TeacherThrive 2014-2015 Catalog

Personal Organization Templates � Action Plans

� Family Communications

� Consulting Services � Professional

Development Services

2014 – 2015 Catalog

Unit Plans � Instructional Calendars � Diagnostic

Assessments � Instructional Calendars � Consulting Services

� Professional Development Services

Classroom Tracking Charts & Posters

� Academic Tracking � Daily Lesson Plans � Assessments � Dai ly

Student Packets � Question Banks

� Consult ing Services

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

2

2

Professional Growth: 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.

Visit us at www.TeacherThrive.com to place your order. Page 2 of 22

We specialize in helping teachers THRIVE in …

WE BELIEVE…Teaching is an art form that requires personal integrity.

A teacher's application of a sense of connectedness with and through our students is the essential nexus of where our educational effectiveness THRIVES!

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.

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.



Every TeacherThrive product will be customized to fit your specific, individual needs.

Don't see what you are looking for? :-( Email us and request it!

We’d love to create something for you! If it already exists on our computers, you get it FOR FREE!

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.

• 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.

TeacherThrive is officially verified by PayPal® so your information and every transaction is always secure!

We’ll contact you to verify your order. Then will send you an invoice to pay via PayPal® to lock in

your order with a 50% down payment.

Visit our Order Page to place an order

online where you’ll complete a quick form to inform us of what to customize for you.

You’ll receive a draft of your order

within 5 business days of the down payment. Once you are satisfied, you pay any remaining balance.

How ordering works:

4

4



Action Plans WRITE IT DOWN!

Remember all the little details just in case (or more accurately, when) other things pop up in the moment! 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! 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!

Daily Action Plan (Item #PG001) $15.00

Where do you want your teaching to go today?

Time MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Prioritized TO DO LIST6:00

6:15

6:30

6:45

7:00

7:15

7:30

7:45

8:00

8:15

8:30

8:45

9:00

9:15

9:30

9:45

10:00

10:15

10:30

10:45

11:00

11:15

11:30

11:45

12:00

12:15

12:30

12:45

1:00

1:15

1:30

1:45

2:00

2:15

2:30

2:45

3:00

3:15

3:30

3:45

4:00

4:15

4:30

4:45

Weekly Action Plan

DAILY ACTION PLAN Date: ________________________________

HOURLY SCHEDULE COMMUNICATION PRIORITIZED TO DO LIST

5:00 Emails 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 Phone Calls

� � � � � � � � � � � � �

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 Texts

� � � � � � � � � � � �

7:00 7:30 8:00 8:30 9:00 9:30 10:00 10:30 11:00 11:30 12:00 12:30

Can be customized for particular

dates or a general time frame!

Include your name, pictures, and

favorite sayings or a motto!

Checkboxes help ensure you stay

on top of your tasks!

Write down who you need to

communicate with!

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



ACTION PLAN Week of: ___________________________ Where do you want your teaching to go today?

MON

DAY

Email/Call Buy/Make Do Bring/Give

TUES

DAY


WED

NESD

AY


THUR

SDAY


FRID

AY


Email/Call: NOTES: Don’t Forget!

Buy/Make: Upcoming Dates: Saturday

Do: Bring: Give: Sunday

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

Capture your thoughts all in one place!

Remind yourself what you need

to do during the day without

scheduling every second!

Customize your categories for

what you want to remind

yourself of!

Plan for what you need to do

this week – and the next!

Include your own picture and or

motto to keep you inspired!



Behavior Tracking BE CONSISTANT!

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!

Behavior Tracking

Teacher: ___________ Class: ___________ Week of : ______________________ Class Points

Students Monday Tuesday Wednesday Thursday Fr iday Total : ____

1. 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 Earned on M

2. 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

3. 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

4. 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

5. 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 Earned on T

6. 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

7. 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

8. 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

9. 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 Earned on W

10. 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

11. 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

12. 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

13. 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 Earned on TH

14. 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

15. 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

16. 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

17. 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 Earned on F

18. 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

19. 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

20. 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

Specify a specific number of

students!

Daily Behavior Tracking Sheet (Item #PG005) $15.00

Choose the kind and number of

infraction levels to track.

Track class points across a week!



Quarterly Behavior Tracking

Page 1 of 3

Daily Ave

rage

Advisory/

Grade

First

Name

Last

Name

Mon, Mar

24

Tue,

Mar 25

Wed, M

ar 26

Thu,

Mar 27

Fri, M

ar 28

Week 1

AVERAGE

Mon, Mar

31

Tue,

Apr 1

Wed, A

pr 2

Thu,

Apr 3

Fri, A

pr 4

Week 2

AVERAGE

Mon, Apr 7

Tue,

Apr 8

Wed, A

pr 9

Thu,

Apr 10

Fri, A

pr 11

Week 3

AVERAGE

Mon, Apr 1

4

Tue,

Apr 15

Wed, A

pr 16

Thu,

Apr 17

Fri, A

pr 18

Week 4

AVERAGE

Mon, Apr 2

1

Tue,

Apr 22

Wed, A

pr 23

Thu,

Apr 24

Fri, A

pr 25

Week 5

AVERAGE

Mon, Apr 2

8

Tue,

Apr 29

Wed, A

pr 30

Thu,

May 1

Fri, M

ay 2

Week 6

AVERAGE

Mon, May

5

Tue,

May 6

Wed, M

ay 7

Thu,

May 8

Fri, M

ay 9

Week 7

AVERAGE

Mon, May

12

Tue,

May 13

Wed, M

ay 14

Thu,

May 15

Fri, M

ay 16

Week 9

AVERAGE

Mon, May

19

Tue,

May 20

Wed, M

ay 21

Thu,

May 22

Fri, M

ay 23

Week 8

AVERAGE

School Average 2 #### #### #### #### 1 #### #### #### #### #### 0 #### #### #### #### #### 0 #### #### #### #### #### 0 #### #### #### #### #### 0

3 #### #### #### #### 2 #### #### #### #### #### 0 #### #### #### #### #### 0 #### #### #### #### #### 0 #### #### #### #### #### 02 #### #### #### #### 2 #### #### #### #### #### 0 #### #### #### #### #### 0 #### #### #### #### #### 0 #### #### #### #### #### 02 #### #### #### #### 2 #### #### #### #### #### 0 #### #### #### #### #### 0 #### #### #### #### #### 0 #### #### #### #### #### 02 #### #### #### #### 2 #### #### #### #### #### 0 #### #### #### #### #### 0 #### #### #### #### #### 0 #### #### #### #### #### 03 #### #### #### #### 1 #### #### #### #### #### 0 #### #### #### #### #### 0 #### #### #### #### #### 0 #### #### #### #### #### 03 #### #### #### #### 2 #### #### #### #### #### 0 #### #### #### #### #### 0 #### #### #### #### #### 0 #### #### #### #### #### 0

#### #### #### #### #### 0 #### #### #### #### #### 0 #### #### #### #### #### 0 #### #### #### #### #### 0 #### #### #### #### #### 0#### 6th Student 1 0 0 0 0 0#### 6th Student 2 0 0 0 0 0

2 6th Student 3 2 2 0 0 0 03 6th Student 4 3 3 0 0 0 02 6th Student 5 2 2 0 0 0 03 6th Student 6 3 3 0 0 0 03 6th Student 7 3 3 0 0 0 02 6th Student 8 2 2 0 0 0 0

#### 6th Student 9 0 0 0 0 02 6th Student 10 2 2 0 0 0 03 6th Student 11 3 3 0 0 0 0

#### 6th Student 12 0 0 0 0 03 6th Student 13 3 3 0 0 0 0

#### 6th Student 14 0 0 0 0 03 6th Student 15 3 3 0 0 0 0

#### 6th Student 16 0 0 0 0 02 7th I Student 17 2 2 0 0 0 0

#### 7th I Student 18 0 0 0 0 0#### 7th I Student 19 0 0 0 0 0

2 7th I Student 20 2 2 0 0 0 02 7th I Student 21 2 2 0 0 0 0

#### 7th I Student 22 0 0 0 0 03 7th I Student 23 3 3 0 0 0 02 7th I Student 24 2 2 0 0 0 01 7th I Student 25 1 1 0 0 0 03 7th I Student 26 3 3 0 0 0 03 7th I Student 27 3 3 0 0 0 0

#### 7th II Student 28 0 0 0 0 0#### 7th II Student 29 0 0 0 0 0

3 7th II Student 30 3 3 0 0 0 03 7th II Student 31 3 3 0 0 0 0

6th Grade

7th Grade II

8th Grade II

School Average

7th Grade I

8th Grade I8th Grade

7th Grade

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

Automatically calculates daily

and class averages!

Customized to your school’s

calendar of instructional days!

Automatically calculates

student averages across the

weeks!

Automatically calculates total

student averages – without

counting missing assignments!



Meeting Minutes

BE CLEAR!

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.

Meeting Minutes (Item #PG008) $15.00

!Where do you want your teaching to go today?

!

Page 1 of 1

Meeting Minutes

Date: _____________________________ Time: ___________ to ___________

Attendees (*Absent)

1. _________________________________________

2. _________________________________________

3. _________________________________________

4. _________________________________________

5. _________________________________________

6. _________________________________________

Agenda Topic

1. _________________________________________

2. _________________________________________

3. _________________________________________

4. _________________________________________

5. _________________________________________

6. _________________________________________

Agenda Topic Discussion Action Steps

Next Scheduled Meeting

Fill in names electronically or

write them in!

The date will be filled in

automatically when you

save the file! Keep track of the time to ensure

efficient meetings!

Keep the meeting flowing with

an outline of the agenda topics!

Note the discussion involved to

document any great ideas!

Document who is responsible

for what by when and how!



Classroom Clarity: Precision for both teachers and students concerning the journey, outcomes, supports, and goals in relation to student needs and personal relevance.

Assessment Tracking

!

Class Mastery Sample Data

Learning(Goals Mastery Mastery A B C D question(number

correct(answer

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

Learning(Goal(1a 33% 33% 33% 20% 7% 1 a b a c a c b d a b a b a b cLearning(Goal(1b 53% 20% 53% 13% 0% 2 b b b a b b c a b c none b a b bLearning(Goal(1c 40% 7% 20% 20% 40% 3 d d c b d a d c d b none d d c bLearning(Goal(1d 20% 40% 13% 20% 7% 4 c a b b c d a a c a none a a c noneLearning(Goal(2a 7% 40% 7% 27% 13% 5 b c d d a a a b c a none c a c aLearning(Goal(2b 13% 13% 33% 20% 13% 6 d none c b d a b c d b none a b c bLearning(Goal(2c 20% 20% 13% 20% 20% 7 c none a d c b c b c a none d none a dLearning(Goal(2d 13% 7% 7% 53% 13% 8 d none c a d c c c d b none c c c cLearning(Goal(3a 13% 13% 20% 27% 20% 9 a none d d a c a c d b none c b c bLearning(Goal(3b 47% 7% 13% 47% 13% 10 c none c c c c d b c c none d a b cLearning(Goal(3c 27% 27% 7% 20% 27% 11 a none d d a a a c a d none d c c bLearning(Goal(3d 13% 13% 20% 27% 7% 12 a none c b a b none d a c none c b none cLearning(Goal(4a 40% 13% 40% 20% 0% 13 b none b none b c a b b b none c c b aLearning(Goal(4b 13% 33% 13% 13% 20% 14 b none d a b d a a a b none c a d cLearning(Goal(4c 40% 0% 13% 33% 40% 15 d b d d d c d d c c none c d c bLearning(Goal(4d 13% 13% 20% 60% 0% 16 a b a c b c c c c c c b c a cLearning(Goal(5a 40% 7% 40% 20% 7% 17 b c c none a b b b b b none d b c noneLearning(Goal(5b 27% 13% 27% 33% 20% 18 b c d b b d a a c c b d b c cLearning(Goal(5c 13% 13% 33% 33% 13% 19 a b c d c a c c a b b c d b bLearning(Goal(5d 53% 53% 7% 20% 7% 20 a a a a a c c a a c none a b d aLearning(Goal(6a 13% 40% 0% 13% 40% 21 c a d d c d d a a a d a c d aLearning(Goal(6b 13% 20% 13% 20% 27% 22 b a c b d c c d d b none a none a dLearning(Goal(6c 20% 20% 20% 40% 7% 23 a b c a a b c a c c none b d c cLearning(Goal(6d 53% 53% 7% 33% 0% 24 a c a c a c c c a a a a a b aLearning(Goal(7 7% 7% 33% 40% 7% 7% 25 d b b b b a a c a b none b a d aLearning(Goal(8 7% 7% 0% 0% 0% 0% 26 138.98 6.62 138.98 none ;134.74 146.86 155.36 197.7 91.12 94.11 none 138.92 none ;135.26 none

Count(of(Correct(Answers

5 11 5 24 7 7 6 22 5 0 4 6 8 8 5

Mastery 19% 42% 19% 92% 27% 27% 23% 85% 19% 0% 15% 23% 31% 31% 19%Grade A F F F A F F F B F F F F F F

25%

37%

13%

25%

27%

33%

BE ACCURATE! Take the guesswork out of drilling down into knowledge gaps in your classroom with this workbook.

Single Assessment Mastery Tracking (Item #CC001) $15.00

Automatically calculates the

percentage of students who

chose each answer choice!

Simply input each students answer

choices and the correct answers to

activate the workbook.

Automatically calculates grade

letter, average, and counts the

number of correct answers!

Calculates both objective and

learning goal mastery!



Student Academic TrackingQuarter 1

Page 1 of 18

Final Grade

Final Average

Weekly Assessm

ents

Exit Tickets

HWUnit

Assessment

Mon: Exit

ticket

Tues: Exit

Ticket

Wed: Exit

Ticket

Thurs: Exit

ticket

HW Packet

Fri: Assessment

Mon: Exit

ticket

Tues: Exit

Ticket

Wed: Exit

Ticket

Thurs: Exit

ticket

HW Packet

Fri: Assessment

Inc 3% 3% 2% 89% 90% 6th Grade 78% 79% 78% 67% 89% 97% 90% 79% 8% 89% 0% 67%

B 82% 87% 75% 81% 90% Student 1 78% 79% 78% 67% 89% 97% 90% 79% 8% 89% 0% 67%

Inc 0% 0% 0% 0% Student 2








Inc 0% 0% 0% 0% Student 10

Inc 0% 0% 0% 0% Student 11

Inc 0% 0% 0% 0% Student 12

Inc 0% 0% 0% 0% Student 13

Inc 0% 0% 0% 0% Student 14

Inc 0% 0% 0% 0% Student 15

Inc 0% 0% 0% 0% Student 16

Inc 0% 0% 0% 0% Student 17

Inc 0% 0% 0% 0% Student 18

Inc 0% 0% 0% 0% Student 19

Inc 0% 0% 0% 0% Student 20

Inc 0% 0% 0% 0% Student 21

Inc 0% 0% 0% 0% Student 22

Inc 0% 0% 0% 0% Student 23

Inc 0% 0% 0% 0% Student 24

Inc 0% 0% 0% 0% Student 25

Inc 0% 0% 0% 0% Student 26

Inc 0% 0% 0% 0% Student 27

Inc 0% 0% 0% 0% Student 28

Inc 0% 0% 0% 0% Student 29

Inc 0% 0% 0% 0% Student 30

Inc 0% 0% 0% 0% Student 31

Subject: _______________________ Week 1 Week 2

Academic TrackingSnapShot - Quarter 1

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9Exit

TicketsExit

TicketsExit

TicketsExit

TicketsExit

TicketsExit

TicketsExit

TicketsExit

TicketsExit

Tickets6th Grade #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0!

Student 1 76% 77% 57% 68% 97% 79% 77% 88% 54%Student 2 #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0!Student 3 #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0!Student 4 #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0!Student 5 #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0!Student 6 #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0!Student 7 #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0!Student 8 #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0!Student 9 #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0!Student 10 #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0!Student 11 #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0!Student 12 #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0!Student 13 #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0!Student 14 #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0!Student 15 #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0!Student 16 #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0!Student 17 #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0!Student 18 #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0!Student 19 #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0!Student 20 #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0!Student 21 #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0!Student 22 #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0!Student 23 #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0!Student 24 #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0!Student 25 #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0!Student 26 #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0!Student 27 #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0!Student 28 #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0!Student 29 #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0!Student 30 #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0!Student 31 #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0!

Weekly Exit Ticket Averages

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

Academic Tracking

The workbook pulls student

averages into a single sheet for

ease of reference!

Displays the mastery in both

number values and data bars!

Automatically calculates

the average for each

type of assignment you

choose!

Calculates averages

based on weights that

you specify!

BE SYSTEMATIC!

Evaluate your students’ work at a glance! Ensure that your students are receiving the most fair grades without having to calculate anything by hand. This workbook is 2 sheets – one for entering grades and the other for seeing grades grow across time!



Star Chart

Unit

1 Le

arni

ng

Goal

s

Num

bers

: Pla

ce

Valu

e

Num

bers

: For

ms

Decim

als: C

ompa

reDe

cimal

s: E

stim

ate

Decim

als:

Add/

Subt

ract

Powe

rs: E

xpon

ents

Powe

rs: S

quar

es

and

Cube

s

Powe

r: Sq

uare

s

Powe

rs: c

ubes

Perc

ents

: Con

vert

Num

ber L

ines

: De

cimal

s an

d Pe

rcen

ts

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

Star Charts SHOW PROGRESS!

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!

Class Star Chart (Item #CC004) $10.00 Can be left blank for your

students to write their names or

numbers!

Have us include the objective,

skill, or date – or even be left

blank for you to write in later!

Include your own title,

picture, and/or motto! Specify the number of columns

and we’ll make it fit on one page!



THE FOUR BASIC OPERATIONS !

ADDITION Operation Action

Visualization Symbols

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


SUBTRACTION Operation Action



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


MULTIPLICATION Operation Action



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?

Key Words


DIVISION Operation Action



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?

Key Words

Anchor Charts

Anchor Chart (Item #CC005) $10.00

MAKE IT VISIBLE! Ensure that you have the most relevant quality charts that are easily visible to your students! Record the examples, processes, or cues your students need to use to produce quality thoughts and work! Great to reference during the lesson and post around the room to ensure that students can refer to throughout the year!

Margins are set so that printing and

enlargement for posters is simple!

Can include any text that you

want to use – from charts to

graphics to example problems!

Can include space for you to

record in during the lesson!



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

Daily Do

Now

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

Homework

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

Monday Tuesday Wednesday Thursday Friday

Objective and Key Points

Read and write ratios.

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

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

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

Solve proportions.

A proportion says that two ratios are equal.

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.

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.

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

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.

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!

Core Learning

Experiences

(times listed are elapsed

time)

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

2. NWEA goals (percentiles), Benchmark scores, Learning Teams, and Class Structure (0:15)

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

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


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



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



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



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)

! !

Lesson Plans

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)

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

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

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

Includes a flow for the lesson

including multiple rounds of Intro

To New Material and Guided

Practice, building in time for a Do

Now and Exit Ticket.

Includes the objective and major

key points to refer to during the

lesson execution!

Includes timing for each part of

the lesson to ensure you use

your learning time with your

students efficiently!

Can be modified to

include any routines that

you have in your

classroom currently!

Includes a plan for

homework and Do Nows!



!

! 10!

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

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

PROPORTIONAL – the conversions are the same

�

3 goats

2 ponies=x7

x7 21goats

14 ponies

NOT PROPORTIONAL – the conversions are different

�

3 goats

2 ponies=x7

+7 10 goats

14 ponies

Directions: Explain whether or not these ratios are proportional. If it’s not proportional, rewrite it to make it true.

1. 2. 3.

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

=

�

3652

=÷4

÷4 913

= 9 to 13

Reduce this ratio: 16 : 30

=

�

1630

=

=

Simplify/reduce this ratio:

�

2010

=

�

2010

=

=

Student Packet SHOW STUDENTS THE WAY!

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.

Specific and actionable

directions and well as space to

write within the packet!

Multiple rounds of INM and GP

to ensure clear and consistent

instruction for every key point!

Step by step GP examples to

walk through with your class.

Objectives used as

titles so you can

easily direct students

toward what they are

learning!

Key words and

ideas are in

bold!

Includes completed

examples and

illustrations!



!

!11!

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

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

4. 2:1 , 28:14

5. 2:3 , 24:36

6. 7 to 3 , 8 to 4

!

! 18!

Homework: Unit 3.Week 1.3

Part One: IDENTIFY AND SIMPLIFY/REDUCE PROPORTIONS

Directions: Explain whether or not these ratios are proportional.

1.

�

35 = 3

5 2.

�

35 = 3

15 3.

�

35 = 5

15

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

4.

�

315 5.

�

4088

6.

�

2799

Part Two: MULTIPLY AND DIVIDE FRACTIONS

7.

�

15 • 3

6 = 8.

�

116 ÷ 3

5 = 9.

�

2 35 • 2 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 =

Part Four: ADD AND SUBTRACT FRACTIONS

13.

�

135 + 1

7 =

14.

�

3 12 −

34 =

15.

�

123 + 2 1

4 =

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?

EXPLAIN WHY WE SHOULD BELIEVE YOUR ANSWER IS CORRECT!

Single Objective Student Packet (Item #CC008) $35.00 (Includes Intro to New Material, Guided Practice, and Independent Practice)

Weekly Student Packet (Item #CC009) $130.00 (5 objectives)

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

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

All tasks are rigorous and lead

up to the highest levels of

cognitive demand appropriate

for the objective!

Multiple sections of IP allow

students to practice applying

the skills in multiple ways!

IP aligned in the

same format and

focus as the INM

and GP!

Space to answer the

problems or questions!

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


!

Page 1 of 40

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

*

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

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)

!

Report*Period*4*Instructional*Calendar*Spiraled* Monday* Tuesday* Wednesday* Thursday* Friday*

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

Dec!31!No School – Winter Break

Jan!1!No School – Winter Break

Jan!2!No School - PD

Jan!3!Reteach: Determine appropriate answers given different question types.

Jan!4!NWEA, Weekly Assessment, & Unit Benchmark Smart Goals

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

Jan!7!Distinguish between types of sampling.

Jan!8!Identify bias in sample or question and correct.

Jan!9!NWEA

Jan!10!Draw numeric conclusions about population based on sample.

Jan!11!• Study Session

• Smart Goals Revisit

• Assessment

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

Jan!14!Compare and justify the use of a particular graph.!

Jan!15

Read and intepret stem-and-leaf plots. !

Jan!16!Read and intepret line plots.

Jan!17!Read and interpret circle graphs.



• Assessment

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

Jan!21!No School – MLK Day

Jan!22!Calculate mean, median, mode, and range.!

Jan!23!Identify quartiles, upper extreme, and lower extreme of data sets. !

Jan!24!Read and create box-and-whisker plots. !



• Assessment

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

Jan!28!Calculate possible outcomes using models and the fundamental counting principle. !

Jan!29!Find the probability of an outcome.

Jan!30!Find the probability of independent compound events. !

Jan!31!Find the probability of dependent compound events.

Feb!1!• Study Session


• Assessment

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

Feb!4!Calculate elapsed time. !

Feb!5!Read and create Venn diagrams. !

Feb!6!Solve logic problems. !

Feb!7!Draw conclusions and make predictions from survey results from graph and data set.!

Feb!8!• Study Session


• Assessment

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

Feb!11!Benchmark Sample – Take then Trade and Grade

Feb!12!Benchmark Study Session – based on Sample!

Feb!13!Benchmark: CR

Feb!14!Benchmark: MC

Feb!15!Staff PD Day

(No Kids) !

!! !

Long Term Plans

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

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

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

Can be made specific

to school calendar! Includes daily

objectives!

Includes weekly

learning goals!

Time is built in for unit

assessments!

Time is built in for review before

students take the assessment!



UBD KUD Outlines

Single Learning Goal KUD (Item #EE003) $30.00

Unit KUD (Item #EE004) $70.00 (Up to 6 learning goals)

!

!! !

Learning Goal #2: Divide Whole Numbers Students will KNOW… Students will UNDERSTAND… Students will BE ABLE TO DO…

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

• 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.

• 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 l ine up the number of scoops we are taking from the number of items in the bowl we are taking it from.

• Remainders aren’t always dropped.

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

• 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.

• 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.

o “left over” – the remainder is the answer.

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

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

• Divide whole numbers with no remainders.

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

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

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

• Divide by two digit numbers.

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

• Divide whole numbers with remainders.

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.

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

• Represent remainders as fractions.

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

Aligned to the appropriate

depth of knowledge for the

grade level!

Includes what the students

need to practice, organized

into learning objectives!

Includes what concepts or

principles students must take

into consideration to solve

problems or reach a viable

conclusion!

Includes the facts and

vocabulary necessary for

success!

BE COMPREHENSIVE!

An Understanding By Design KUD outline is the best way for you to execute Intro to New Material and Guided Practice. 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!



!Unit%3%Benchmark%Questions%–%Multiple%Choice%

!

Objective% Question%1% Question%2% Question%3% Question%4%Week%3.1:%Ratios,%Proportions,%and%Rates%

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!

Which!proportion!is!correct?!

!

a.!!!"!

!!!

b.!!!!

!!!

c.!!!!

!!!

d.!!!"!

!!!

!

!

Complete!this!proportion.!

!

€

95 = 25 !

!

a.!45!

b.!29!

c.!5!

d.!1!

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!

Week%3.2:%Operations%with%Integers%

–6!+!(–3)!=!

a.!9!

b.!M9!

c.!3!

d.!M3!

19!+!(–19)!=!

a.!0!

b.!M38!

c.!38!

d.!M0!

7!–!(–!9)!=!!!

a.!2!

b.!M2!

c.!16!

d.!M16!

–7!+!(–3)!M!6!=!

a.!4!

b.!M4!!

c.!16!

d.!M16!

Week%3.3:%%Read,%write,%and%simplify%algebraic%equations%

Which!algebraic!equation!matches!

this!verbal!phrase?!

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!

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!

!

Simplify:!!

2!(d!–!4)!!

!

a.!2d!–!4!!!

b.!2d!–!8!!

c.!2d!+!8!!!

d.!2d!+!4!

!

Simplify:!

14!+!k!–!7!+!8!=!1!

!

a.!15!+!k!=!1!

b.!16!+!k!

c.!k!+!29!=!k!

d.!k!=!16!

Week%3.4:%OneLstep%equations%

Which!step!shows!the!correct!

inverse!operations?!!

x!+!(–3)!=!24!!

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

d.#x!+!(–3)!=!24!

Solve.!

–17!–!a!=!37!

a.!a!=!44!

b.!a!=!M44!

c.!a!=!37!

d.!a!=!17!

!

In!order!to!isolate!the!variable,!what!

will!you!have!to!do?!

–3x!=!45!

a.!multiply!x!by!M3!

b.!multiply!x!by!45!

c.!divide!x!by!M3!

d.!divide!x!by!3!

!

Solve.!

912

=w!

a.!!w!=!180!

b.!w!=!3!

c.!w!=!¾!!

d.!w!=!108!

!

Question Banks BE VALID!

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

Distractor answer choices

are included for every MC

question!

CR questions are multi-step!

Problem sets per objective

are scaffolded to test for all

parts of the objective!

!Unit%3%Benchmark%Questions%–%Constructed%Response%

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

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.!

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,%write,%and%simplify%algebraic%equations%

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!she!collected!over!four!days!from!some!of!the!players!is!shown!in!the!table!below.!Soccer!Fees!Collected!

Day! Number!of!!Players!

Amount!Collected!

Monday! 4! $!!88!Tuesday! 7! $154!Wednesday! 6! $132!Thursday! 3! $!!66!Friday! 2! ?!

1. 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.!

2. 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.!3. 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.!!

Week%3.4:%OneLstep%equations%

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.!!

Correct answers

are shown in red!

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



Name: 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

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

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

4. Week 1.4: Exponents - #4

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

6. Week 1.6: Properties of operations - #6

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

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

9. Week 2.3: Describe division - #9

10. Week 2.4: Divide decimals - #10

11. Week 2.5: Divide fractions - #11

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

13. Week 3.2: Operations with integers - #13

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

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

16. Week 3.5: Sequence tables - #16

17. Week 3.6: Complex equations - #17

18. Week 4.1: Coordinate Planes - #18

19. Week 4.2: Surveys - #19

20. Week 4.3: Probability - #20

21. Week 4.4 Graphs - #21

22. Week 4.5: Measures of Center - #22

23. Week 4.6: Time Zones - #23

24. Week 5.1: Measure Angles - #24

25. Week 5.2: Transformations - #25

26. Week 5.3: Perimeter and Area - #26

27. Week 5.4: Mat Plans - #27

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

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

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

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

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

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

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

6th grade Math Benchmark: Final

!

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.

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

a. 30 c. 38

b. 31 d. 40

8. 5.6 × 9.6 =

a. 10.2 c. !25.76

b. 1 d. 53.76

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?

a. 320 planes c. 328 planes

b. 321 planes d. 400 planes

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?

a. 46 meters long c. 0.46 meters long

b. 4.6 meters long d. 0.046 meters long

6th grade Math Benchmark: Final

!

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

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

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

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

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

Assessments BE VERSATILE!

TeacherThrive assessments imitates the arrangement, rigor, and question types found in your state test! Each assessment is formatted for effortless printing and reference.

All question stems are questions

or partial sentences to ensure

validity!

Daily Exit Ticket (Item #EE009) $10.00 (5 MC questions)

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

Unit Assessment (Item #EE011) $30.00 (25 MC questions)

Benchmark Assessment (Item #EE012) $50.00 (50 MC questions)

Add 1 CR question for each learning goal + $2.50 Mimics the format of your state test!

The Cover page shows

alignment between

questions and learning

goals or objectives!

Illustrations, diagrams,

and graphs are high-

quality and easy to read!


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

1

TeacherThrive takes pride in delivering the highest quality,

Request Professional Development services for your team on our workshops page!

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

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

• Creation of or connection with online resources

• Follow-up learning community conversations

We can also help your staff and students by facilitating:


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

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

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

• Outlining student incentives and social skill curriculum through SWOT analyses

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

• Strengthening parent and community involvement Consulting for Individuals

TeacherThrive works in partnership with you towards your needs to actively customize our methodology towards your students’ success through:

• Review of class structure

• Review of lesson structure

• Review of tracking structure

• Review of classroom space

• Review of behavior management outline

• Observation on execution

• Observation of classroom management

2

custom professional development and consulting services.

Request consulting services for your team or for yourself on

our consulting page!

We offer on-site, off-site, or web-based

consulting & professional

development services!

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? [email protected]

Question about ordering? [email protected]

We are social! Visit us at the sites below!

Documents

TeacherThrive 2014-2015 Catalog