Math deficits across multiple grade levels at different schools (circa 2003)

 The sources provide data on math deficits across multiple grade levels at different schools. Here's an analysis of the distribution of these deficits:

Green Bank Elementary-Mid Grade:

• Grade 1: Exhibits significant deficits in math problem-solving, particularly in identifying numbers to 999 (-34), identifying equivalent amounts of money (-17), and computation (-16). Math procedures also show deficits in computation, specifically with two-digit addition (-20), addition (-14), model sums (-14), and subtraction in context (-14).
• Grade 2: Shows deficits in math problem-solving, especially in computation/subtraction (-17), recognizing identity element (-15), identifying numbers from expanded notation (-14), and identifying fractions (-13).
• Grade 3: Demonstrates deficits in math procedures, specifically computation in context with subtraction of decimals with regrouping (-37). There are also deficits in problem-solving strategies in making predictions from a sampling (-47).
• Grade 4: Shows deficits in math problem-solving in computation in context with subtraction of decimals (-27).
• Grade 5: Shows no significant deficits in the provided data for math problem-solving, but deficits in statistics with reading and interpreting line graphs (-4).
• Grade 6: Exhibits considerable deficits in geometry with classifying angles (-16), calculating area of plane figures (-6) and identifying transformations (-4), and in number and number relationships with identifying equivalent fractions (-19) and alternative representations of fractions or mixed numbers (-18). Math procedures show a deficit in computation in context with multiplication of decimals (-15), division of whole numbers (-11), and subtraction of decimals (-10).
• Grade 7: Demonstrates deficits in math problem-solving. Deficits are seen in algebra with identifying equivalent expressions representing the associative property (-12) and in computation in context with addition of decimals (-12) and multiplication of fractions (-14). Measurement deficits include measure length (-25) and determine measurements indirectly from scale drawings (-21).
• Grade 8: Exhibits significant deficits in math problem solving in Geometry with calculating area of plane figures (-22), identifying radius and diameter (-18) and calculating volume (-13). Computation deficits include identifying alternative representations of a fraction or mixed number (-25).

Hillsboro Elementary Grade:

• Grade 1: Shows deficits in math procedures in computation with three-digit subtraction (-24), subtraction in context (-20), and model sums (-9).
• Grade 2: Exhibits deficits in math problem solving, particularly in identifying components of figures (-34), finding a date on a calendar (-23), identifying an appropriate unit (-16), and measuring length (-13).
• Grade 3: Demonstrates significant deficits in math problem-solving in making predictions from a sampling (-40). In math procedures, deficits are seen in computation in context with subtraction of decimals with regrouping (-18). There are also functional reading comprehension deficits.
• Grade 4: Shows deficits in math problem-solving with computation in context/addition of decimals (-6).
• Grade 5: Exhibits significant deficits in measurement, specifically in selecting appropriate customary and metric units (-45), and in determining measurements indirectly from scale drawings (-14), and in number and number relationships with comparing and ordering decimals (-28), comparing and ordering fractions (-27), and identifying alternative representations of a decimal (-21).

Marlinton Elementary Grade:

• Grade 1: Shows no significant deficits in math problem-solving, but deficits in math procedures in computation with model sums (-1).
• Grade 2: Exhibits deficits in math problem-solving, specifically in identifying appropriate units (-20), identifying components of figures (-14), and identifying congruent figures (-10).
• Grade 3: Demonstrates a deficit in math problem-solving in making predictions from a sampling (-46).
• Grade 4: Exhibits deficits in fraction and decimal concepts, specifically in identifying the place value of a digit in a decimal fraction (-34).

Marlinton Middle Grade:

• Grade 5: Exhibits deficits in number systems and number theory with identifying the least common multiple or greatest common factor of two numbers (-14).
• Grade 6: Demonstrates considerable deficits in geometry with calculating the area of plane figures (-22) and identifying symmetry (-18) and in number and number relationships with comparing and ordering fractions (-21).
• Grade 7: Has deficits across multiple areas: algebra with identifying equivalent expressions representing the associative property (-12); number and number relationships with identifying equivalent fractions (-15), and number systems and number theory with distinguishing between prime and composite numbers (-13) and identifying numbers expressed in scientific notation (-13). Measurement also shows a deficit in measuring length (-16).
• Grade 8: Exhibits deficits in math problem solving in algebra with identifying an algebraic expression equivalent to a problem expressed in words (-19), identifying the meaning in words of an algebraic equation (-15), and evaluating linear expressions (-12), and in number and number relationships with identifying equivalent fractions (-17) and with an integer that is greater or less than a negative integer (-15), and in number systems and number theory with distinguishing between prime and composite numbers (-14), and identifying powers and square roots (-12).

Pocahontas County High Grade:

• Grade 9: Exhibits deficits in math with identifying an equation or inequality that represents a problem situation (-2) and solving inequalities (-1).
• Grade 10: Shows deficits in math with using formulas to find the volume of solid figures (-12) and solving linear equations (-8), evaluating polynomials (-7), solving equations with radicals (-5), and solving inequalities (-4), and in geometry with using the Pythagorean Theorem to find the length of an unknown side of a triangle (-19), and in statistics with drawing inferences from tables and graphs (-5) and making a prediction from a statistical sample (-5).
• Grade 11: Exhibits deficits in math with evaluating polynomials (-14), using formulas to find the volume of solid figures (-12), identifying an equation or inequality that represents a problem situation (-7), and solving linear equations (-4), and in geometry with deducting the length of a side of a polygon from given assumptions (-14), using the Pythagorean Theorem to find the length of an unknown side of a triangle (-6).

Summary of Math Deficit Distribution:

• Elementary Grades (1-5): The deficits vary across schools, but generally include areas such as basic computation (addition, subtraction, model sums), problem-solving (identifying appropriate units, reading and interpreting data), measurement, and geometry.
• Middle Grades (6-8): Deficits tend to involve more complex areas of math such as fractions, decimals, geometry (area, perimeter, volume), and number theory. There is also an increase in deficits in algebra.
• High School Grades (9-11): Deficits are more focused on algebra, geometry (Pythagorean theorem, volume, area) and statistics.

Overall, there is a wide distribution of math deficits across the grades, with some patterns of increasing complexity as students progress from elementary to high school. The specific areas of deficit vary across the different schools, indicating that each school has unique challenges.

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 Analyze the distribution of Math deficits across grades.

Master List of Skills and WV Scores

 

Here are the WV scores for each skill, sorted by subject, as they appear in the sources:

Culture

• Analyze a graph: 52
• Analyze data in a chart: 25
• Analyze the benefits of land ownership: 34
• Analyze the significance of a general holiday: 58
• Analyze immigration patterns: 28
• Analyze historical periods: 41
• Characterize a specific culture: 45
• Determine a common element in different cultures: 43
• Determine literary source: 43
• Draw a conclusion based upon a series of graphs: 40
• Draw a conclusion based on a poster: 41
• Draw a conclusion from data in a chart: 25
• Identify a type of chart: 70
• Identify an early immigrant group: 59
• Identify an ethnic group: 15
• Identify results of a societal change: 69
• Identify a patriotic symbol: 55
• Make an inference from a poem: 33
• Read a chart: 88

Economics

• Analyze an economic change: 83
• Analyze economic activities using a newspaper advertisement: 83
• Analyze economic choices: 78
• Analyze the benefits of comparison shopping: 71
• Analyze the role of investment in an economy: 21
• Analyze an economic process: 47
• Analyze a series of statements: 36
• Apply information from a chart: 46
• Apply the concept of supply and demand: 49
• Assess the results of technological change: 51
• Classify economic systems: 29
• Determine cause and effect of commercial practices: 72
• Differentiate between producers of goods and services: 50
• Differentiate between the economic responsibility for public and private property: 51
• Distinguish between employees of the public and private sectors: 38
• Draw a conclusion based upon economic data: 41
• Draw a conclusion based on a newspaper advertisement: 67
• Infer role of government in economic marketplace: 48
• Make an inference concerning economic choice: 55
• Predict the effect of economic competition: 48
• Predict an economic consequence: 70
• Relate geographic factors and economic activities: 90
• Relate technological change and increased productivity: 59

Geography

• Analyze a special purpose map: 66
• Analyze population differences among continents: 27
• Apply a compass rose: 34
• Apply map skills: 90
• Apply map skills in a special purpose map: 83
• Apply different map scales: 68
• Apply information from a special purpose map: 73
• Draw a conclusion about Native American culture based upon vegetation regions: 49
• Draw a conclusion from information on a map: 52
• Identify a geographic feature: 57
• Locate a state on a map: 61
• Read a map: 46
• Read a special purpose map: 34
• Relate a geographic term and a place: 45
• Relate the use of building materials and environmental conditions: 56
• Interpret a population growth graph: 43
• Use a map key: 89
• Use a special purpose map: 86

History

• Analyze an aspect of American society: 51
• Analyze the reasons for civilization: 56
• Analyze the role of a key delegate to the Constitutional Convention: 32
• Analyze the role of local police: 46
• Determine a result of the establishment of a means of communication: 47
• Differentiate roles on the basis of a common element: 58
• Draw a conclusion based upon information: 59
• Draw a conclusion from a series of pictures: 76
• Identify a quote from a famous American: 79
• Identify a role of an American President: 58
• Identify how settlers traveled: 50
• Locate events on a time line: 52
• Make an inference based on a chart: 34
• Make an inference about a way of life: 71
• Relate cause and effect of inventions: 48
• Relate an event in history with social change: 62
• Sequence a series of events: 32
• Interpret a newspaper headline: 51

Language

• Alphabetize: beginning with different letter: 75
• Alphabetize: beginning with same letter: 72
• Apostrophe with Contraction: 76
• Apostrophe with Possessive: 70
• Awkward Construction: 78
• Colon with List: 56
• Comma with Appositive: 69
• Comma with Conjunction Between Clauses: 41
• Comma with Conjunction in Compound Sentence: 60
• Comma with Introductory Element: 74
• Comma with Items in a Series: 100
• Comma with city and state: 40
• Comparison of Adjectives: 79
• Correctly formed sentences: 71
• Descriptive Language: 64
• Direction as Region: 54
• Eliminating fragments: 50
• Extraneous Sentence: 54
• Family names as titles: 50
• Faulty Subordination: 80
• First Word in Quotation: 60
• Fragments: 56
• Letter Parts: 75
• Months of the year: 75
• Names of people: 56
• On-and-On: 65
• Past Tense: 40
• Period with Abbreviation: 90
• Period with Declarative Sentence: 50
• Present Tense: 50
• Pronoun Case: 43
• Pronoun 'I': 56
• Proper Adjectives: 78
• Proper / Common Nouns: 54
• Purpose and audience: 72
• Question Mark: 74
• Quotation Marks with Dialogue: 70
• Quotation Marks with Title of a Published Work: 54
• Redundancy: 58
• Run-Ons: 65
• Semicolon Between Independent Clauses: 26
• Sentence Combining: 60
• Special Problems in Usage: 50
• Subject-Verb Agreement: 79
• Subject/verb agreement in a simple sentence: 81
• Supporting sentence: 41
• Titles of People: 70
• Transitions: 73
• Use of exclamation point with exclamatory sentence: 50
• Use of past tense: 50
• Use of present tense: 63
• Use of question mark with interrogative sentence: 41
• Verb Formation: 79
• Works of Art: 71

Listening

• Action / Reason / Sequence: 73
• Comprehension: 69
• Extending Meaning: 72
• Inference: 68
• Listening: 69
• Specific Detail: 78
• Vocabulary: 76

Math

• Addition: 90
• Addition with regrouping: 78
• Calculate area of squares and rectangles: 55
• Calculate volume: 59
• Classify and compare angles: 50
• Classify polyhedrons: 71
• Classify polygons: 69
• Computation in context/addition of decimals: 74
• Computation in context/addition with regrouping: 86
• Computation in context/addition of whole numbers: 86
• Computation in context/division of whole numbers: 75
• Computation in context/multiplication: 64
• Computation in context/multiplication of whole numbers: 86
• Computation in context/subtraction: 64
• Computation in context/subtraction of decimals with regrouping: 38
• Computation in context/subtraction of whole numbers: 70
• Computation/addition: 80
• Computation/addition of decimals: 90
• Computation/addition of fractions: 45
• Computation/addition of mixed numbers: 71
• Computation/division: 62
• Computation/division fact: 90
• Computation/division of whole numbers: 67
• Computation/multiplication: 66
• Computation/multiplication of decimals: 60
• Computation/multiplication of fractions: 86
• Computation/multiplication of whole numbers: 86
• Computation/subtraction: 83
• Computation/subtraction of decimals: 74
• Computation/subtraction of fractions: 55
• Computation/subtraction of mixed numbers: 80
• Compare areas: 79
• Compare lengths: 79
• Compare numbers and sets to 999: 90
• Compare numbers and sets to 9999: 90
• Compare numbers to 100: 94
• Compare numbers to 1000: 71
• Compare and order decimal fractions: 79
• Compare and order fractions: 79
• Complete geometric patterns: 94
• Complete number patterns: 85
• Computation: 54
• Convert between units within the same system: 69
• Count and trade coins and bills: 90
• Counting backwards: 63
• Determine a correlation: 51
• Determine combinations and permutations: 38
• Determine the value of a number within expanded notation: 64
• Determine measurements indirectly from scale drawings: 62
• Determine measures of central tendency and dispersion: 43
• Division/number facts: 78
• Estimate or measure length using customary units: 90
• Estimate or measure length using metric units: 90
• Estimate temperatures: 77
• Estimate using compatible numbers: 55
• Estimate using front-end estimation: 90
• Estimating length with nonstandard measures: 75
• Estimate using reasonableness: 45
• Evaluate linear expressions: 50
• Extrapolate from bar graphs: 95
• Extrapolate from a line graph: 43
• Extrapolate from multiple bar graphs: 41
• Extrapolate from a table: 66
• Fact families: 53
• Find a date on a calendar: 100
• Find the output of functions (number machines): 51
• Find the place value of a digit: 97
• Find probability: 60
• Given 1 side of a rt triangle, an angle measure, and a trig function graph, fi 38
• Given two sides of a right triangle and the graph of a trig function, find the 30
• Identify a fraction model that is part of a group: 100
• Identify a fraction model that is part of a whole: 100
• Identify a number that is 1000 more or 1000 less than a given number: 73
• Identify a number that is 100 more or 100 less than a given number: 83
• Identify a solution sentence equivalent to a problem expressed in words: 69
• Identify an algebraic expression equivalent to a problem expressed in words: 59
• Identify alternative representations of a decimal: 83
• Identify alternative representations of a fraction or mixed number: 83
• Identify appropriate unit: 71
• Identify the arithmetic operations: 57
• Identify components of figures: 88
• Identify components of geometric figures (sides): 86
• Identify congruent figures: 100
• Identify coordinate locations: 79
• Identify correct change: 70
• Identify elapsed time: 70
• Identify equivalent amounts of money: 63
• Identify equivalent expressions representing the associative property: 50
• Identify equivalent expressions that represent the commutative property of multi: 86
• Identify equivalent expressions that represent the identity element for multipli: 100
• Identify equivalent fractions: 69
• Identify graphs that represent function data in a table: 73
• Identify integers on a number line: 79
• Identify an integer that is greater or less than a negative integer: 81
• Identify lines of symmetry: 100
• Identify missing elements in geometric patterns: 57
• Identify missing elements in numeric patterns: 59
• Identify missing information: 79
• Identify models divided into equal parts: 88
• Identify most likely and least likely outcomes: 95
• Identify number sentences that represent the inverse operation of a given number: 80
• Identify numbers expressed in scientific notation: 72
• Identify numbers to 99: 81
• Identify numbers to 999: 56
• Identify odd and even numbers: 100
• Identify outcomes: 71
• Identify parallel and perpendicular lines: 66
• Identify pictorial representations of decimal fractions: 70
• Identify plane figures: 83
• Identify powers and square roots: 62
• Identify probabilities: 71
• Identify the equation for the line of regression for a scattergram: 50
• Identify the equation of a function: 61
• Identify the effects of parameter changes on a function: 63
• Identify the least common multiple or greatest common factor of two numbers: 27
• Identify the name for a 10-digit whole number: 75
• Identify the name for a 7-digit whole number: 79
• Identify the operations needed to solve problems: 85
• Identify the output of functions (number machines): 83
• Identify ordinal position: 84
• Identify the place value of a digit in a decimal: 80
• Identify the place value of a digit in a whole number: 79
• Identify transformations: translations, rotations, reflections: 72
• Interpret bar graphs: 79
• Interpret a pictograph: 92
• Interpret the graph of a trigonometric function: 65
• Interpret stem-and-leaf chart: 79
• Make a prediction from a statistical sample: 39
• Make predictions from a sampling: 95
• Make predictions from data in a table: 72
• Match place value models to numerals: 88
• Measure length: 76
• Model sums: 100
• Missing factor: 90
• Multiplication: 50
• Multiplication/number facts: 86
• Name numbers to 9999: 90
• Order numbers to 999: 82
• Order numbers to 9999: 100
• Read and interpret line graphs: 93
• Read and interpret tables: 100
• Read and interpret tally charts: 97
• Read a bar graph: 90
• Read a pictograph: 100
• Read a scientific instrument: 68
• Read thermometers: 97
• Read and interpret scattergrams: 59
• Reason logically: 38
• Recognize commutative property: 63
• Solve linear equations: 51
• Solve problems using enumeration: 43
• Solve problems involving normal distributions: 68
• Solve problems involving rate or proportion: 51
• Solve problems involving sequences with recurrence relations: 37
• Solve problems using non-routine strategies: 36
• Skip counting: 69
• Subtraction: 60
• Subtraction with regrouping: 71
• Use a pie graph to make predictions: 38
• Use estimation in operations with percents: 59
• Use a statistical sampling to make a prediction: 59

Physical Science

• Analyze the effects of gravity: 29
• Analyze graphs of chemical reactions: 35
• Associate causes and effects of atmospheric conditions: 71
• Associate causes and effects of physical phenomena: 32
• Associate an activity with a career: 43
• Associate celestial objects with their characteristics: 57
• Associate types of energy with their effects: 62
• Draw a conclusion from a food web: 57
• Draw a conclusion from data in a chart: 32
• Evaluate evidence used to measure heat: 50
• Evaluate models of sound: 69
• Evaluate models of waves: 49
• Make a hypothesis about the variables in an experiment on motion: 69
• Make a prediction about force: 65
• Make a prediction using an understanding of gas laws: 39
• Make a prediction using a graph of physical properties of water: 43
• Make a prediction using an understanding of motion: 36
• Make predictions using the periodic table of the elements: 37
• Make a prediction of fluid pressure: 59
• Make an inference based on the results of an experiment about forces: 93
• Make an inference from a chart of physical properties: 80
• Make an inference about an organism's habitat: 93
• Measure the length of an object: 14
• Predict the effects of forces: 36
• Predict the outcome of a change in matter: 72
• Predict the outcome of a diffusion: 56
• Predict the outcome of changes in temperature: 90
• Read a chart about blood types: 69
• Read a chart about stars: 57
• Read a graph about energy: 90
• Read a graph about organism characteristics: 71
• Read the measurement of the mass of an object: 36
• Read a scientific instrument: 68
• Recognize examples of chemical changes: 48
• Relate causes and effects of pressure: 69
• Relate cause and effect of weathering: 14
• Translate a chemical formula: 45

Comparing Grade 2 and Grade 3 math proficiency

 

Comparing Grade 2 and Grade 3 math proficiency requires examining various skills and concepts assessed in the sources. Here's a breakdown of the differences and areas of strength and weakness:

Grade 2 Math Skills

Grade 2 math assessments include both problem-solving and procedural skills.

• Problem-Solving: Students are assessed on their ability to:
  • Perform basic computations like addition and subtraction
  • Identify numbers to 1000 and from expanded notation
  • Skip count
  • Understand place value
  • Work with fractions
  • Count coins and determine change
  • Determine elapsed time
  • Identify plane and congruent figures
  • Read pictographs
  • Identify ordinal positions
  • Complete geometric patterns
  • Reason logically
  • Identify outcomes
• Procedures: Students are assessed on:
  • Addition and subtraction, including two-digit and three-digit operations with and without regrouping
  • Missing addend problems

Grade 3 Math Skills

Grade 3 math assessments cover a broader range of concepts and skills, reflecting a move toward more complex mathematical thinking.

• Problem-Solving: Students are assessed on their ability to:
  • Understand number sentences that represent the inverse operation of a given number and the commutative property of multiplication
  • Identify the identity element for multiplication
  • Recognize multiplication as repeated addition
  • Estimate using compatible numbers, front-end estimation, and reasonableness
  • Compare and order fractions and decimal fractions
  • Identify fraction models that are part of a whole or a group
  • Identify rotations and reflections, plane figures, coordinate locations, and symmetry
  • Measure and estimate length and temperature, and make change
  • Count and trade coins and bills
  • Compare areas and lengths
  • Identify elapsed time
  • Work with odd and even numbers, and order and compare numbers to 999 and 9999
  • Determine the value of a number within expanded notation, and find the place value of a digit
  • Solve problems using non-routine strategies, and identify most likely and least likely outcomes, and make predictions from a sampling
• Procedures: Students are assessed on:
  • Computation in context, including addition and subtraction of decimals, addition and subtraction with regrouping, multiplication, and subtraction
  • Addition, subtraction, and multiplication

Key Differences and Observations

• Increased Complexity: Grade 3 math introduces more complex concepts such as fractions, decimals, estimation, and geometric transformations, moving beyond the basic operations and whole number focus of Grade 2.
• Estimation and Reasoning: Grade 3 emphasizes estimation skills and applying reasoning to mathematical problems, which are not as central in Grade 2.
• Multiplication Introduced: While Grade 2 focuses on addition and subtraction, Grade 3 introduces multiplication.
• Fractions and Decimals: Grade 3 introduces fractions and decimals as part of their curriculum which are not introduced in grade 2.
• Contextual Problems: Grade 3 assessments begin to incorporate problems within a context, using decimals and regrouping in different operations. Grade 2 primarily works with simple, symbolic problems.
• Geometric Concepts: Grade 3 introduces more geometric concepts such as rotations and reflections, coordinate locations, symmetry, and properties of geometric figures whereas Grade 2 focuses on identifying plane and congruent figures.
• Number Sense: Grade 3 emphasizes understanding the value of numbers in different forms (expanded notation, place value), whereas Grade 2 focuses primarily on identifying and comparing numbers.
• Problem-Solving Strategies: Grade 3 is expected to begin applying problem-solving strategies such as identifying the arithmetic operations needed to solve problems and using non-routine strategies, which are not as central in grade 2.

Areas of Potential Weakness

• Computation in Context: Students in Grade 3 show some weaknesses in "computation in context" in areas like addition and subtraction with regrouping, and decimals.

In summary, Grade 3 math proficiency is characterized by a shift towards more complex concepts and skills, requiring students to apply reasoning and estimation strategies in addition to mastering computation. Grade 2 focuses on building a strong foundation with basic operations, number recognition, and simple geometric shapes.

Numerous events that occurred in 2000

 

The sources contain numerous events that occurred in 2000. Here's a list of events from 2000, categorized by type for clarity:

Pioneer Days & Related Events

• The 32nd Annual Pioneer Days took place, with a schedule of events listed. There is a Pioneer Days Schedule listed. The schedule includes various activities such as a parade, contests, and entertainment throughout the days.
• There was a Pocahontas County Pioneer Days Races for Youth Development that included a 10-K run and a 5-K walk.
• Pioneer Days events were scheduled.
• Stores were asked to show Pioneer window displays.
• Store clerks were asked to dress in period attire during Pioneer Days.
• The Little Levels Heritage Fair was held.

Pageants

• The 2000 Little Miss Pocahontas, Teen Miss Pocahontas and Miss Pocahontas Pageant took place on Thursday, July 6, 2000, at the Marlinton Middle School Gymnasium.

Festivals and Celebrations

• The Durbin Days celebration took place.
• There was a Millennium Party in downtown Marlinton on December 31, 2000, with various activities including a bonfire, teen dance, kids activities, live music, a reception, swing band, a balloon release, and fireworks.
• The Snowshoe Symphony Festival took place in August.
• The Scottish Rite and Shriners held a ceremony on Saturday, September 16, 2000.

School Events

• The Class of 2000 graduation was celebrated. The class of 2000 graduates are announced and honored.
• Cass Homecoming took place.
• Pocahontas County High School had a Jazz Band concert on Sunday, April 1.
• Pocahontas County High School presented Devil Anse Hatfield with music by Wild Yagoo River Country.

Music Performances

• There were live music performances at the Four Seasons Lounge on Valentine's night, February 14.
• Old Time String Music performances were held at the Pocahontas County Opera House.
• Live Music was performed at MorningStar FolkArts.

Other Events

• There was a Historical photography exhibit on display at Carnegie Hall.
• There was a Hands and Harvest Festival in Highland County.
• WVMR presented "Grass on the Lawn" with several bands.

Recurring Events

• O'Malley's had live music on Friday and Saturday nights.
• There was a "Snowshoe Symphony Festival" in August.

These events highlight the range of activities and celebrations that took place in Pocahontas County during the year 2000, from community festivals and pageants to musical performances and school events.

In Memoriam

 

The "In Memoriam" sections in the sources contain numerous personalized messages, each unique to the individual being remembered. These messages often express love, loss, and cherished memories. Here is a compilation of some of the messages, along with the names of the deceased, when available, categorized by recurring themes:

Expressions of Missing the Deceased

• "We miss you" - no name provided
• "Always in our thoughts" - no name provided
• "We will always miss you and your beautiful smile" - In memory of Shirley Moore
• "We miss you every day" - In memory of Robert "Bob" Kellison
• "We will miss your smiling face." - In memory of Robert 'Bob' Kellison
• "We miss you more than words can say" - In memory of Larry David Vance
• "Missing you always." - In memory of Mike and Mary Ratsten
• "Your presence is missed so very much" - In memory of Larry Rose

Declarations of Love

• "We love you" - In memory of Herman & Margaret Cox
• "Love you always" - In memory of Arlie, "Tud" Kellison
• "We love and miss you always" - In memory of David and Wanda Galford
• "We will always love you." - In memory of Betty Lou Bennett
• "You are loved and missed so much" - In memory of Margaret "Midge" Buzzard

Acknowledgement of Special Qualities

• "You were the best father" - In memory of Joseph "Joe" McComb
• "We will never forget your kindness" - In memory of Robert "Bob" Kellison
• "You were a wonderful husband and father." - In memory of Donald Lee McLaughlin
• "You were the best mother anyone could ever have" - In memory of Betty Lou Bennett
• "You were a wonderful son" - In memory of Larry David Vance

Specific Memories

• "We will always remember your laughter" - In memory of Midge Buzzard
• "Your trips with us will always be cherished" - In memory of Larry David Vance
• "We will always remember your beautiful smile and kind heart" - In memory of Robert 'Bob' Kellison
• "We cherish the memories" - In memory of David and Wanda Galford
• "Your memory will always be cherished" - In memory of Larry David Vance

Religious and Spiritual Sentiments

• "Rest in Peace, dear mother" - In memory of Mary Elizabeth Kellison
• "May you rest in God's peace" - In memory of Robert "Bob" Kellison
• "May God bless you and keep you safe in His care" - In memory of Rev. Homer M. Wilfong
• "May your soul rest in peace." - In memory of Anna May and Walter Mallow
• "Now in the arms of the Lord" - In memory of Virginia Hinkle

Anniversary Remembrances

• "In loving memory on your anniversary" - In memory of Minnie E. and David W. Johnson
• "Remembering you on this day" - In memory of James W. and Juanita G. Sharp
• "Always remembered on this special day." - In memory of Robert "Bob" Kellison

Gratitude

• "Thank you for being my father" - In memory of Joseph "Joe" McComb
• "Thank you for all the love you gave us." - In memory of John and Mae McLaughlin
• "Thank you for all the love and kindness you gave to all of us." - In memory of Larry David Vance
• "We thank God for the years we had with you" - In memory of Rev. Homer M. Wilfong

Promises to Remember

• "You will never be forgotten" - In memory of Robert "Bob" Kellison
• "Your memory will live on forever" - In memory of Charles "Charlie" Simmons
• "Always in our hearts." - In memory of Mary Elizabeth Kellison
• "We will carry your memory with us always." - In memory of Larry David Vance

Other Personalized Messages

• "Forever loved and deeply missed" - In memory of Robert "Bob" Kellison
• "Your spirit will always be with us" - In memory of Charles "Charlie" Simmons
• "You are sadly missed and will be forever in our hearts" - In memory of Roger Lee Hevener
• "So dearly missed and never forgotten" - In memory of Mary Elizabeth Kellison
• "We still feel your presence in our hearts." - In memory of Midge Buzzard

These messages demonstrate the enduring bonds between the living and the deceased, and highlight the importance of remembering loved ones within the community. The "In Memoriam" section serves as a space for families and friends to publicly express their grief and love. The names of the deceased, where provided, give context to the personal messages and create a more complete tribute.

Source: Pocahontas Times 1996-2001

Math problem-solving skills

 

Math problem-solving skills at Green Bank Elementary-Mid Grade progress in complexity across the grades, building upon foundational concepts. Here's a comparison based on the sources:

 

Grade 1:

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Focus on basic skills like identifying numbers to 99 and 999, comparing numbers to 100

, and identifying value of coins.

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Introduction to measurement, including measuring length, and estimating length with nonstandard measures.

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Reasoning logically and identifying outcomes are introduced.

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Computation begins with addition and subtraction.

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Identifying equivalent amounts of money is an early skill.

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Students learn to identify models divided into equal parts.

 

Grade 2:

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Number sense expands to identifying numbers up to 1000, and identifying numbers from expanded notation

.●

Counting skills advance with skip counting

.●

Money skills develop further with counting coins and determining change.

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Measurement skills include measuring length and determining elapsed time.

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Students learn about fractions.

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Students learn to identify place value.

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Students learn to recognize the commutative property

and identity element.

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Reasoning logically continues.

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Computation includes subtraction with regrouping and two and three digit addition.

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Students begin to identify plane figures and components of figures.

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Students learn about geometric patterns.

 

Grade 3:

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Students begin to work with number sentences that represent inverse operations and the commutative property of multiplication.

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Multiplication is introduced, with an understanding of it as repeated addition.

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Students are expected to interpret bar graphs, tally charts and solve problems with non-routine strategies.

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They begin to compare and order fractions, and decimal fractions.

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They learn to estimate using front-end estimation and compatible numbers.

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Geometric skills include identifying congruent figures, components of figures, and completing geometric patterns.

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They learn about length, area and time.

Grade 4:

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Students learn to compare numbers and sets to 9999 and order numbers to the same value

. They also name numbers to 9999.

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Place value skills include identifying the place value of a digit in a whole number.

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Measurement skills include estimating and measuring length using customary and metric units, reading thermometers, comparing areas and identifying elapsed time.

●

Money skills expand to counting and trading coins and bills, and identifying correct change.

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They learn to solve problems using non-routine strategies, and to identify missing information.

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Students learn to identify the operations needed to solve problems.

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They learn about probability including identifying the most and least likely outcomes, and making predictions from a sampling.

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They are introduced to number sentences that represent the inverse operation of a given number.

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Students work with fractions, including identifying a fraction model that is part of a group.

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They learn to identify symmetry and coordinate locations.

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They are introduced to decimals, including identifying the place value of a digit in a decimal fraction.

 

Grade 5:

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Students work with equivalent fractions and learn to compare and order decimals.

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They work with alternative representations of fractions and decimals.

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They learn to identify the place value of a digit in a decimal.

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They learn to identify a number that is 100 more or 100 less than a given number.

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They learn to identify missing elements in geometric patterns and numeric patterns.

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Students are taught about probability and learn to predict outcomes and use combinations and permutations.

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They learn to solve problems using non-routine strategies and identify missing information.

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They learn to convert between units within the same system.

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They are introduced to measures of central tendency and dispersion.

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They learn to compare areas.

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Students use estimation in problems with decimals and money.

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They learn to determine measurements indirectly from scale drawings.

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They are introduced to transformations (translations, rotations, reflections).

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They learn to classify polygons.

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They learn to extrapolate from line graphs, bar graphs and tables.

 

Grade 6:

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Students work with number sentences representing inverse operations.

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They learn to identify equivalent fractions and alternative representations of fractions.

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They learn to identify the place value of a digit in a decimal.

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Students learn to determine combinations and permutations and identify probabilities.

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They work with measures of central tendency and dispersion and extrapolate from a circle graph.

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They are expected to solve problems using non-routine strategies.

Grade 7:

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Students learn to solve linear equations, and evaluate linear expressions

.

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They learn to identify equivalent expressions representing the associative property

.

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Students learn to identify integers on a number line

.

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They work with numbers expressed in scientific notation, and identify powers and square roots

.

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They learn to solve problems involving rate or proportion and find the output of functions

.

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Students learn to identify probabilities and to determine combinations and permutations, and predict outcomes

.

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They learn to identify missing information.

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They learn to read and interpret tables and multiple-line graphs, and to extrapolate from tables.

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They learn to calculate volume, circumference, and to measure length.

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They learn to identify parallel and perpendicular lines.

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They work with alternative representations of decimals and fractions.

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They learn to classify polyhedrons and angles.

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They learn to determine measurements indirectly from scale drawings.

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They learn to identify radius and diameter.

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They learn to distinguish between prime numbers and other numbers.

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They learn to identify integers greater than or less than negative numbers.

Grade 8:

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Students learn to identify an algebraic expression equivalent to a problem expressed in words and the meaning in words of an algebraic equation.

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They learn to use a statistical sampling to make a prediction and to use a pie graph to make predictions.

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They learn to determine combinations and permutations and to identify probabilities.

●

Students learn to solve problems using non-routine strategies and identify missing information.

●

They learn to extrapolate from bar graphs, read scattergrams and stem-and-leaf charts.

●

They work with measures of central tendency and dispersion.

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Students learn to calculate area and volume and identify radius and diameter.

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They work with alternative representations of fractions.

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They learn to classify polyhedrons.

●

They learn to distinguish between prime numbers and other numbers

.

In summary, math problem-solving at Green Bank progresses from basic number recognition and counting in the early grades to more complex concepts such as algebra, geometry, and statistics by grade 8. Each grade level builds upon previous knowledge, introducing new skills and reinforcing existing ones, moving from concrete to abstract reasoning, while working with increasingly difficult numbers and operations.