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Day: September 7, 2017

Enterprise Grade 9 Syllabus

Enterprise Grade 9 Syllabus

The following entire units listed below are the part of Term 1 Examination for Enterprise- Grade 9

Unit 1- Introduction to Enterprise

Unit 2- Setting up a new Enterprise

Unit 3- Skills & Personal attributes needed to run an enterprise

Unit 4- Business Opportunities, responsibilities and risk

Marks: 60

Duration: 1 hour

Paper Pattern based on Pre-seen case study.

International Mathematics : Functions

International Mathematics : Functions

Grade10 – G10 Quintessence
Homework assigned by: urvi.shah@fountainheadschools.org
Submission Date: Mon Sep 11 2017 00:00:00 GMT+0530 (IST)
Internet Required: No
Details: Complete the details given below.

1) Exercise 3.18 and exercise 3.19 (for those who have not yet completed)

2) Exercise 3.16 and exercise 3.17 (These two are based on composite functions)

3) Exercise 3.21 (This exercise is based on log functions)

4) Student assessment- 4 given on page no- 210 of your textbook (except for Q5 in that)

5) Q1 to Q29 from Haese and Harris worksheet (except for Q11, Q14, Q16, Q20, Q21,
Q23, Q24, Q25 and Q27)

Expected Time: 180 minutes

Math : Squares and its roots

Math : Squares and its roots

Grade7 – G7 Acumen
Homework assigned by: karan.chevli@fountainheadschools.org
Submission Date: Tue Sep 12 2017 00:00:00 GMT+0530 (IST)
Internet Required: No
Details: Dear students,

Kindly complete squares and its roots worksheet – Q.1 to Q.16 in your math notebook with necessary steps.

Kindly cross check your answers. (Answers will be posted in Grade 7 Math – Acumen Google Classroom by Sunday)

Feel free to approach me in case of any doubt/query.
Expected Time: 120 minutes

Math SL: Logarithmic Functions

Math SL: Logarithmic Functions

Grade11 – All
Homework assigned by: devdatta.gupta@fountainheadschools.org
Submission Date: Tue Sep 12 2017 00:00:00 GMT+0530 (IST)
Internet Required: No
Details: Complete Ex. 4L (only from Q.4 to Q.9) and Ex. 4T from Oxford Mathematics SL Course Companion textbook. Those students who have not completed Ex. 4F are requested to complete that as well.
Expected Time: 90 minutes

Grade 8 Language & Literature Curriculum for Term 1 2017-18

Grade 8 Language & Literature Curriculum for Term 1 2017-18

 

Unit Name Topics Criteria To Be Assessed
  • Engaging with our environment
Short Stories:

  1. The Giving Tree
  2. An Inconvenient Truth
  • Analysing:

i.identify and explain the content, context, language, structure, technique and style of text(s) and the relationship among texts

ii.identify and explain the effects of the creator’s choices on an audience

iii.justify opinions and ideas, using examples, explanations and terminology

iv.interpret similarities and differences in features within and between genres and texts

B. Organising:

i.employ organizational structures that serve the context and intention

ii.organize opinions and ideas in a coherent and logical manner

C. Producing Text:

i. produce texts that demonstrate thought and imagination while exploring new perspectives and ideas
arising from personal engagement with the creative process
ii. make stylistic choices in terms of linguistic, literary and visual devices, demonstrating awareness of the impact on an audience
iii. select relevant details and examples to support ideas.

D. Use Of Language:

i. use appropriate and varied vocabulary, sentence structures and forms of expression
ii. write in an appropriate register and style
iii. use correct grammar, syntax and punctuation
iv. spell (alphabetic languages), write (character languages) and pronounce with accuracy

Poems:

  1. The World is too much with us.

Article Writing:

Components: Catchy headline, Introduction, Details, Conclusion.

An article can

• describe an experience, event, person or place

• present an opinion or balanced argument

• compare and contrast

• provide information

• offer suggestions

• offer advice

Report Writing:

Components: Catchy headline, Introduction, Details, Conclusion.

(Includes only facts and data)

2.

The Little Prince by Antoine de Saint-Exupéry.

Comprehension, Literary analysis, Character analysis.

  • Analysing:

i.identify and explain the content, context, language, structure, technique and style of text(s) and relationship among texts
ii.identify and explain the effects of the creator’s choices on an audience
iii.justify opinions and ideas, using examples, explanations and terminology
iv.interpret similarities and differences in features within and between genres and texts

B. Organising:

i.employ organizational structures that serve the context and intention
ii.organize opinions and ideas in a coherent and logical manner
iii.use referencing and formatting tools to create a presentation style suitable to the context intention.

C. Producing Text:

i.produce texts that demonstrate thought, imagination and sensitivity, while exploring and new perspectives and ideas arising from personal engagement with the creative process
ii.make stylistic choices in terms of linguistic, literary and visual devices, demonstrating awareness impact on an audience
iii.select relevant details and examples to develop ideas.

D. Use of Language:

i.use appropriate and varied vocabulary, sentence structures and forms of expression
ii.write and speak in an appropriate register and style
iii.use correct grammar, syntax and punctuation
iv.spell (alphabetic languages), write (character languages) and pronounce with accuracy

 

Note: Please find central presentation of these units on the Curricle. Following are the links:

https://docs.google.com/presentation/d/1gzeNLzGHeh0hfGcknhmHhhfKMGoOTZvbUKmpGAvADfY/edit#slide=id.p

 

Paper Style -: There will be one paper for Language and Literature in the first term examination.

 

  • Students will be assessed on the criteria mentioned above.
  • Time Duration – 2 hrs.
  • Long and Short Type Questions
  • Article/Report Writing
  • Comprehension Analysis

Warm Regards,

Language Team

Highlights of the day 07-09-17

Highlights of the day 07-09-17

Day 6

Language

Dictation was conducted.

UOI

Students were shown a movie ‘Jumanji’ to understand the third line of inquiry – ‘solving problems using our imagination’.

Homework

Math

Solve the worksheet given.

Language

Complete the worksheet.

Note for parents – Kindly sign the FA notebook.

Happy Reading 🙂

 

 

 

 

Summative Assessment- Language

Summative Assessment- Language

Grade7 – All
Assessment given by: jatin.makwana@fountainheadschools.org
Assessment Date: Wed Sep 20 2017 00:00:00 GMT+0530 (IST)
Unit Name / Topic List: Unit 2 – Myths & Legends
Criterion B – Organizing, Criterion C – Producing Text, Criterion D – Use of Language
Details: N/A
Duration: 135 min minutes

International Mathematics : Functions.

International Mathematics : Functions.

Grade10 – G10 Harbinger
Homework assigned by: kinjal.morkhia@fountainheadschools.org
Submission Date: Mon Sep 11 2017 00:00:00 GMT+0530 (IST)
Internet Required: No
Details: Dear Learners,
You are expected to solve first 50 sums from the worksheet of Haese and Hariss. Each and every student I guess possesses the hard copy of this worksheet as it was distributed today itself.
If you wish to complete the entire worksheet please feel free to follow your wish.
Regards,
Kinjal Morkhia.
Expected Time: 120 minutes. minutes

Highlights and homework – Day 6 – Sept 7th

Highlights and homework – Day 6 – Sept 7th

Math: Learners clarified the doubts about mix bag homework and later practised sums stated as below:

Convert the following:

  1. 36 l = ______ml
  2. 14km 300m = ______cm
  3. 13kg = _______mg

Add:

  1. 6 l 500 ml and 8 l 400 ml
  2. 32 kg 750 g and 980 g 450 mg
  3. 89 km 530 m 89 cm and 98 km 765 m 98 cm

Subtract:

  1. 16 l 810 ml from 29 l 20 ml
  2. 67 kg 450 g 300 mg from 99 kg 867 g 95 mg
  3. 900 m 54cm from 6 km 650 m

Solve the following:

  1. Jiya is measuring two ropes. The first line rope is 30cm long. The second rope is 500 mm long. How long are the two ropes together? (answer in mm)
  2. Parth wants to fence the park in front of his house on three sides, which measure 152 m 40 cm, 205 m 10 cm and 310 m 39 cms. Find the total length that is to be fenced.
  3. Rahul’s house is 7 km 300 m away from school and Aditya’s house is 11 km 432 m away from school.  Whose house is far and by how much?

Challenge

  1. Rajesh had 540m 85 cm of ribbon. He had used 156m 50cm to make flowers and 291 m 92cm to make leaves. How much ribbon was left?

Language: Learners were introduced to descriptive words for garments from the Empowering English Reference book. Later, with teacher, they attempted to create a descriptive word chart for a character “Superhero”

Homework:

Math:

  1. Complete the above-stated sums if pending.
  2. Complete the mixed bag:a)Write the number name of the following number according to the International Place Value System:

    234003002

    b)  Find the product of 8569 and 427

    c)  Find the quotient if 6144 is the dividend and 64 is the divisor

Detective Maths:

a) A bank had Rs. 4,87,800 in its cash deposit vault. A robbery happened in the bank and it was left with Rs. 80,000. How much money did the robber steal from the bank?

b) The robber already had Rs. 10,000 with him. After the robbery, how much money did he have in total?

c) Police nabbed the robber within 2 days of the theft and returned a total of Rs. 5,00,000 to the bank. How much money does the bank have in excess now?

Interpretation of graph: Students have to answer the questions after interpreting the graph from the link given below:

https://www.ixl.com/math/grade-3/interpret-bar-graphs

Solve the following:1. The height of a building is 40 m 50 cm. If a tree next to it is taller than the building by 2m 97 cm, what is the height of the tree?

2. Vegetables weighing 500 kg were equally distributed between two shopkeepers. How much did each of them get? If shopkeeper A sold 100 kg 450 g of vegetables and shopkeeper B sold 220 kg 370 g of vegetables, how much vegetables were left with each?

Language:

  1. Complete the descriptive task about Superman (started in the class)
  2. Complete the mix bag.

Language: 

Task 1: Make corrections of the incorrect words from the last dictation taken.

Task 2:  Take any 3 phrasal verbs from the given table. Mention their meanings and frame grammatically correct sentence for the same.

Run through Keep up with Break down Fall back Stand for Break with Fall under Go back on
Keep around Run up Stand Out Keep on Break off Go in for Keep from Fall out
Break up Run away Keep on Fall back Stand up to Go after Stand for Going out with

Task 3: Comprehension

Citation:

http://www.k5learning.com/sites/all/files/worksheets/reading-comprehension/4th-grade-4-reading-spellling-bee.pdf

Liza’s First Spelling Bee

Liza has loved words for as long as she can remember. She loves the

sounds words make, the shapes of words, and the way letters are arranged in words. Some of her favorite words are lollipop, balloon and purple. When Liza has free time at school, she likes to write down words and doodle on the letters to create fun drawings. Sometimes she takes the drawings home to her parents, and sometimes her teacher pins them to the classroom bulletin board.

One day, Liza’s art teacher, Mr. Jordan, walked into her classroom and noticed one of Liza’s recent pieces of word art. He was very impressed with her creativity and her word choice. After all, not many fourth graders know the word sanctuary and how to spell it, let alone know what it means.

Liza’s word art turned the word sanctuary into a beautiful image with birds, rabbits and butterflies in a natural, undisturbed setting with trees and a pond.

Mr. Jordan waited until the class went to recess, and then talked to Liza’s teacher, Mrs. Roberts, about Liza’s talent. Mrs. Roberts said, “She is a very good artist, and she is also quite talented at spelling.”

“I’m sure the fact that she turns the letters of words into characters and images to form her artistic pieces helps her remember the spellings. She could do very well in a spelling bee, and her doodling would help her study,” said Mr. Jordan. “I could help her too by creating word art with her,” he added.

“That’s a great idea. I will ask Liza if she is interested in entering the spelling bee,” Mrs. Roberts replied. “It is only three weeks away, so she would have to study pretty hard,” she added.

Later that day Mrs. Roberts asked Liza if she could stay for a couple of minutes after class dismissal. Liza asked Mrs. Roberts if she was in trouble, and Mrs. Roberts replied, “Quite the contrary.”

Liza was still nervous, but she stayed to see what her teacher wanted.

When Liza found out Mrs. Roberts wanted her to enter the spelling bee, she was thrilled and honored. Usually only fifth graders enter the spelling bee. Liza was even more excited when she heard that Mr. Jordan was going to help her study with the use of art.

Liza and Mr. Jordan met every day after school for the next three weeks. Mrs. Roberts had given them word lists to study. Liza studied hard by turning each word into a drawing. When she wasn’t sure what a word meant, Mr. Jordan would tell her and help her come up with an idea for the word art.

When the big day arrived, Liza felt well prepared, but she was still nervous. There were 26 fifth graders and 3 fourth graders in the spelling bee.

After the first three rounds, there were still 21 contestants; Liza was one of them. Liza was holding her own and continued to successfully spell difficult words including economyavenuetissue and station over the next several

rounds. She knew her word art was helping her succeed because she could visualize the words.

After six more rounds, there were only three contestants remaining – Liza and two fifth graders.

It was Liza’s turn to spell. Her word was migration. She remembered drawing flying ducks for the word. She pictured her art, and spelled the word correctly. One of the fifth graders wasn’t so lucky during this round, and it was now down to Liza and one other contestant, a boy named Ben.

Ben went first in this round. He was given a word that Liza knew very well,

valley. Ben knew the word too and spelled it without a hitch.

Now Liza had to spell her word correctly to stay in the bee; otherwise, Ben would win. She listened carefully as her word was announced. The word sounded familiar, but it wasn’t one of the words she had studied. The word was tolerable. Liza thought about words that contained similar sounds. She knew how to spell tolerate and notable. Could she use that knowledge to spell tolerable?

She did, and it worked. Liza made it to the next round.

Ben listened to his next word and hesitated for quite a while. He took his time and eventually spelled ceremony correctly.

Liza’s next word was deception. This too was a word she had not studied. She thought and thought about the word and listened to the sounds, but in the end, she was one letter off in her spelling. Liza was slightly sad she didn’t win, but at the same time she was proud of herself for making it this far in her first spelling bee. Plus she knew she could come back next year and try again. 

Answer the Questions:

  1. What are some similarities in Liza’s favorite words?
  2. What do you think the word sanctuary might mean based on Liza’s word art?
  3. Why would turning letters into characters and images help Liza remember how to spell words?
  4. How many students didn’t make it past the first three rounds?
  5. Which word best defines the phrase without a hitch?
  6. quickly B. effortlessly   C. slowly D. smoothly
  7. Which letter do you think Liza missed on her final word and what letter might she have used in its place?