Unit 6 herramientas[1][1]

BilingüeSabio es quien enseña con amor

MATH ASSESSMENT FOURTH GRADE

TRANSDISCIPLINARY THEME: How we share the world.CENTRAL IDEA: The different situations among human beings can be solved by different ways OBJECTIVE: Model addition, subtraction, multiplication and division of fractions. NAME: __________________________________________ DATE:_______________________

1. Find the sum. Write your answer as a mixed number in simplest form.

1. +

23

79

2. +

15

810

3. +

13

19

4. +

58

34

5. +

36

24

Licencia de Funcionamiento Resolución 011731 Dic. 28 de 2007 de la Secretaria de Educación de CundinamarcaVereda Canelón Cajicá .Tel: (091) 8662679 -8661755 -8662638 –8662825 Cel. 2696145


6. +

12

56

7. +

14

12

8. +

46

69

2. Find the difference. Write your answer as a mixed number in simplest form.

1. -

46

19

2. -

12

38

3. -

23

12

4. -

67

12

5. -

510

15



7. -

12

16

8. -

78

14

9. -

46

12

10. -

35

12

3. Complete. Write your answer as a mixed number in simplest form.



1. -

314

18

2. +

23

439

3. -

245

2710

4. +

147

312

5. +

379

446



6. -

12

18

7. +

426

59

8. -

525

2210

9. -

617

412

-------------



4. Solve the next problems. Write the whole process for the solution and the complete answer.



1. There are eight pieces of pizza. Justin ate five-eighths of the pizza for dinner. He ate one-fourth of the pizza for a bedtime snack. How

2. Makayla ate seven-twelfths of her orange before lunch and a third of her orange after lunch. How much of her orange did she eat in all?



3. There was three-fourths of a gallon of plain milk in the refrigerator. There was also one-eighth of a gallon of chocolate mil

4. There are six pieces of pizza. Matthew ate a third of the pizza for dinner. He ate a third of the pizza for a bedtime snack. How much of



1. Divide the next fractions. Write the whole process.

1. 69

÷ 78

2. 26

÷ 57

3. 89

÷ 45

Score bandAnswers 33 28-32 21-27 16-20 11-15 5-10 1-4

Score 7 6 5 4 3 2 1

MATH ASSESSMENT FOURTH GRADE

TRANSDISCIPLINARY THEME: How we share the world.CENTRAL IDEA: The different situations among human beings can be solved by different ways OBJECTIVE: Design a survey and systematically, collect, record, organize, and display the data in a bar graph, circle graph, and line graph. NAME: __________________________________________ DATE:_______________________



1. Use the data from the frequency table to color the bar graph.

Favorite Snack

Snack Number

Crackers 2

Ice Cream 7

Pudding 6

Granola Bars 10

Pretzels 12

Jello 11

Nuts 3

Potato Chips 4



1. Did more people choose granola bars or pretzels?

2. If 7 more people chose ice cream how many total people would have chosen ice cream?



3. How many people answered the survey?

4. How many fewer people chose crackers than chose pretzels?

2. Make a line graph using the data in the table.



1.

End of Week Height (cm)

#1

#2

#3

#4

#5



2. Complete



1. How students get to

A

Bike 9%

B

Drive 26%

C

Walk 19%

D

Take the bus 4



2.Books Read Last Year

A

4 books 21%

B

2 books 17%

C

3 books 30%

D

5 boo




Score 7 6 5 4 3 2 1ENGLISH ASSESSMENT

FOURTH GRADETRANSDISCIPLINARY THEME: How we share the world.CENTRAL IDEA: The different situations among human beings can be solved by different ways OBJECTIVE: Apply knowledge of presentation techniques in original and innovative ways; explain their own ideas for achieving desire effect.ACTIVITY: Oral presentation

Score 4 3 2 1

CATEGORY

NON-VERBAL SKILLS

EYE CONTACT

Holds attention of entire audience with the use of direct eye contact, seldom looking at notes.

Consistent use of direct eye contact with audience, but still returns to notes.

Displayed minimal eye contact with audience, while reading mostly from the notes.

No eye contact with audience, as entire report is read from notes.

BODY LANGUAGE

Movements seem fluid and help the audience visualize.

Made movements or gestures that enhance articulation.

Very little movement or descriptive gestures.

No movement or descriptive gestures.

POISE

Student displays relaxed, self-confident nature about self, with no mistakes.

Makes minor mistakes, but quickly recovers from them; displays little or no tension.

Displays mild tension; has trouble recovering from mistakes.

Tension and nervousness is obvious; has trouble recovering from mistakes.

VERBAL SKILLS

ENTHUSIASMDemonstrates a strong, positive feeling about topic during entire presentation.

Occasionally shows positive feelings about topic.

Shows some negativity toward topic presented.

Shows absolutely no interest in topic presented.

ELOCUTION

Student uses a clear voice and correct, precise pronunciation of terms so that all audience members can hear presentation.

Student’s voice is clear. Student pronounces most words correctly. Most audience members can hear presentation.

Student’s voice is low. Student incorrectly pronounces terms. Audience members have difficulty hearing presentation.

Student mumbles, incorrectly pronounces terms, and speaks too quietly for a majority of students to hear.

CONTENTSUBJECT

KNOWLEDGEStudent demonstrates full knowledge by answering all class questions with explanations and

Student is at ease with expected answers to all questions, without

Student is uncomfortable with information and is able to answer only

Student does not have grasp of information; student cannot answer



elaboration. elaboration. rudimentary questions.

questions about subject.

ORGANIZATION

Student presents information in logical, interesting sequence which audience can follow.

Student presents information in logical sequence which audience can follow.

Audience has difficulty following presentation because student jumps around.

Audience cannot understand presentation because there is no sequence of information.

MECHANICS

Presentation has no misspellings or grammatical errors.

Presentation has no more than two misspellings and/or grammatical errors.

Presentation has three misspellings and/or grammatical errors.

Student’s presentation has four or more spelling and/or grammatical errors.


Score 7 6 5 4 3 2 1



ENGLISH ASSESSMENT FOURTH GRADE

TRANSDISCIPLINARY THEME: How we share the world.CENTRAL IDEA: - The different situations among human beings can be solved by different ways. OBJECTIVES: - Argue persuasively and defend a point of view.

- Understand that ideas and opinions can be generated, developed and presented through talk; work in pairs and groups to develop oral presentation.

NAME: __________________________________________ DATE:_______________________


CRITERIA YESNOT YET

YESNOT YET

Understanding of topic

1.You clearly understood the topic in-depth and presented your information forcefully and convincingly.2.You used every single concept learnt in class to present your information.

Presentation style

3. You consistently used gestures, eye contact, tone of voice and a level of enthusiasm in a way that kept the attention of the audience4. Through your notes you showed your process of inquiry and interest of the information.

Information

10. All information presented in the debate was clear, accurate and thorough.11. The information presented in enough to convince the audience.

Use of facts

12. Every major point was well supported with several relevant facts, statistics and/or examples.

Respect for other team

13. All statements, body language, and responses were respectful and were in appropriate language.14. You showed an attitude of respect during the presentation.

Rebuttal

15. All counter-arguments were accurate, relevant and strong.16. Your arguments showed respect and good attitudes towards others’ thoughts.



Score 7 6 5 4 3 2 1

FINAL ASSESSMENT FOURTH GRADE

TRANSDISCIPLINARY THEME: How we share the world.CENTRAL IDEA: - The different situations among human beings can be solved by different ways.

NAME: __________________________________________ DATE:_______________________

Levels of Performance

Criteria 1 2 3 4

1. Organization and Clarity:Viewpoints and responses are outlined both clearly and orderly.

Unclear in most parts

Clear in some parts but not over all

Most clear and orderly in all parts

Completely clear and orderly presentation

2. Use of Arguments:Reasons are given to support viewpoint.

Few or no relevant reasons given

Some relevant reasons given

Most reasons given: most relevant

Most relevant reasons given in support

3. Use of Examples and Facts:Examples and facts are given to support reasons.

Few or no relevant supporting examples/facts

Some relevant examples/facts given

Many examples/facts given: most relevant

Many relevant supporting examples and facts given

4. Use of Rebuttal:Arguments made by the other teams are responded to and dealt with effectively.

No effective counter-arguments made

Few effective counter-arguments made

Some effective counter-arguments made

Many effective counter-arguments made

5. Presentation Style:

Few style features were

Few style features were used

All style features were used, most

All style features were used



Tone of voice, use of gestures, and level of enthusiasm are convincing to audience.

used; not convincingly

convincingly convincingly convincingly


Score 7 6 5 4 3 2 1



UNIT ASSESSMENT FOURTH GRADE

TRANSDISCIPLINARY THEME: How we share the world.CENTRAL IDEA: - The different situations among human beings can be solved by different ways. LINE OF INQUIRY: Different ways to face a situation.

NAME: __________________________________________ DATE:_______________________

1. According to the different situations heard in class during the development of the unit state three different ways to face the situation.

A. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

B. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

C. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

CO-EVALUATIONPARTNERS PARTNER 1 PARTNER 2 PARTNER 3 ME

Score


CONTEXT OF THE SITUATION


UNIT ASSESSMENT FOURTH GRADE

TRANSDISCIPLINARY THEME: How we share the world.CENTRAL IDEA: - The different situations among human beings can be solved by different ways. LINE OF INQUIRY: The importance of the dialogue in the human relations.

NAME: __________________________________________ DATE:_______________________

According to the situations given try to give the best solution. Remember to analyze the nature of the conflicts, the ingredients, and the possible solutions.

CATEGORY 4 3 2 1COMMUNICTION OF

DESICIONS, JUSTIFICATIONS,

ARGUMENTS, UNDERSTANDING,

OPINIONS

Communicates understandings, opinions, decisions with valid supporting reasons that show consideration of a range of factors

Communicates understandings/opinions/decisions with a supporting reason

Communicates understandings/opinions/decisions with no supporting reasons

Unable/unwilling to communicate understanding or decision

APPRECIATE OTHERS’ CONTRIBUTIONS

Response provides critical and positive feedback.

Response indicates recognition of other viewpoints.

Will respond when relates to own view point.

No acknowledgement.

WILLINGNESS TO CONTRIBUTE

Makes planned and insightful contributions in informal and formal situations

Makes appropriate contribution in informal and formal situations

Makes inappropriate contribution

Doesn’t contribute

CONFLICT MANAGEMENT

Can independently manage conflict using a range of strategies and appropriate choices

With or without support, can manage conflict using a range of strategies.

Recognises a conflict situation but has limited strategies for managing conflict and may make appropriate/inappropriate resolution choices.

Does not recognise a conflict situation.Does not recognise/accept own role in a conflict situation.

GIVE COMPLIMENTS

Consistently able to give genuine, specific compliments in a relevant context.

Able to give genuine compliments in a relevant context.

Able to give a general compliment which may not be relevant.

Unable to give a compliment.

RECEIVE COMPLIMENTS

Consistently able to graciously receive, accept and acknowledge a compliment.

Usually receives a compliment in a positive way and can acknowledge it.

Gives a negative/inappropriate response to a compliment.

oes not recognise a compliment.


Score 7 6 5 4 3 2 1



ENGLISH ASSESSMENT SECOND GRADE

TRANSDISCIPLINARY THEME: How we share the planet.CENTRAL IDEA: Ecosystems change according to the climate conditions and geography.OBJECTIVE: Illustrate their own writing and contribute to a class book or collection of published writing.Describe personal experiences.ACTIVITY: Write the final version of your book to publish and contribute to the class collection.

NAME: ___________________________________________________ DATE: _________________

Score 4 3 2 1

CATEGORY

TOPICInteresting, well-stated main idea/topic sentence.

Good main idea or topic sentence.

Main idea or topic in first sentence.

Key words near beginning.

ORGANIZATIONGood flow of ideas from topic sentence+details or sequence.

Main ideas+details or sequential as appropriate.

Some order of main ideas+details or sequence.

Ideas no ordered.

PARAGRAPHS

Strong paragraphs order to develop story or exposition.

Ideas appropriately divided into paragraphs with supporting details.

Supporting details mostly grouped into appropriate paragraphs.

One paragraph or text divided but not by content.

SENTENCES

Not sentence errors; variety in length and type; sentence types relate to style of writing.

Complete sentences; not run-on or fragments; some variety in length and type.

Complete sentences; few run-on sentences.

Mostly complete sentences; some fragments or run-on.

VOCABULARY

Uses new key/related words/ideas easily; colorful, interesting words suitable for topic and audience.

Uses new key/related words and ideas correctly; varies language.

Attempts to use new key words in description; goes beyond basic vocabulary.

Related words or ideas mentioned; limited basic vocabulary.

PUNCTUATION AND CASE

Correct punctuation and case throughout; variety used.

Minor errors in punctuation and case; variety used.

Few punctuation and case errors.

Several punctuation and case errors.

SPELLINGNo spelling errors. Few spelling errors. Some spelling

errors.Many spelling errors.

HANDWRITINGNeat, easy to read, well-formed.

Well-formed letters. Mostly legible. Hard to read; not well-formed.


Score 7 6 5 4 3 2 1



ENGLISH ASSESSMENT ENGLISH ASSESSMENT

SECOND GRADETRANSDISCIPLINARY THEME: How we share the planet.CENTRAL IDEA: Ecosystems change according to the climate conditions and geography.OBJECTIVE: Create illustrations to match their own written work.

NAME: ___________________________________________________ DATE: _________________

1. Create some illustrations and write a very short story.

Once upon a time ... _______________________________________________________________ __________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________



_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_____________________________________________

Score 4 3 2 1

CATEGORY

TOPICInteresting, well-stated main idea/topic sentence.

Good main idea or topic sentence.

Main idea or topic in first sentence.

Key words near beginning.

ORGANIZATIONGood flow of ideas from topic sentence+details or sequence.

Main ideas+details or sequential as appropriate.

Some order of main ideas+details or sequence.

Ideas no ordered.

PARAGRAPHS

Strong paragraphs order to develop story or exposition.

Ideas appropriately divided into paragraphs with supporting details.

Supporting details mostly grouped into appropriate paragraphs.

One paragraph or text divided but not by content.

SENTENCES

Not sentence errors; variety in length and type; sentence types relate to style of writing.

Complete sentences; not run-on or fragments; some variety in length and type.

Complete sentences; few run-on sentences.

Mostly complete sentences; some fragments or run-on.

VOCABULARY

Uses new key/related words/ideas easily; colorful, interesting words suitable for topic and audience.

Uses new key/related words and ideas correctly; varies language.

Attempts to use new key words in description; goes beyond basic vocabulary.

Related words or ideas mentioned; limited basic vocabulary.

PUNCTUATION AND CASE

Correct punctuation and case throughout; variety used.

Minor errors in punctuation and case; variety used.

Few punctuation and case errors.

Several punctuation and case errors.

SPELLINGNo spelling errors. Few spelling errors. Some spelling

errors.Many spelling errors.

HANDWRITINGNeat, easy to read, well-formed.

Well-formed letters. Mostly legible. Hard to read; not well-formed.



Score bandAnswers

3226-3120-2514-199-134-81-3

Score 7654321

MATH ASSESSMENTSECOND GRADE

TRANSDISCIPLINARY THEME: How we share the planet.CENTRAL IDEA: Ecosystems change according to the climate conditions and geography.OBJECTIVE: Understand and measure using standard units of measurement.(perimeter, area and volume).NAME: ___________________________________________________ DATE: _________________

1. Find the perimeter of each figure.



2. Find the area of each shape.



3. Count the cubes and find the volume of each shape.




Score 7 6 5 4 3 2 1

MATH ASSESSMENTSECOND GRADE

TRANSDISCIPLINARY THEME: How we share the planet.CENTRAL IDEA: Ecosystems change according to the climate conditions and geography.OBJECTIVE: Understand situations that involve multiplication and division.NAME: ___________________________________________________ DATE: _________________

1. Draw dots in groups to match the multiplications.

a. 2 × 6

b. 4 × 2



2. Fill in the missing parts. Write a multiplication. You can solve it by adding.

1. a.

___ groups, ___ scissors in each.

____ × ____ scissors = ____ scissors

___ + ___ + ___ + ___

b.

___ groups, ___ rams in each.

____ × ____ rams = ____ rams

___ + ___ + ___ + ___

c.

___ groups, ___ bears in each.

____ × ____ bears = ____ bears

___ + ___ + ___

d.

___ groups, ___ carrots in each.

____ × ____ carrots = ____ carrots

___ + ___

3. Write an addition and a multiplication sentence for each picture.

a. b.



___ + ___ + ___ + ___ + ___ = ____

____ × ____ = ____

___ + ___ + ___ = ____

____ × ____ = ____

c.

___ + ___ + ___ = ____

____ × ____ = ____

d.

___ + ___ = ____

____ × ____ = ____

4. Now it is your turn to draw. Draw balls or sticks. Write the multiplication sentence.



a. Draw 3 groups of seven sticks.

____ × ____ = ____

b. Draw 2 groups of eight balls.

c. Draw 4 groups of four balls. d. Draw 5 groups of two balls.

5. Draw a picture and solve the problems.

IIIIIIIIIIII

IIIIIIII

a. 5 × 4 = ____

b. 4 × 6 = ____



c. 3 × 8 = ____

d. 2 × 10 = ____


Score 7 6 5 4 3 2 1

SCIENCE ASSESSMENTSECOND GRADE

TRANSDISCIPLINARY THEME: How we share the planet.CENTRAL IDEA: Ecosystems change according to the climate conditions and geography.OBJECTIVE: -Describe and classify animals and their habitat.

- Recognize and compare different types of ecosystems.NAME:__________________________________________ DATE: _________________

1. Using the information from the word bank, finish completing the T- chart below.

Mammals

- Covered with hair

- _________________________________________

- Warm-blooded

- Sweat when it is hot


Exosqueleton Covered with feathers

Birds Amphibians

Breathe under water with gills Can live on land or water

Cold – blooded Spiders, insects and crabs

Reptiles Babies drink milk


_________- _________________________________________

- Hatched from hard – shelled eggs.

- Migrate with the weather.

Fish - _________________________________________

- Fins and scales

__________

- Scaly skin

- _________________________________________

- Born on land.

- Snakes, turtles and crocodiles.

_____________

- Gills become lungs.

- _________________________________________

- Born in the water.

Arthropods- _________________________________________

- Bodies divided in different parts.

- _________________________________________

2. Write each word from the box in the correct category.



3. Read the facts below about insects. Then create our own insect.



Create your own insect. Include all the body parts listed above. Draw the ecosystem where it belongs to and write its characteristics.

(2 points)

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________



________________________________________________________________________________

________________________________________________________________________________

(2 points)


Score 7 6 5 4 3 2 1


Unit 6 herramientas[1][1]

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Transcript of Unit 6 herramientas[1][1]