The document provides context for a lesson on teaching third grade students how to round numbers. It includes:
- Details on the learning environment, target audience of 9-year old third graders, and objectives of teaching students to round numbers to specified place values.
- An analysis of the learning goal which is for students to accurately round numbers following steps of identifying the place value and using a rhyme to determine if they round up or stay the same.
- A design for a post-assessment consisting of 20 items to test if students can round 2, 3, and 4 digit numbers to the nearest ten or hundred.
- A rationale for using a narrated PowerPoint presentation and the expanded instructional
This presentation shows how a Profile Assessment Tool can be used in math to provide a teacher with achievement as well as diagnostic information about each student's math skills.
The document discusses using an empty number line as a mental math strategy for primary grade students. It explains that the empty number line allows students to create a mental image of math strategies and more easily make the leap to mental calculations without paper. Using the empty number line also increases students' number sense and flexibility with numbers. The document provides an example of how to introduce the empty number line technique to students and have them use it to solve math problems.
7 Inspiring Classroom Activities Using Realistic MathematicsRatih Apsari
This document summarizes 7 classroom activities using realistic mathematics contexts:
1) Estimation problems set in a supermarket context
2) Using traditional Indonesian games like gundu to teach length measurement
3) Using butterfly wings to develop number sense in early learners
4) Structured candy to teach counting and recognizing number patterns
5) A school building context and 3D models to develop spatial skills
6) An empty number line to teach addition and subtraction
7) 'Lapis' cake problems to teach fractions using strategies like folding paper or rubber bands.
Frontier Primary School held a briefing for parents of P5 pupils on 20 January 2018. The briefing outlined the school's Primary 5 curriculum including assessments, subject-based banding, and the transition to Primary 6. Parents learned about the school's approach to key subjects like English, Math, and Mother Tongue languages. They were given tips on how to support their child's learning and prepare for the transition to the next academic year. Form teachers also had a sharing session to discuss each child's progress and needs.
Low Fact Fluency and Writing About Math by Marybeth Rotertmarybethrotert
The document discusses a study examining whether second grade students with low math fact fluency can demonstrate conceptual understanding by writing about math problems. It provides background on the importance of math fact fluency and standards calling for students to explain their mathematical thinking. A literature review found that writing about math improved student understanding but did not specify impacts on fact fluency. The author describes giving a pre-test on addition/subtraction facts to 5 students, having them complete worksheets writing about math problems over 10 days, and planning a post-test to measure growth in fact fluency.
This document outlines a math lesson plan focused on addition and subtraction to 100 for elementary school students. The lesson plan aims to help students develop an understanding of addition and subtraction strategies, place value concepts, and how base ten materials can help with regrouping.
The learning will be assessed through having students play a "Dart Addition Target Game" where they add tens and represent their work concretely, pictorially, and symbolically. A rubric is provided to evaluate student understanding in these areas.
The lesson involves using manipulatives like coins and place value materials to model adding tens. Students will work with partners and independently on open-ended addition problems at different levels. Assessment and next steps are
Adults writing in developmental mathematicschairsty
The study explored using writing prompts in an introductory algebra course at a university to help students engage with course material and better understand concepts. Students participated in a write/reflect/revise cycle for three iterations on traditionally difficult topics, responding to prompts before and after peer discussion. Pre- and post-quizzes were given and compared to writing scores to assess improvement. The study found improvement in quiz scores after each cycle, suggesting the intervention helped students learn. While some students found it helpful for reviewing skills, others wanted more extensive writing activities. The instructor plans to continue incorporating communication activities to enhance mathematical understanding.
This presentation shows how a Profile Assessment Tool can be used in math to provide a teacher with achievement as well as diagnostic information about each student's math skills.
The document discusses using an empty number line as a mental math strategy for primary grade students. It explains that the empty number line allows students to create a mental image of math strategies and more easily make the leap to mental calculations without paper. Using the empty number line also increases students' number sense and flexibility with numbers. The document provides an example of how to introduce the empty number line technique to students and have them use it to solve math problems.
7 Inspiring Classroom Activities Using Realistic MathematicsRatih Apsari
This document summarizes 7 classroom activities using realistic mathematics contexts:
1) Estimation problems set in a supermarket context
2) Using traditional Indonesian games like gundu to teach length measurement
3) Using butterfly wings to develop number sense in early learners
4) Structured candy to teach counting and recognizing number patterns
5) A school building context and 3D models to develop spatial skills
6) An empty number line to teach addition and subtraction
7) 'Lapis' cake problems to teach fractions using strategies like folding paper or rubber bands.
Frontier Primary School held a briefing for parents of P5 pupils on 20 January 2018. The briefing outlined the school's Primary 5 curriculum including assessments, subject-based banding, and the transition to Primary 6. Parents learned about the school's approach to key subjects like English, Math, and Mother Tongue languages. They were given tips on how to support their child's learning and prepare for the transition to the next academic year. Form teachers also had a sharing session to discuss each child's progress and needs.
Low Fact Fluency and Writing About Math by Marybeth Rotertmarybethrotert
The document discusses a study examining whether second grade students with low math fact fluency can demonstrate conceptual understanding by writing about math problems. It provides background on the importance of math fact fluency and standards calling for students to explain their mathematical thinking. A literature review found that writing about math improved student understanding but did not specify impacts on fact fluency. The author describes giving a pre-test on addition/subtraction facts to 5 students, having them complete worksheets writing about math problems over 10 days, and planning a post-test to measure growth in fact fluency.
This document outlines a math lesson plan focused on addition and subtraction to 100 for elementary school students. The lesson plan aims to help students develop an understanding of addition and subtraction strategies, place value concepts, and how base ten materials can help with regrouping.
The learning will be assessed through having students play a "Dart Addition Target Game" where they add tens and represent their work concretely, pictorially, and symbolically. A rubric is provided to evaluate student understanding in these areas.
The lesson involves using manipulatives like coins and place value materials to model adding tens. Students will work with partners and independently on open-ended addition problems at different levels. Assessment and next steps are
Adults writing in developmental mathematicschairsty
The study explored using writing prompts in an introductory algebra course at a university to help students engage with course material and better understand concepts. Students participated in a write/reflect/revise cycle for three iterations on traditionally difficult topics, responding to prompts before and after peer discussion. Pre- and post-quizzes were given and compared to writing scores to assess improvement. The study found improvement in quiz scores after each cycle, suggesting the intervention helped students learn. While some students found it helpful for reviewing skills, others wanted more extensive writing activities. The instructor plans to continue incorporating communication activities to enhance mathematical understanding.
This document discusses Common Core Math standards and the progression of number and operations in base ten from kindergarten to fifth grade. It outlines the key objectives for each grade level, including decomposing numbers, place value understanding, and the four operations with multi-digit whole numbers and decimals. The document also describes how the Common Core represents a shift towards developing conceptual understanding, procedural fluency, and engaging students with the mathematical practices.
This document explains the strategy of how to increase the points for each subject as well as topics. The following steps are included to strategize to achieve the targeted score.
Step 1: Take a mock-up test.
Step 2: Find the strong subjects.
Step 3: Setting the SAT targeted score.
Step 4: Points calculation to achieve a targeted score.
Step 5: Topic analysis to achieve a targeted score in the subject.
Step 6: Subject preparation prioritization.
Step 7: Conclusion.
grade 1 representation and making connectionssusan70
The document provides guidance on planning lessons using the backwards design approach. It discusses identifying learning outcomes, determining assessments, planning instructional activities, and following up on student learning. Specifically, it outlines planning for two lessons on addition and subtraction to 10. The first lesson introduces representing number stories in different ways. The second focuses on fact families and connecting representations on a number line. Assessments include student discussions and representations of number stories and problems.
The document summarizes the agenda for a math curriculum meeting. It discusses the aims of the new curriculum, including becoming fluent in fundamentals and solving problems in various contexts. It also covers changes like increased arithmetic focus, less data handling. The concrete-pictorial-abstract approach is emphasized to ensure understanding before symbols. Singapore math is noted for its emphasis on problem solving and comprehension over memorization.
This open house presentation provides information about the gifted math program. The teacher has 8 years of experience teaching gifted students and teaches at 3 schools this year. Research shows that gifted math students enter already knowing 70% of the curriculum and learn more rapidly. In this program, students are assessed to determine their current knowledge and pace of learning. Past test results show that the majority of students scored in the advanced range.
The document discusses the use of clinical interviews to assess students' conceptual mathematical knowledge and problem-solving skills. It notes that clinical interviews allow assessors to deeply probe student thinking, better determine understanding levels, and diagnose misconceptions. Effective questioning techniques include preparing questions in advance, clearly delivering questions, giving students time to think, and using probing follow-up questions. The document also reflects on a sample clinical interview with a 7th grade student about perimeter and area, noting the student's strengths in arithmetic and strategies but weaknesses in verbal communication and using tools. The interviewer interrupted the student too much and led them to answers instead of properly assessing understanding.
This document provides information about the MSP (Measurements of Student Progress) tests in math, reading, and writing that students will take. It outlines the format and content of the math, reading, and writing assessments. It also provides tips for parents on how to help their children prepare, such as practicing math facts and reading comprehension skills. The purpose of the MSP is to measure student learning in key skills and ensure consistent standards across the state.
The document summarizes a diagnostic interview conducted with a 4th grade Hispanic female student to assess her understanding of division. During the interview, the student was able to correctly compute division problems with 3-digit dividends but struggled when modeling division concepts and with problems involving 4-digit dividends. While she could read and solve word problems accurately using modeling, translating between different representations of division concepts needed improvement. The interview revealed the student had a basic conceptual understanding of division but applying it to novel situations was an area for growth.
This lesson guide discusses joining sets with 1 to 9 objects. It provides examples of joining sets such as an apple and a mango, and joining other sets using picture cards. The key learning points are:
- Joining two sets involves putting the sets together to form a new set.
- The word "and" is used to show the joining of sets.
- Matching joined sets to their corresponding new sets helps students understand set addition.
The document outlines the calculations policy of the North Norwich Cluster. It discusses how math should be taught for understanding rather than just procedures. Children should experience math through language, pictures, and hands-on activities to develop their own understanding at their own pace. The policy explains the progression of different calculations, from addition and subtraction to multiplication and division. It provides examples of models and images to help children visualize different math concepts and build understanding, such as using objects, number lines, and part-whole models to teach addition and subtraction.
The document discusses using concrete manipulatives and representations when first teaching integers to 6th graders, such as using a number line with color-coded positive and negative numbers where students can move markers, or using colored blocks to represent integers and build equations. It recommends starting instruction with one teacher modeling at the front while the other monitors students and provides assistance, using a One Teach, One Assist model of co-teaching for the initial integer lesson to support students with disabilities.
308. Don't FAL out;Techno IN!
This session will share several formative assessment lessons, activities and strategies that we have used within our classes as well as technology resources we have found very useful. Handouts are available online. You will feel like a kid leaving a candy shop!
Presenter(s): Jo Harris, Olivia Valk, Cody Powell
Location: Biltmore
The document summarizes key aspects of teaching mathematics, including:
1) The goals of mathematics are critical thinking and problem solving.
2) Mathematics should be taught using a spiral progression approach, revisiting basics at each grade level with increasing depth and breadth.
3) Effective mathematics teaching employs methods like problem-solving, concept attainment, concept formation, and direct instruction.
Presentation Math Workshop#May 25th New Help our teachers understa...guest80c0981
This is presented by a Math teacher,in Army Burn Hall College For Girls ,Abbottabad.
The target group was the teachers of school section. There were certain activities also performed an demonstrated in order to introduce new teaching methodologies and to prepare our teachers to meet the need of the day.
Umber
Mathematical Literacy for College Students (MLCS) is a new course being developed at the national level to provide an alternative path to college-level math courses for non-STEM majors. The course integrates numeracy, proportional reasoning, algebraic reasoning, functions, statistics, and geometry. It focuses on developing problem solving and critical thinking skills. Upon completion, students will be prepared for a statistics course or general education math course, or can take traditional algebra. The course aims to help more students complete their math requirements in one year to improve college completion rates.
The document is a questionnaire given to students to understand factors affecting mathematics performance. It asks students to rate themselves on interest in math, study habits, and extracurricular activities. It also asks students to rate their math teachers on personality traits, teaching skills, and use of instructional materials. The questionnaire uses a 5-point scale and collects both qualitative and quantitative data from students.
This document outlines a professional development session for teachers on implementing changes to the teaching of mathematics at RPPS. It introduces the "Mathematician's Model" which involves dividing math lessons into four "toolbox lessons" focusing on developing problem solving strategies and mental math skills, and two "Be a Mathematician" lessons using rich, open-ended tasks. Examples of effective rich tasks are provided, emphasizing that they should be problem-based, inquiry-driven, collaborative, and engage students through hands-on experiences. The session celebrates mathematicians as role models and quotes Paul Halmos emphasizing experimentation and problem-solving over memorization of facts.
The document discusses Singapore's primary school mathematics curriculum and how children learn mathematics. It focuses on problem solving and using concrete materials and visualizations before abstract concepts. Children learn basics like counting, addition and multiplication through word problems and are engaged through varied teaching strategies like working independently and in social environments with structured and relaxed elements. The goal is developing logical reasoning and visualization skills through mathematics.
The document discusses strategies for teaching mathematics to students with disabilities in an inclusive classroom setting. It covers recommendations from the National Council of Teachers of Mathematics for establishing principles of equity, curriculum, teaching, learning, assessment, and technology use. Some key strategies discussed for different math concepts include using manipulatives and visual representations, explicit instruction of strategies, focusing on big ideas rather than details, providing additional time and practice opportunities, and employing multi-step problem-solving approaches. The goal is to make math instruction accessible and meaningful for all students.
Better mathematics workshop pack spring 2015: primaryOfsted
This document provides information for participants of a mathematics conference, including example questions, approaches to teaching different topics, and extracts of student work. It discusses identifying and addressing misconceptions, developing conceptual understanding, varying the depth and type of questions asked, and using student work and lessons to check for understanding and inform instruction.
Reaching All Learners: Differentiating with TechnologyOHIO ITSCO
1. The document discusses differentiating instruction using technology to meet the individual needs of students. It provides examples of how to use tools like webquests, blogs, videos, and graphic organizers to vary content, process, and products.
2. Formative and summative assessments are important aspects of differentiation discussed. Examples are given of using tools for pre-assessment, tracking assessment data, and student self-assessment.
3. Instructional strategies like tiered activities, learning contracts, choice boards, and RAFTs are provided to demonstrate how teachers can structure differentiated lessons.
This document provides teaching strategies for literacy, numeracy, and differentiation in an INTAD (Industrial Technology and Design) workshop environment. It discusses strategies such as direct instruction, using worksheets to identify tool sizes and characteristics, and providing pictures to support students with weaker literacy. Peer teaching of computer programs and using graphic organizers like PMI charts to develop higher-order thinking are also presented.
This document discusses Common Core Math standards and the progression of number and operations in base ten from kindergarten to fifth grade. It outlines the key objectives for each grade level, including decomposing numbers, place value understanding, and the four operations with multi-digit whole numbers and decimals. The document also describes how the Common Core represents a shift towards developing conceptual understanding, procedural fluency, and engaging students with the mathematical practices.
This document explains the strategy of how to increase the points for each subject as well as topics. The following steps are included to strategize to achieve the targeted score.
Step 1: Take a mock-up test.
Step 2: Find the strong subjects.
Step 3: Setting the SAT targeted score.
Step 4: Points calculation to achieve a targeted score.
Step 5: Topic analysis to achieve a targeted score in the subject.
Step 6: Subject preparation prioritization.
Step 7: Conclusion.
grade 1 representation and making connectionssusan70
The document provides guidance on planning lessons using the backwards design approach. It discusses identifying learning outcomes, determining assessments, planning instructional activities, and following up on student learning. Specifically, it outlines planning for two lessons on addition and subtraction to 10. The first lesson introduces representing number stories in different ways. The second focuses on fact families and connecting representations on a number line. Assessments include student discussions and representations of number stories and problems.
The document summarizes the agenda for a math curriculum meeting. It discusses the aims of the new curriculum, including becoming fluent in fundamentals and solving problems in various contexts. It also covers changes like increased arithmetic focus, less data handling. The concrete-pictorial-abstract approach is emphasized to ensure understanding before symbols. Singapore math is noted for its emphasis on problem solving and comprehension over memorization.
This open house presentation provides information about the gifted math program. The teacher has 8 years of experience teaching gifted students and teaches at 3 schools this year. Research shows that gifted math students enter already knowing 70% of the curriculum and learn more rapidly. In this program, students are assessed to determine their current knowledge and pace of learning. Past test results show that the majority of students scored in the advanced range.
The document discusses the use of clinical interviews to assess students' conceptual mathematical knowledge and problem-solving skills. It notes that clinical interviews allow assessors to deeply probe student thinking, better determine understanding levels, and diagnose misconceptions. Effective questioning techniques include preparing questions in advance, clearly delivering questions, giving students time to think, and using probing follow-up questions. The document also reflects on a sample clinical interview with a 7th grade student about perimeter and area, noting the student's strengths in arithmetic and strategies but weaknesses in verbal communication and using tools. The interviewer interrupted the student too much and led them to answers instead of properly assessing understanding.
This document provides information about the MSP (Measurements of Student Progress) tests in math, reading, and writing that students will take. It outlines the format and content of the math, reading, and writing assessments. It also provides tips for parents on how to help their children prepare, such as practicing math facts and reading comprehension skills. The purpose of the MSP is to measure student learning in key skills and ensure consistent standards across the state.
The document summarizes a diagnostic interview conducted with a 4th grade Hispanic female student to assess her understanding of division. During the interview, the student was able to correctly compute division problems with 3-digit dividends but struggled when modeling division concepts and with problems involving 4-digit dividends. While she could read and solve word problems accurately using modeling, translating between different representations of division concepts needed improvement. The interview revealed the student had a basic conceptual understanding of division but applying it to novel situations was an area for growth.
This lesson guide discusses joining sets with 1 to 9 objects. It provides examples of joining sets such as an apple and a mango, and joining other sets using picture cards. The key learning points are:
- Joining two sets involves putting the sets together to form a new set.
- The word "and" is used to show the joining of sets.
- Matching joined sets to their corresponding new sets helps students understand set addition.
The document outlines the calculations policy of the North Norwich Cluster. It discusses how math should be taught for understanding rather than just procedures. Children should experience math through language, pictures, and hands-on activities to develop their own understanding at their own pace. The policy explains the progression of different calculations, from addition and subtraction to multiplication and division. It provides examples of models and images to help children visualize different math concepts and build understanding, such as using objects, number lines, and part-whole models to teach addition and subtraction.
The document discusses using concrete manipulatives and representations when first teaching integers to 6th graders, such as using a number line with color-coded positive and negative numbers where students can move markers, or using colored blocks to represent integers and build equations. It recommends starting instruction with one teacher modeling at the front while the other monitors students and provides assistance, using a One Teach, One Assist model of co-teaching for the initial integer lesson to support students with disabilities.
308. Don't FAL out;Techno IN!
This session will share several formative assessment lessons, activities and strategies that we have used within our classes as well as technology resources we have found very useful. Handouts are available online. You will feel like a kid leaving a candy shop!
Presenter(s): Jo Harris, Olivia Valk, Cody Powell
Location: Biltmore
The document summarizes key aspects of teaching mathematics, including:
1) The goals of mathematics are critical thinking and problem solving.
2) Mathematics should be taught using a spiral progression approach, revisiting basics at each grade level with increasing depth and breadth.
3) Effective mathematics teaching employs methods like problem-solving, concept attainment, concept formation, and direct instruction.
Presentation Math Workshop#May 25th New Help our teachers understa...guest80c0981
This is presented by a Math teacher,in Army Burn Hall College For Girls ,Abbottabad.
The target group was the teachers of school section. There were certain activities also performed an demonstrated in order to introduce new teaching methodologies and to prepare our teachers to meet the need of the day.
Umber
Mathematical Literacy for College Students (MLCS) is a new course being developed at the national level to provide an alternative path to college-level math courses for non-STEM majors. The course integrates numeracy, proportional reasoning, algebraic reasoning, functions, statistics, and geometry. It focuses on developing problem solving and critical thinking skills. Upon completion, students will be prepared for a statistics course or general education math course, or can take traditional algebra. The course aims to help more students complete their math requirements in one year to improve college completion rates.
The document is a questionnaire given to students to understand factors affecting mathematics performance. It asks students to rate themselves on interest in math, study habits, and extracurricular activities. It also asks students to rate their math teachers on personality traits, teaching skills, and use of instructional materials. The questionnaire uses a 5-point scale and collects both qualitative and quantitative data from students.
This document outlines a professional development session for teachers on implementing changes to the teaching of mathematics at RPPS. It introduces the "Mathematician's Model" which involves dividing math lessons into four "toolbox lessons" focusing on developing problem solving strategies and mental math skills, and two "Be a Mathematician" lessons using rich, open-ended tasks. Examples of effective rich tasks are provided, emphasizing that they should be problem-based, inquiry-driven, collaborative, and engage students through hands-on experiences. The session celebrates mathematicians as role models and quotes Paul Halmos emphasizing experimentation and problem-solving over memorization of facts.
The document discusses Singapore's primary school mathematics curriculum and how children learn mathematics. It focuses on problem solving and using concrete materials and visualizations before abstract concepts. Children learn basics like counting, addition and multiplication through word problems and are engaged through varied teaching strategies like working independently and in social environments with structured and relaxed elements. The goal is developing logical reasoning and visualization skills through mathematics.
The document discusses strategies for teaching mathematics to students with disabilities in an inclusive classroom setting. It covers recommendations from the National Council of Teachers of Mathematics for establishing principles of equity, curriculum, teaching, learning, assessment, and technology use. Some key strategies discussed for different math concepts include using manipulatives and visual representations, explicit instruction of strategies, focusing on big ideas rather than details, providing additional time and practice opportunities, and employing multi-step problem-solving approaches. The goal is to make math instruction accessible and meaningful for all students.
Better mathematics workshop pack spring 2015: primaryOfsted
This document provides information for participants of a mathematics conference, including example questions, approaches to teaching different topics, and extracts of student work. It discusses identifying and addressing misconceptions, developing conceptual understanding, varying the depth and type of questions asked, and using student work and lessons to check for understanding and inform instruction.
Reaching All Learners: Differentiating with TechnologyOHIO ITSCO
1. The document discusses differentiating instruction using technology to meet the individual needs of students. It provides examples of how to use tools like webquests, blogs, videos, and graphic organizers to vary content, process, and products.
2. Formative and summative assessments are important aspects of differentiation discussed. Examples are given of using tools for pre-assessment, tracking assessment data, and student self-assessment.
3. Instructional strategies like tiered activities, learning contracts, choice boards, and RAFTs are provided to demonstrate how teachers can structure differentiated lessons.
This document provides teaching strategies for literacy, numeracy, and differentiation in an INTAD (Industrial Technology and Design) workshop environment. It discusses strategies such as direct instruction, using worksheets to identify tool sizes and characteristics, and providing pictures to support students with weaker literacy. Peer teaching of computer programs and using graphic organizers like PMI charts to develop higher-order thinking are also presented.
This document discusses teaching strategies for a workshop on literacy, numeracy, and differentiation strategies for middle school students. It provides examples of direct instruction strategies in woodworking and using literacy and numeracy activities involving measuring screws. It also discusses differentiation strategies for students with different literacy abilities.
The document describes the Direct Instruction model of teaching. It is a teacher-directed approach where the teacher introduces new content to all students in a systematic way. It uses the "I do, we do, you do" approach of gradual release of responsibility. Key aspects include behavioral modeling by the teacher, whole and small group instruction, and individualizing for each student. The steps involve introduction, presentation by the teacher, guided practice with students participating, and independent practice. Benefits include developing thinking skills, automaticity of skills, fostering independent learning, and promoting self-knowledge. Technology tools and differentiation strategies can be used to meet individual student needs. An example for teaching time telling to 1st graders is provided.
Running head Aligning standards and objectives1GC.docxhealdkathaleen
Running head: Aligning standards and objectives 1
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Aligning standards and objectives 10
Aligning standards and objectives
ELM-210
Vanessa Gonzalez
10.27.19
Part 1: Lesson Plan Analysis
What is the academic standard?
To utilize information gained from illustrations such as maps and photographs and the words in text to illustrate comprehension of the text. This entails identifying when, where and how major events occur.
· What is the learning objective?
At the end of the lesson students should be able to explain the importance of illustration in understanding a text. They should be able to utilize the pictures and words in the text to illustrate their comprehension of material with an accuracy of 80%.
· Are the standard and objective aligned? How do you know? Provide a rationale.
The standard and objective are entirely aligned. To determine whether standards and objective are aligned, one is supposed to determine to what level the learning objectives support and interact with the academic standards (Estes, 2015). The academic standards pay attention on utilization of illustrations to understand a text and the learning objectives support this because they focus on students being able to explain the importance of illustrations in comprehending a text.
· What is the lesson about? What does this lesson cover?
The lesson is about a medieval feast study. It focusses on reading information text. Students are supposed to utilize illustrations and words acquired from the Medieval Feast text to illustrated their understanding of the text.
· Do the assessments effectively measure the academic standard and learning objective? Justify your response.
The assessments adequately measure the academic standard and learning objective. Assessments adequately measure standards and objectives in case they are able to determine how well students have mastered what they were taught in the classroom (York, 2017). By completing a vocabulary activity, the instructor will be able to evaluate the results and determine how well the students mastered the concepts taught in class. By developing a list of vocabulary words and trying to determine their meanings, the instructor will be able to determine the areas students have understood and areas that he/she should teach.
Part 2
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Grade level 3
Date:
October 27th 2019.
Unit/Subject:
Perimeter.
Instructional Plan Title:
Mathematical problems involving perimeters.
Lesson Summary and Focus:
The lesson focuses on how to determine the perimeter of polygons. The polygons range from three sided figures to even 10 sided figures. Students will practice how to measure the length of each side of a polygon and adding the measurements to determine the perimeter of the figure.
National/State Learning Standards:
Solve actual world and ma ...
Standard A: Plans Curriculum and InstructionDiane Silveira
This document provides five lesson plans that were part of a unit on geometry that I planned and taught. There is also a reflective essay about my experience planning curriculum.
This document summarizes the math curriculum at the school from years 0-8. It is divided into 4 levels that cover different stages of strategic thinking. Level 1 covers years 0-2 and focuses on counting skills. Level 2 covers years 3-4 and introduces addition, subtraction and place value concepts. Level 3 covers years 5-6 and involves more advanced additive and early multiplicative strategies. Level 4 covers years 7-8 and focuses on proportional reasoning with multi-digit numbers and decimals. The document also outlines basic fact stages and how math is taught with a focus on place value, real-world problems, and the use of technology.
The document describes plans to revise instruction on adding fractions with unlike denominators based on formative assessment results. Key revisions include:
1) Providing more opportunities for students to model and manipulate fractions into simplest form using concrete models and drawings before using the abstract process.
2) Giving targeted small group instruction to help students visualize how finding the greatest common factor simplifies a fraction.
3) Analyzing pre- and post-test results and practice problems to identify weaknesses and tailor remedial instruction accordingly.
This lesson plan aims to teach 7th grade math students about the properties of similar figures using scale factors and ratios. Students will complete a warm-up activity and review key concepts from prior lessons. Then they will work through examples on a worksheet applying their understanding of similar figures. To assess learning, students will explain their worksheet answers to the class. The lesson concludes with a summary of how ratios and scale factors are used to determine proportional relationships and similar figures.
Better mathematics workshop pack spring 2015: secondaryOfsted
This document contains information for participants of a secondary mathematics conference workshop. It includes sample mathematics questions, strategies for deepening problems, approaches to teaching different topics, examples of student work and teacher feedback, and templates for recording work scrutiny. The goal is to help teachers improve their practice in developing conceptual understanding, setting challenging problems, and effectively assessing student work.
This document provides training on backwards design and lesson planning using Florida State Standards. It explains the three stages of backwards design: 1) identifying desired results, 2) determining acceptable evidence, and 3) planning learning experiences. An example is provided walking through backwards design for a 5th grade math standard on graphing points. The goal is for teachers to understand how to design standards-based lessons with clear objectives and assessments. Implementing backwards design is intended to promote student understanding and ownership over their learning.
Research ed curriculum as progression model 2021David Didau
The document discusses using the curriculum as a progression model and the challenges with this approach. It argues that specifying curriculum related expectations (CREs) at a granular level can help address issues like: CREs being too vague; assessing content not taught; and lack of clarity on what students have and have not learned. However, CREs need to balance specificity with broadness for different audiences. Numerical data on student performance is only meaningful if comparable, and should not be the sole focus, as it does not help students understand their progress. Overall, the document advocates for clearly specifying the essential knowledge and skills in a curriculum to guide teaching and assessment.
This newsletter summarizes the upcoming third grade math unit. The unit will focus on applying basic math skills like addition, subtraction, and division to solve word problems and real-life situations. Students will study essential math concepts and standards while learning collaboratively through project-based activities.
This newsletter summarizes the upcoming third grade math unit. It will focus on applying basic math skills like addition, subtraction, and division to real-life problems. Students will learn to solve word problems and check subtraction work using addition. The unit aims to teach problem solving and preparing students for life.
The document outlines an instructional goal analysis for a 90-minute math lesson on decomposing and composing numbers for 19 early childhood students. The lesson will use manipulatives like farm and bear counters, as well as a smart board, laptop, and document camera. About half the students struggle with one-to-one correspondence and composing/decomposing numbers. The goal is for students to demonstrate an understanding of numbers and operations through play and activities by showing different ways a set of up to five objects can be decomposed or composed.
KUD Lesson Planning TemplateGrade LevelPre-Kindergarten and ki.docxsmile790243
KUD Lesson Planning Template
Grade Level
Pre-Kindergarten and kindergarten (3-4) because I believe this is the most appropriate age for students to begin to learn numbers in different ways
Instructional Model
I will use the direct instruction model is applied in this case because it allows explicit and straightforward teaching techniques and allows high levels of student involvement (Huitt, 2003). I also chose this method because the class will be grouped in small and large groupings, which will allow room for explaining and provides the students opportunities to practice.
Standards
CCSS.MATH.CONTENT.K.CC.B.4
Know the connection between numbers and quantities; link counting to cardinality (Common Core State Standards Initiative, n.d.)
Objectives
Students will understand
· Students will understand that number can be shown in multiple methods such as numerals, dots, and tallies
Students will know
· Students will know the sequence of numerals from 1-10
· Students will know how the relationships among numbers and the number system
·
Students will be able to
· Students will be able to sum loud successively from 1-10
· Students will be able to match digits to objects from 1-10
· Students will be able to recognize numerals 1-10 in isolation
· Students will be able to use one-to-one correlation when counting
· Students will be able to write digits from 1-10, draw dots, tallies to signify the number of items counted
·
Assessment Plan
Formative:
I will write the numbers 1-10 on a four-index card and assign the students in four groups and each group will have a teacher. In this assessment, the teacher will remind the students to write their names on their paper. This will be followed by the teachers instructions on the grab and count game. I will show the students how to play the game, which involves the taking counters, placing them in a line them and counting them by utilizing one-to-one correlation . The students will have the opportunity to; first grab the counters and count and then count the set again for accuracy. They students will also say the number they counted last and write the number in the first square either a tally, a dot or a numeral. The game involves four squares and the students will have the opportunity to show how group of items can be represented in three diverse ways.
This exercise will allow me to evaluate the student’s attention during the assembly and their knowledge of the class. By assessing their question sheet and listening to their explanations of how they write the counted items.
Summative:
Students will work independently and with the assistance of the teacher to write their names on top of their paper grab and count objects in this activity. The teacher observes and provides feedback when required.
This will allow the teacher to assess the child’s motor abilities and skills, how they write numerals, how they hold their pencils and assists them where necessary.
Procedure
1. Review previously learned m ...
This document provides an overview and unpacking of the 4th grade mathematics Common Core State Standards that will be implemented in North Carolina schools in 2012-2013. It is intended to help educators understand what students need to know and be able to do to meet the standards. New concepts for 4th grade include factors and multiples, multiplying fractions by whole numbers, and angle measurement. The document also discusses the Standards for Mathematical Practice and the two critical areas of focus for 4th grade: multi-digit multiplication and division.
The document provides information about student work on a task involving analyzing data about duckling families. It includes the task rubric, examples of different student work showing understandings and misunderstandings, and discussion questions for teachers. Several students were able to correctly fill in a frequency table and find the median but struggled with conceptual understanding of the mean. Many students treated the frequency table as a numerical sequence instead of representing data. The document examines what students understood about measures of central tendency and areas of difficulty, and provides questions to help teachers reflect on supporting students' conceptual development.
This document provides an analysis of the target population and environment for an instructional plan on adding fractions with unlike denominators for 5th grade math students. It describes the target population as 5th graders who have mastered previous grade level fraction standards. The physical environment is described as tables that allow for collaboration, materials like fraction manipulatives, and visual aids. One subordinate objective is to identify common denominators, which will be assessed by having students find the least common multiple of fraction denominators.
This document provides a Stage 1 Understanding by Design template for a 2nd grade mathematics unit on multiplication titled "Marvelous Multiplication". The 3-week unit focuses on helping students understand multiplication as repeated addition and using arrays, skip counting, and multiplication tables to find products. The template identifies the relevant content standards and divides the unit into understandings, essential questions, and knowledge and skills that students will gain. It provides examples of each to guide instruction and assesses student learning.
1) Julie is a teacher who wants to start a classroom blog but her new principal, Mrs. Dean, is not supportive of new technologies or methodologies in the classroom.
2) Mrs. Dean told Julie that blogging would not be beneficial and that class time should be spent on academics rather than blogging.
3) Julie has one week to prepare evidence and research to convince Mrs. Dean that blogging can enhance the curriculum and be successfully managed.
Julie wants to integrate blogging into her classroom but her new principal Mrs. Dean disapproves. Mrs. Dean believes the curriculum should not deviate from scripted methods and that blogging is not beneficial and a waste of class time. However, Mrs. Dean agrees to meet with Julie again if she provides research showing how blogging enhances learning. Julie must prepare evidence from publications to convince Mrs. Dean that blogging can be successfully incorporated while meeting standards and promoting higher-order thinking skills.
The document discusses a case study on the diffusion of screw-on wine caps in the United States compared to Australia and New Zealand. It analyzes why screw-on caps were more successfully adopted in Australia and New Zealand using the concept of "co-opetition", where wine producers cooperated with competitors. The summary evaluates screw-on caps using Rogers' model of innovation attributes and Ram and Sheth's barriers to adoption, finding issues with perceived relative advantage, risk, tradition, and image barriers in the US. It argues co-opetition between US wine producers could have overcome these barriers and led to greater adoption of screw-on caps.
This document summarizes a case study on a reform initiative called the Training, Infrastructure and Empowerment System (TIES) that was implemented at a Canadian research university in the late 1990s to promote the adoption of instructional technology. The study interviewed 12 participants involved in TIES to understand their perspectives. Key themes that emerged included the university's vision for instructional technology, challenges adopting new technologies and alternative delivery systems, barriers to adopting innovations, general challenges to reform efforts, and lessons learned. The study provides insights into implementing reform based on an innovation diffusion theory framework.
The document summarizes a book about supervising student teachers from the perspective of cooperating teachers. The book provides guidance on the roles and responsibilities of cooperating teachers. It covers topics like building relationships with student teachers and providing supervision and feedback. It also addresses legal and ethical issues. The review finds the book well-organized and useful for both new and experienced cooperating teachers.
The document summarizes a case study that evaluated the implementation of instructional technology and alternative delivery systems at a Canadian university. It applied Rogers' diffusion of innovations theory to understand what factors expedited or impeded the adoption of these systems. While the university employed a reform model called TIES, adoption of the new technologies was slower than expected due to lack of a clear shared vision, insufficient recognition of early adopters, and the university's decentralized structure and culture. Applying Rogers' characteristics helped explain how the university's levels of centralization, complexity, formalization, and interconnectedness influenced the diffusion outcomes.
The study compared the effects of peer coaching versus traditional coaching for pre-service teachers. Thirty-two undergraduate students were randomly assigned to either the peer coaching group, where they observed and provided feedback to each other, or the traditional supervision group. Both groups received training and taught lessons over seven weeks, which were evaluated. Results showed peer coaching improved clarity skills, reasoning, and attitudes more than traditional supervision.
This proposal seeks funding to research how classroom practice affects students' brain development and knowledge retention. The researcher will survey teachers at Douglas Intermediate School to determine how much time they currently dedicate to ungraded practice in reading and math. They will also identify programs and curriculums available to support guided practice. Finally, they will examine how this new information could impact how teachers structure student time. The results aim to help teachers improve their practice to maximize student learning. If approved, the $560 budget will support this research benefiting both students and teachers.
This summarizes the key issues raised in a case involving a distance education student named Wanda Young. Several professors and administrators at her university mishandled allegations that a paper she submitted confessed to child abuse. They did not properly communicate their concerns to Young or give her a chance to respond. This was a breach of the duty of care they owed her as educators. The document criticizes the many failures in how the university handled the situation and investigated the allegations against Young.
The memo summarizes Jessica Hollon's ongoing research project analyzing how practice in grades 3-5 can affect learners' brains and knowledge retention. The research questions include how classroom practice affects the brain, how much time teachers currently allocate to ungraded practice of reading and math, available curriculums for guided practice, and how teachers could restructure their schedules. The memo describes three research articles analyzed as secondary sources and a teacher survey used as the primary research tool.
Breif For Young Vs Bella And Ed Ethics Critiquejhollon
1. Wanda Young sued two professors, Bella and Rowe, from Memorial University of Newfoundland for breach of duty of care after Bella reported to child protective services that Young may have been abused as a child based on her school assignment, without discussing it with her first.
2. A jury found the professors negligent and awarded Young damages. An appeals court overturned this, but the Supreme Court of Canada restored the original ruling, finding the professors did not have reasonable cause to report Young without investigating further.
3. The Supreme Court found the professors breached their duty of care to Young as a student, and that while reporting suspected abuse is important, they also had a duty to discuss concerns with Young first before
This document analyzes research on how classroom practice affects students' brains and knowledge retention. It surveys teachers at Douglas Intermediate School to determine average daily practice time for reading and math. Several programs are available to support practice, including Accelerated Reader and Math. The research finds that less than half of teachers use ungraded practice regularly, and recommends recognizing its benefits and utilizing existing programs through workshops.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
1. Part 1<br />Context Analysis <br />Learning Goal: Rounding Numbers<br />The Need to Learn the Skill<br />Rounding numbers is a skill that is used in the daily lives of thousands of people. Whether it is rounding the price of groceries, rounding the miles you are driving, or rounding the number of party guests you expect to arrive; rounding helps people estimate how much or how many of something they need or have. Rounding is a life skill as well as a standard skill taught in many elementary schools. <br />For this reason, rounding numbers shows up on almost all schools’ and states’ learning/teaching standards at the elementary level. These standards are complied by state departments of education, with the idea in mind that rounding is a skill that is not only helpful in the upper levels of education but also in the world outside of a classroom.<br />Many elementary teachers have found that teaching rounding with a textbook or only by direct instruction is ineffective. Since this had been the case, there is a need to develop a system in which young learners can follow step by step the procedure of rounding numbers. After this procedure is mastered, learners can then be exposed to why the procedure will work for rounding any number to any place value and why it works in relation to the overall concept of rounding.<br />Learning Environment<br />The learning environment for this lesson will be in a third grade classroom. The teacher who will lead and facilitate the learning task has seven years experience in third grade and a background with power point software, which is the medium being used for this lesson.<br />The rounding lesson will fit into the mathematics curriculum currently used in the classroom. The students will have already mastered place value and will naturally transition into rounding following the curriculum’s sequence. While the medium for this learning task will differ from the teacher’s normal medium for mathematics instruction, the vocabulary and expectations in the learning environment will remain the same.<br />Students learning in this environment will be using tools that they are commonly exposed to in the classroom setting. Available to the students will be the instructional power point (which will be narrated for those students who may be impaired in the area of reading), a personal laptop, paper, pencil, and a quiet work area free from distraction.<br />Target Audience<br />The target audience for this task will be third grade students who are either eight or nine years of age. In this third grade classroom, there are nine females and ten males ranging in levels of experience in mathematics. All of these students have the aptitude to succeed at rounding, and have no learning disabilities in the mathematical area that would prevent them from learning this task. Some of the students have a specific aptitude to see an example of mathematical work and pick up on it right away, while others require more guided practice. <br />The students in this classroom range in reading levels from beginning first grade to advanced seventh grade. For this reason the power point lesson will be narrated. All students’ levels of visual literacy are average for this age group, so a power point should be an appropriate medium. <br />While the students all have differing learning strategies that they employ on their own, this task will be asking them to employ a strategy where they follow a list of steps in order to come up with a correctly rounded number. The task will also be asking them to use a declarative knowledge strategy and give them a rhyme/jingle to remember this portion of the task. This strategy is something all students in this environment have experience with.<br />The learning goal, when explained in the power point, should be easy for all students to relate to their own lives. Each student has knowledge of the world outside of the classroom and when explained why rounding really is a life skill, they will understand. This will also motivate them to learn the skill. <br /> These students have the correct prior mathematical knowledge needed to move into rounding. They also have the knowledge of how a power point works, and the motivation to succeed at these types of learning tasks. Using the laptops will be another perk for them since they are extra motivated whenever they are able to learn with the laptops. This will most definitely increase the students’ attitude toward the day’s math lesson, and they should seem confident using the laptops since they are all exposed to this technology regularly.<br /> <br />Goal Identification and Task Analysis<br />Learning Goal: Rounding Numbers<br />Instructional Goal<br />When presented with a number, students will be able to on their own accurately round the number to a specified place value.<br />Learning Outcome<br /> Students will be able to round numbers accurately. This goal represents an intellectual skill. Student will need to use declarative knowledge, as well as a procedural process in order to meet the instructional goal.<br />Steps Used to Complete the Goal<br /> Reading or listening to directions<br />Prerequisite: being a good listener.<br /> Underlining the correct place value in a number (as per directions).<br />Prerequisite: having a solid understanding of place value.<br />Understanding and using the helpful jingle “If my neighbor is 4 or less I stay the same. If my neighbor is 5 or more make I turn into one more”<br />Prerequisite: Being able to listen and process information in order to comprehend the jingle.<br />Completing the correct change to the underlined digits<br />Prerequisite: knowing what is one more than any digit ranging from 0-9.<br />Turning the “neighbor digit (s)” into a zero(s).<br />Performance Objectives <br />Students will be able to read/listen to directions.<br />Students will be able to comprehend the directions at the vocabulary level they are given.<br />Students will be able to accurately identify place values within a number.<br />Student will be able to use a jingle in order to remember a process.<br />Students will be able to change a digit between 0 and 9 to be one more.<br />Students will be able to change a specified digit into a zero.<br />Students will be able to accurately round numbers.<br />Part 2<br />Assessment Design<br />Rounding Numbers<br />Purpose and Design Model<br />The purpose of the assessment instrument is to measure if a student is proficient at accurately rounding numbers to a specified place value. <br />In developing this assessment instrument, the model followed will be that of an extend response test. The student will be provided with clear directions, presented with a number, and allowed work time and work area with on the testing page to use as scratch paper to round the number. The student will be encourage to show their work, and then expected to write down the answer.<br />Type of Assessment<br />Their will be no pre-assessment since it is assumed that none of the third grade students have rounded numbers. After the instructional power point, students will take a post assessment. If this post assessment is not proficient, students will be ability grouped for guided practice with a teacher. The groups will be based on the teacher’s analysis of the students’ understanding of the rounding concept. The teacher will analyze the work shown on the assessment to pin point each student’s particular strengths and weaknesses in the rounding process and groups will be formed from there.<br />Item Specifications<br />Objectives:<br />Given a two digit number, students will accurately round the number to the nearest ten<br /> Given a three digit number, students accurately round the number to the nearest hundred<br />Given a three digit number, students accurately round the number to the nearest ten<br />Given a four digit number, students accurately round the number to the nearest hundred<br />Description of Test Form:<br />Paper and pencil written/extended response<br />Sample Item:<br />Directions: Round each number to the nearest ten. Show all of your work. Write the rounded number on the line.<br /> 32 ______________<br />Question Characteristics:<br />Students must show their work by using the process learned in the power point lesson. The evaluator should see that the tens place is identified, and that the student understands that the digit in this place either stays the same or increases by one. The student should also show that they are turning the digits in lesser place values into zeros.<br />Response Characteristics:<br />The same process should be followed each time when rounding all numbers on the assessment, and the same markings should be made throughout the process by the students.<br />Number of Items:<br />The assessment will consist of 20 items. <br />The types of items will be:<br />5 items rounding to the tens place and will be numbers with two digits.<br />5 items rounding to the tens place and will be numbers with three digits.<br />5 items rounding to the hundreds place and will be numbers with three digits.<br />5 items rounding to the hundreds place and will be numbers with four digits.<br />Mastery Criteria:<br />To be considered proficient at rounding, a student needs to correctly round all but one of each type of rounding questions.<br /> Instrument Blueprint <br />Objectives: <br />Given a two digit number, student accurately round the number to the nearest ten<br /> Given a three digit number, students accurately round the number to the nearest hundred<br />Given a three digit number, students accurately round the number to the nearest ten<br />Given a four digit number, students accurately round the number to the nearest hundred<br />Form: <br />Paper and pencil written/extended response<br />Number of Items: <br />The assessment will consist of 20 items. <br />5 items rounding to the tens place and will be numbers with two digits.<br />5 items rounding to the tens place and will be numbers with three digits.<br />5 items rounding to the hundreds place and will be numbers with three digits.<br />5 items rounding to the hundreds place and will be numbers with four digits.<br />Criterion Level: <br />To be considered proficient at rounding, a student needs to correctly round all but one of each type of rounding questions.<br />Proportion: <br />Assessment items 1-5 will cover 25 % of the overall assessment’s weight<br />Assessment items 6-10 will cover 25 % of the overall assessment weight<br />Assessment items 11-15 will cover 25 % of the overall assessment weight<br />Assessment items 16-20 will cover 25 % of the overall assessment weight<br />FORMNUMBER OF ITEMSCRITERION LEVELPROPORTIONObjective 1Paper/Pencil54/525%Objective 2Paper/Pencil54/525%Objective 3Paper/Pencil54/525%Objective 4Paper/Pencil54/525%<br />Post Assessment<br />Rounding Numbers<br />Directions: Round each number to the nearest ten. Show all of your work. Write the rounded number on the line.<br /> 32 ______________<br /> 87______________<br />08______________<br />12_____________<br />55______________<br />101______________<br />358______________<br />587______________<br />999______________<br />211______________<br />Directions: Round each number to the nearest hundred. Show all of your work. Write the rounded number on the line.<br />823______________<br />500______________<br />055______________<br /> 242______________<br /> 100______________<br /> 1,000______________<br /> 2,899______________<br /> 4,444______________<br /> 9,755______________<br /> 3,101______________<br />Part 3 <br />Organization and Media Rational<br />Learning Goal: Rounding Numbers<br />Orientation of Project to Course<br />This project will combine my knowledge of best practices for teaching third graders, and the knowledge of the math curriculum that needs to be taught during the third grade year. Students have already learned place value, which is a prerequisite for learning to round. In the scope and sequence of math concepts taught in the third grade this lesson will fit in nicely. <br />Plan for Sequence and Organization of Objectives<br />The organization of the objects will follow the sequence below:<br />Given a two digit number, student accurately round the number to the nearest ten<br />Given a three digit number, students accurately round the number to the nearest hundred<br />Given a three digit number, students accurately round the number to the nearest ten<br />Given a four digit number, students accurately round the number to the nearest hundred<br />The objects will be taught in the lesson in this order, following the expanded events of instruction. The order is based on the level of difficultly of the objects to master, then start at the most basic and increase in difficultly.<br />Rational for Media Selection<br />The type of media being used for this lesson is a power point. This media is being used because I can ensure everyone in the class is getting the same information, and I can have a scripted copy of the lesson to refer to. The students will also use a paper and pencil so that they can practice the skills they are learning and receive feedback along the way. They will also be testing in a paper and pencil format, so using paper and pencil during the lesson will bridge this type of media from the lesson to the assessment. <br />Part 4<br />Strategy Plan<br />Learning Goal: Rounding Numbers<br />Strategy Appropriate to Task<br />Both using a power point lesson and following the expanded events of instruction are appropriate to the task of rounding numbers. This task is basically learning to follow a system or steps so that students can accurately round numbers. A power point will be helpful because it will present to steps for students to follow, and repeat them so that over the course of the lesson they will learn to memorize the steps and eventually be able to round numbers without the aid of the power point. The expanded events of instruction will give structure to the order in which information is presents and practice time is given to the students.<br /> <br />Strategy Appropriate to Medium<br />This strategy is appropriate to a power point, because I can narrate the power point just like I could talk through a lesson. It may even be better, because students will have the opportunity to pause or rewind directions if they need to take more time, or hear them again. The use of the power point on individual laptops will also focus the learners on the laptop on top of their desk, and they will not have to focus on me at the front of the room. This should help some students who get distracted during a large group direct instruction lessons. <br />Strategy Appropriate to Learners<br />The expanded events of instruction are very appropriate to the learners in the third grade. It is a nice plan to follow to set them up for learning, to teach them the skills, to let them practice the skills, and to eventually assess them on the skills. These students are already very used to information and lessons being presented in this order. The use of the narrated power point will be helpful to students who struggle with reading directions, since they can now just listen for the directions. It will also help to motivate the students, and to focus attention. <br />Strategy Appropriate to Context<br />A. Sequencing and grouping of lesson objectives<br />Given a two digit number, student accurately round the number to the nearest ten<br />Given a three digit number, students accurately round the number to the nearest hundred<br />Given a three digit number, students accurately round the number to the nearest ten<br />Given a four digit number, students accurately round the number to the nearest hundred<br />B. Introduction Strategy<br />Deploy attention to lesson<br />I will tell a short story about how I used rounding in my own adult life.<br />“I want to tell a quick story about something that happened to me yesterday before we start this math lesson. Yesterday after school, I went to the grocery store. When I got there, I realized I only had $5.00 with me, so I knew I would have to be careful not to get too much or I would not be able to pay for my groceries. As I was filling my cart, I knew I could never add up all of the prices in my head, it was too hard and I had no paper. So, I did something that adult people do all the time called rounding. Rounding helps people make numbers easier to add or subtract. Today, just like adult people you are going to be round. It is not hard, if you follow a few steps”<br />Establish instructional purpose<br />I will tell how rounding helped me, and how it can help the students in their lives in the classroom and outside of the classroom.<br />“If I had not known how to round, I might have spent more than my $5.00 at the store. Luckily I rounded all of the prices, and knew that I could get them all with the money I had. You can use rounding in your life, just like adult people if you ever need to know about how many of something instead of the exact amount. Like if you are making cookies for class, or cupcakes for a birthday treat. You can round the numbers to see about how many you need. Rounding will make using numbers from now and for the rest of your life easier.”<br />Arouse interest and motivation<br />I will give a rounding example that students would likely see in their own lives. I will also point out that they, as third graders, can learn an adult skill.<br />“Let me show you what I mean.” (At this point a list of numbers will appear on the power point.) “Let’s pretend that you need to know about how many third graders go to school at our school for a class project. Here is the exact count of third graders by class. Would you rather add up these numbers, or these (now rounded numbers appear on the screen next to the other numbers.) “I bet you rather add up the second set of numbers, it looks easier, and it is- because they are rounded. Let’s start to learn how to round numbers so that you can use rounding just like adult people do.” <br />Preview lesson<br />I will tell what will happen on the power point, what I expect of them, and what materials they need.<br />“In today’s lesson I will be talking as the computer screen is showing you what I mean. You should have a piece of paper and a sharp pencil. Remember, the best learning happens when we are flat on our chair, and only worrying about ourselves so please make sure you are doing these things. It will not matter what anyone but you write down or where your neighbor is in the power point. The important thing is that you watch your computer and do what I am asking you to do as you hear it in your headphones. Okay let’s start.”<br />C. Body<br />5. Recall Relevant Prior Knowledge<br /> I will remind them about learning place value.<br />“Remember when we learned about place value? You will be using place value to round numbers, so be ready to find different place value spots within a numbers.”<br />6. Process information and examples <br /> <br />Here I will narrate and let them practice identifying place values, and then I will talking about the steps they go through to round numbers using place value and a rhyme I will be narrating and teaching as well. They will learn the process by repetition of the process itself.<br />7. Focus attention<br />And<br /> 8. Employ learning strategies<br />“Now that we have practiced the process you use to round numbers let’s try some problems that are a little different.” Here I will go through the process again and they will need to now employ the strategies they learned on numbers that have more place values or with direction that ask to round the number to different place values then we practiced before. <br />9. Practice and feedback<br />Students will practice rounding many numbers, all with feedback and the correct answers and sets to be followed showed after they work the problem. This will be immediate feedback. Students will see practice problems that are similar to those on the assessment.<br />D. Conclusion<br /> 10. Summarize and review<br />I will tell them what they just learned, and point toward how they can use this skill in the future.<br />“Now that you can round numbers just like adult people do, next time you need to only know about how many of something you can use rounding too.<br /> 11. Transfer learning, re-motivate and closing<br /> <br />“In fact tomorrow we will be using rounding in class during our science lesson, so it is a good thing you learned how to round today because rounding is not just a skill you use in math. Remember, I used it when I was shopping and tomorrow we will use it in science.”<br />E. Assessment<br /> 14. Assess performance<br />Immediately after the power point lesson is finished students will get the assessment presented in part 2 of this assignment. I will allow students to interact with the power point as they complete the assessment.<br /> 15. Evaluate feedback and seek remediation<br />The assessments will be graded, and I as the teacher will make a decision on what breakdowns in the knowledge there are. I will then group students according to the errors they are making and do some re-teaching with these groups.<br />Part 5<br />Instructional Materials<br />See Power Point lesson in attached file.<br />The quiz this lesson refers to is the post assessment in Part 2.<br />Part 6<br />Formative Evaluation<br />Design Reviews and Revisions:<br />My students, who pilot tested this lesson, told me I sounded funny on the recording. I thought that too. It was not very relaxed like I am when I am teaching, and it did sound unlike my regular lessons. I was trying to be too scripted I think and at one point make a mistake, but just keep going. I would never do this in a direct instruction lesson. I make mistakes and I own up to them- it is important for kids to see that too! <br />As a result of this feedback, is I use this power point lesson in the future I will re record the narrative.<br />Expert Reviews:<br />I gave this lesson the six other third grade teachers. They thought it was well done, and some used it in their classrooms to work on rounding. The teachers who did not use thus power point told me they used the sequence and the steps taught in this lesson in direct instruction within their classroom. I would say that this was a good review by my colleagues.<br />Evaluation of Students’ Learning:<br />Questions to be answered<br />Students have to complete the power point lesson, and take a twenty question test. There were five questions on the test for each one of the four objectives of the rounding lesson. Student who missed one of less question on each objective were considered proficient.<br />Characteristics of materials<br />The power point lesson was not a new medium for these students, and they did fine with this media. I observed students pausing, going back to a slide, and working through the lesson with the power point. <br />The paper pencil quiz was also very familiar to the students, as were the directions on the quiz- they matched the directions from the power point lesson.<br />Learners' characteristics<br />The students who participated in this lesson are all proficient with technology and power points. They are English speaking, and functioning at a third grade level in math. They had one formal, previous lesson on rounding prior to viewing this power point lesson. The same steps were taught in the one prior rounding lesson.<br />Procedures followed<br />Students were instructed to view and work with the power point<br />Students were told that they could pause or return to previous slides<br />Students watched and worked through the power point lesson<br />Students took the rounding quiz immediately after the lesson<br />Data gathered, interpretations, and revisions <br />17 out of 19 students were proficient when taking the rounding quiz.<br />I feel as though the power point lesson was successful because of these results. I do plan on revising the lesson’s narrative to sound “more like me” and possible to go slower in some spots where I noticed students pausing the lesson. <br />Part 7<br />Project Management<br />I did all of the creating, implementing, and evaluating of this project on my own following the timeline below:<br />September 25……………………………Analysis<br />October 2…………………………………Assessment Design<br />October 16……………………………….Organization and Media Rational / Strategy Plan<br />November 16…………………………….Instructional Materials<br />November 19…………………………….Implement Lesson (in third grade classroom)<br />November 19…………………………….Give Evaluation to Students<br />November 20…………………………….Share with Colleagues<br />December 4………………………………Formative Evaluation<br />December 4………………………………Project Management Report<br />December 8……………………………..Submission of Final Project<br />