Tutor profile: Laura S.
Identify the word that corresponds to each part of speech in the parenthesis in the sentences below: 1, (verb) The dog jumped into the cold lake. 2. (preposition): The boy threw the ball across the yard. 3. (conjunction): I like lions, but I like elephants even more. 4. (noun): The sun was very bright. 5. (adjective): The ice cream was so cold, that it gave me brain-freeze 6. (adverb): The girl ran outside quickly.
1. Since a verb is an action word, we're looking for a word that someone could physically do. In this sentence, the only word that someone could do is 'jumped.' 2. Since a preposition is a word that shows relation to another word (for example, a direction), the only word that does that in this sentence is 'across.' 3. Since a conjunction is a connecting word (that is in the middle of the sentence or is after a comma, more often than not) that links two ideas together, the only word that does that in this sentence is 'but.' 4. A noun is a person, place, or thing. Since most of the words in the sentence are not actual things, places, or people, the only word that is a noun is the word 'sun.' 5. An adjective describes how something looks, feels, tastes, etc. In this sentence, the adjective is 'cold.' 6. Adverbs are words that describe an action, and normally ends in -ly. So in this sentence, the adverb is quickly; quickly describes how fast the girl was running, and it ends in -ly.
If you teach an hour long reading class, consisting of 20 students with different reading abilities, how would make sure that each student is getting the instruction that he/she needs in order to be successful?
The first thing I would do is assess each student, in order to see what reading level they are currently at. Once I know what each of the reading levels are, I would group the students accordingly, so they are grouped with other students who are on a similar reading level. I would have no more than 3 groups, so each group is receiving at least 15 minutes of solid small group instruction. After the students are grouped, I would have the class be broken up into three instructional areas: a teacher led one, an independent reading one, and a hands-on one. I would break the class up in this way so each student is able to have teacher-led instruction, a chance to build his/her independent skills, and a chance to do something that is engaging and lets them move around. Also, in order to let the students know when to clean up and when to move, I will have two timers set up; 1 to let them know to start cleaning up or to find a good place to stop in the work, and then the other one to let the students know that it is time to switch groups. In order to make sure that the students are benefiting from the instruction, I would assess them every week on the skills that they were practicing over the past week. I would then use the data to alter my groups and/or instruction.
What is the number? The difference of 15 and 27, multiplied by 3, divided by this number, is equal to 6.
The first step is to figure out what 15-27 is. There are two ways to do this. The first way is to subtract 15 from 27, and then put a minus sign in front of your answer, in order to make it negative. Ex: 7-5 = 2, 2-1 = 1, 27-15 = 12; then put a negative sign before the 12, so you have -12. The second way to solve this problem is to use a number line (if you need a visual) or mental math; start from 15, and move to the left (or count down) 27 spaces; the number that you should come to is -12. Ex: Count down from 15, 27 spaces. 14, 13, 12, 11, 10, 9. 8, 7, 6, 5, 4, 3, 2, 1, 0, -1, -2, -3, -4, -5, -6, -7, -8, -9, -10, -11, -12 Once you have come to -12 for your answer, multiply it by 3, or add -12 together 3 times. Ex: 3 x -2 = -6, 3 x -1 = -3; -12 x 3= -36. -12 + -12 = -24 + -12 = -36. After you get -36, set up the equation. -36/m = 6. The goal here is to get m by itself. However, in order to solve for m, m cannot be the denominator (bottom number of the fraction -36/m). In order for x to not be the denominator, we have to multiply each side by m. So, the m's cancel out on the left side, so we're left with: -36= 6 x m. Now, we can try to get m by itself. Since we're multiplying 6 by m, to get m by itself, we have to divide each side by 6. The 6's cancel out on the right side, which leaves us -36/6 = m. Now we divide -36, by 6, which gives us -6; so m = -6. If you're not sure about your answer, plug it back into the problem. -36/(-6) = 6. Since we're dividing a negative with a negative, our answer should be positive, and 36 divided by 6 is 6...our answer of positive 6 is correct.
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