=!17!

–7!+!(–3)!M!6!=! a.!4! b.!M4!! c.!16! d.!M16! Simplify:! 14!+!k!–!7!+!8!=!1! ! a.!15!+!k!=!1! b.!16!+!k! c.!k!+!29!=!k! d.!k!=!16!

In!order!to!isolate!the!variable,!what! will!you!have!to!do?!

Solve.!

w =9 12 !

–3x!=!45!

b.!a!=!M44! c.!a!=!37!

Question%4% Write!as!a!unit!rate.!! 240!miles!in!6!hours! ! a.!120!miles!per!two!hours! b.!4!miles!per!hour! c.!40!miles!per!hour! d.!236!miles!per!hour!

question!

! a.!45! b.!29! c.!5! d.!1!

a.!a!=!44!

b.#x!–#x!+!(–3)!=!24! d.#x!+!(–3)!=!24!

are included for every MC

a.!multiply!x!by!M3!

a.!!w!=!180!

b.!multiply!x!by!45!

b.!w!=!3!

c.!divide!x!by!M3!

c.!w!=!¾!! d.!w!=!108!

d.!divide!x!by!3! !

Problem sets per objective are scaffolded to test for all parts of the objective!

Unit%3%Benchmark%Questions%–%Constructed%Response% ! Objective% Week%3.1:%Ratios,% Proportions,%and% Rates%

Question! The!Fish!Bowl!store!had!a!sale.!During!the!sale,!the!store!gave!away!two!kinds!of!fish,!goldfish!and!catfish.! • Every!5th!customer!received!a!free!goldfish.! • Every!12th!customer!received!a!free!catfish.! There!were!134!customers!on!the!day!of!the!sale.!

CR questions are multi-step!

a.! How!many!customers!received!a!free!goldfish?!Show!or!explain!how!you!got!your!answer.! b.! How!many!customers!received!a!free!catfish?!Show!or!explain!how!you!got!your!answer.! c.! How!many!customers!received!both!a!free!goldfish!and!a!free!catfish?!Show!or!explain!how!you!got!your!answer.! !

Week%3.2:% Operations%with% Integers%

Roman!Civilization!began!in!509!B.C.!and!ended!in!476!A.D.!! 1. Draw!a!timeline!to!show!the!dates.!! 2. How!long!did!Roman!Civilization!last?!!Explain!how!you!got!your!answer.!! 3. Explain!how!you!can!check!to!know!that!your!answer!is!correct.!! Week%3.3:%%Read,% A!coach!is!collecting!a!fee!from!each!player!on!her!soccer!team.!She!collects!the!same!amount!of!money!from!each!player.!The!amount!of!money! write,%and%simplify% she!collected!over!four!days!from!some!of!the!players!is!shown!in!the!table!below.! algebraic%equations% Soccer!Fees!Collected! Number!of!! Amount! Day! Players! Collected!

1. 2. 3.

Week%3.4:%OneL step%equations%

Monday!

$!!88!

Tuesday!

$154!

Wednesday!

$132!

Thursday!

$!!66!

Friday!

On!Friday,!the!coach!will!collect!fees!from!2!more!players.!What!is!the!total!amount!of!money!the!coach!will!collect!from!the!2!players?! Show!or!explain!how!you!got!your!answer.! Use!words!or!symbols!to!write!or!describe!a!rule!that!can!be!used!to!calculate!the!amount!of!money!the!coach!will!collect!from!p!players.! After!every!player!on!her!team!has!paid!the!fee,!the!coach!will!have!collected!a!total!of!$550.!What!is!the!total!number!of!players!on!the! soccer!team?!Show!or!explain!how!you!got!your!answer.!

! At!a!recycling!center!in!his!state,!Cody!receives!$0.05!for!every!can!he!returns.!In!the!equation!below,! • m!represents!the!total!amount!of!money!that!Cody!receives,!and! • c!represents!the!total!number!of!cans!he!returns.! m!=!0.05c! a.!!What!is!the!total!amount!of!money!that!Cody!receives!for!returning!10!cans?!Show! !!!!!or!explain!how!you!got!your!answer.! !

Constructive Response Question Bank (Item #EE006) $50.00 (2 questions for up to 6 learning goals) Add 1 MC question for each learning goal + $2.50

Page 18 of 22

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E duca tio nal E q uity: Excellence in providing educational opportunities as well as access to the tools necessary for our students to actualized a fulfilled life.

Assessments B E V E RS ATIL E ! Name:

The Cover page shows

TeacherThrive assessments imitates the arrangement, rigor, and question types found in your state test!

alignment between questions and learning

Each assessment is formatted for effortless printing and reference.

goals or objectives!

6th grade Math Benchmark: Final

Class:

Your Name and School Here Final Grade 6 Math Benchmark Part I: 40 multiple choice questions 1. Week 1.1: Reading and writing numbers - #1

18. Week 4.1: Coordinate Planes - #18

2. Week 1.2: Fractions, decimals, and percents - #2

19. Week 4.2: Surveys - #19

3. Week 1.3: Add and subtract fractions - #3

20. Week 4.3: Probability - #20

4. Week 1.4: Exponents - #4

21. Week 4.4 Graphs - #21

5. Week 1.5: Add and subtract decimals - #5

22. Week 4.5: Measures of Center - #22

6. Week 1.6: Properties of operations - #6

23. Week 4.6: Time Zones - #23

7. Week 2.1: Patterns and function tables- #7

24. Week 5.1: Measure Angles - #24

8. Week 2.2: Multiply decimals & fractions- #8

25. Week 5.2: Transformations - #25

9. Week 2.3: Describe division - #9

26. Week 5.3: Perimeter and Area - #26

10. Week 2.4: Divide decimals - #10

27. Week 5.4: Mat Plans - #27

11. Week 2.5: Divide fractions - #11

28. Week 5.5: Metric and customary units - #28

12. Week 3.1: Ratios, proportions, and rates - #12

29. Week 6.1: Sales tax & discounts - #29, 30

13. Week 3.2: Operations with integers - #13

30. Week 6.2: Predict using graphs - #31, 32

14. Week 3.3: Intro to algebraic equations - #14

31. Week 6.3: Missing data from sample - #33, 34

15. Week 3.4: One-step equations - #15

32. Week 6.4: Missing side lengths - #35, 36

16. Week 3.5: Sequence tables - #16

33. Week 6.5: Surface Area & Circles - #37, 38

17. Week 3.6: Complex equations - #17

34. Week 6.6: Circle Graphs - #39, 40

6. What is the value of the expression below? 4 + 2 × (10 – 5) a. 14

c. 30

b. 19

d. 55

7. Don made a pattern using circles and squares. The first four steps of his pattern are shown below.

Illustrations, diagrams,

If Don continues his pattern, what is the total number of circles he will need to make Step 10?

and graphs are high-

a. 30

c. 38

b. 31

d. 40

All question stems are questions

8. 5.6 × 9.6 =

quality and easy to read!

a. 10.2

c. !25.76

b. 1

d. 53.76

or partial sentences to ensure

9. During the past year, a total of 80,047 passengers used the St. Louis Airport. If one plane can hold 250 passengers, how planes would it take to carry all of the passengers that used the St. Louis Airport?

6th grade Math Benchmark: Final

a. 320 planes

c. 328 planes

b. 321 planes

d. 400 planes

validity!

10. Pradeep went to the hardware store and bought 3 identical wooden boards. When Pradeep placed all the boards end-to-end, the line was 1.38 meters long. How long was each board?

2. The graph below shows the relationship between distance walked and number of calories burned.

a. 46 meters long

c. 0.46 meters long

b. 4.6 meters long

d. 0.046 meters long

a. How many calories are burned if you walked 3 miles? Show or explain how you got your answer. _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________

Daily Exit Ticket (Item #EE009) $10.00

_____________________________________________________________________________________________

(5 MC questions)

b. How many calories will be burned if you walked 10 miles? Show or explain how you got your answer.

Weekly Assessment (Item #EE010) $20.00 (10 MC questions)

Unit Assessment (Item #EE011) $30.00

_____________________________________________________________________________________________ _____________________________________________________________________________________________

(25 MC questions)

_____________________________________________________________________________________________

Benchmark Assessment (Item #EE012) $50.00

_____________________________________________________________________________________________

Mimics the format of your state test!

(50 MC questions) Add 1 CR question for each learning goal + $2.50

Visit us at www.TeacherThrive.com to place your order.

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TeacherThrive takes pride in delivering the highest quality, Professional Development Workshops To be effective, teacher professional development must provide teachers access and tools to apply strategies and methods directly to their pedagogical knowledge and their classrooms. To achieve this, TeacherThrive professional development features the following: •

Created in a format that is most accessible to your staff: on-site, off-site, or online via flipped teaching methods or webinars

•

Grounded in scientifically-based research and focused on improving student academic achievement to cultivate an innovative culture of teaching and learning

•

Includes both teacher-facing and student-facing activities that are rigorous, high quality, sustainable, relevant, and classroom-focused

•

Addresses issues surrounding supporting globally competitive students, addressing the 21st century professional, promoting healthy and responsible school environments, and building relationships with colleagues

Request Professional Development services for your team on our workshops page! To achieve the above goals, we are willing to design and facilitate workshops that focus on: •

Learning instructional practices that improve student academic practice, products, and achievement

•

Designing and planning instruction that develop student understanding in deep and complex ways to support future education and application

•

Practicing the skills to be a knowledgeable consumer of educational products, tools, and processes for application to your specific student population

We can also help your staff and students by facilitating: •

Creation of or connection with online resources

•

Follow-up learning community conversations

Many of our workshop materials are available online for free download! Page 20 of 22

Visit us at www.TeacherThrive.com to place your order.

custom professional development and consulting services. Consulting for Administration, Teams, or Schools Broad in scope but direct in purpose, TeacherThrive uses problem solving protocols and team building techniques to help groups reach decisions tailed to address the unique situation and goals of the organization. This contextual approach allows us to help clients achieve the following efficiently and effectively: •

Articulating shared educational vision, mission, and philosophy

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Building capacity for sustainable teaching and learning structures through systematic fishbowls to determine opportunities and obstacles

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Cultivating a positive work ethic through action planning designed to lead to measurable improvements

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Outlining student incentives and social skill curriculum through SWOT analyses

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Aligning technology available with curriculum to build 21st century skills in teachers and students

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Strengthening parent and community involvement

We offer on-site, offsite, or web-based consulting & professional development services!

Consulting for Individuals TeacherThrive works in partnership with you towards your needs to actively

Request consulting services for your team or for yourself on our consulting page!

customize our methodology towards your students’ success through: •

Review of class structure

•

Review of lesson structure

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Review of tracking structure

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Review of classroom space

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Review of behavior management outline

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Observation on execution

•

Observation of classroom management

Visit us at www.TeacherThrive.com to place your order.

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Visit us on the web to download free workshop presentations and packets as well as all of the sample templates from this catalog!

Question about consulting or professional development? customerservice@teacherthrive.com Question about ordering? orders@teacherthrive.com

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