Mathematics for Primary School Teachers. Unit 1: Space and ShapeSaide OER Africa
Mathematics for Primary School Teachers has been digitally published by Saide, with the Wits School of Education. It is a revised version of a course originally written for the Bureau for In-service Teacher Development (Bited) at the then Johannesburg College of Education (now Wits School of Education).
The course is for primary school teachers (Foundation and Intermediate Phase) and consists of six content units on the topics of geometry, numeration, operations, fractions, statistics and measurement. Though they do not cover the entire curriculum, the six units cover content from all five mathematics content areas represented in the curriculum.
This unit presents an analytical approach to the study of shapes, including the make-up of shapes, commonalities and differences between shapes and a notation for the naming of shapes.
Mathematics for Primary School Teachers. Unit 1: Space and ShapeSaide OER Africa
Mathematics for Primary School Teachers has been digitally published by Saide, with the Wits School of Education. It is a revised version of a course originally written for the Bureau for In-service Teacher Development (Bited) at the then Johannesburg College of Education (now Wits School of Education).
The course is for primary school teachers (Foundation and Intermediate Phase) and consists of six content units on the topics of geometry, numeration, operations, fractions, statistics and measurement. Though they do not cover the entire curriculum, the six units cover content from all five mathematics content areas represented in the curriculum.
This unit presents an analytical approach to the study of shapes, including the make-up of shapes, commonalities and differences between shapes and a notation for the naming of shapes.
Math Resources! Problems, tasks, strategies, and pedagogy. An hour of my 90-min session on math task design at Cal Poly Pomona for a group of teachers (mainly elementary school).
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 ...
This document provides a flipped lesson plan created for a third grade class on the topic of area. The lesson plan includes the following objectives
• Find the area of a rectangle by counting tiles
• Apply multiplication equations to solve the area of a rectangle
• Explain in numbers, words, or sketches how they found the area of a rectangle
This lesson includes alignment of common core standards, materials (including on-line sites for support), discussion questions, activities, and assessments.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Math Resources! Problems, tasks, strategies, and pedagogy. An hour of my 90-min session on math task design at Cal Poly Pomona for a group of teachers (mainly elementary school).
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 ...
This document provides a flipped lesson plan created for a third grade class on the topic of area. The lesson plan includes the following objectives
• Find the area of a rectangle by counting tiles
• Apply multiplication equations to solve the area of a rectangle
• Explain in numbers, words, or sketches how they found the area of a rectangle
This lesson includes alignment of common core standards, materials (including on-line sites for support), discussion questions, activities, and assessments.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
1. Visual Presentation of Units
Tamara Grant
Master of Science in Education, Walden University
EDUC 6731: Assessment for Student Learning
Dr. Anissa Harris
April 17, 2022
4. Interdisciplinary Plan Overview
This interdisciplinary unit integrates science and mathematics. The unit is
designed to guide third-grade students in learning more about measurement and
classifying animals. Perimeter and area are attributes of plane shapes that students are
learning to calculate. The students are using multiple strategies to calculate area and
perimeter. They are using the characteristics of animals to classify them into major
groups.
6. Standards
MAFS.3.MD.3.7
Relate area to the operations of multiplication and addition.
a. Find the area of a rectangle with whole-number side lengths by tiling it and show that the area is the same as would
be found by multiplying the side lengths.
b. Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real world
and mathematical problems and represent whole-number products as rectangular areas in mathematical reasoning.
c. Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the
sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning.
d. Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles
and adding the areas of the non-overlapping parts, applying this technique to solve real world problems.
MAFS.3.MD.4.8
Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given
the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or
with the same area and different perimeters.
SC.3. L.15.1
Classify animals into major groups (mammals, birds, reptiles, amphibians, fish, arthropods, vertebrates and
invertebrates, those having live births and those which lay eggs) according to their physical characteristics and behaviors.
7. Learning Targets
LT 6.8 Tile to find the side lengths and area of a rectangle. (MAFS.3.MD.3.7)
LT 6.9Explain the relationship between tiling and multiplying side lengths to find the area of rectangles.
(MAFS.3.MD.3.7)
LT 6.9Explain the relationship between tiling and multiplying side lengths to find the area of rectangles.
(MAFS.3.MD.3.7)
LT 6.10 Solve area word problems by multiplying whole numbers. (MAFS.3.MD.3.7)
LT 6.11 Represent whole number products as rectangular areas. (MAFS.3.MD.3.7)
LT 6.12 Represent the distributive property using tiles to show the area of a rectangle with whole number side
lengths. (MAFS.3.MD.3.7)
LT 6.13 Decompose a rectilinear figure into non-overlapping rectangles in real world problems. (MAFS.3.MD.3.7)
LT 6.14 Recognize area as additive when finding areas of rectilinear figures in real world problems.
(MAFS.3.MD.3.7)
Sc. Lt. 1. Classify animals into major groups based on their characteristics.
8. Enduring Understandings
What we measure influences how we measure and the units we use. Measuring helps you
understand the space around you and how to use it effectively.
Area is the measure of square units in a plane figure with no gaps or overlaps. Perimeter
and area are attributes of shapes.
Students are recognizing and understanding concepts involving geometric measurements.
They relate area to multiplication and addition and recognize area and perimeter as attributes
of plane shapes.
Students are also expanding their knowledge of plane figures in mathematics to science.
Students will understand that all living things are categorized based on their characteristics.
9. Essential Questions
Why is learning how to measure perimeter and area important in everyday life?
How can you find or measure perimeter?
How can you find the area of a plane shape?
What strategies can you use to find perimeter and area?
How can you find the unknown length of a side in a plane shape when you know its perimeter?
How is finding the area of a shape different from finding the perimeter of a shape?
Why can you multiply to find the area of a rectangle?
How can you use the strategy “find a pattern” to solve area problems?
How can you break apart a shape to find the area?
How can you use area to compare rectangles with the same perimeter?
How can you use perimeter to compare rectangles with the same area?
What is the difference between perimeter and area?
What are the major groups that animals can be classified into?
10. Learning Activities
Pencil-and-Paper Practice
Exit Tickets
Performance Task–Create a Robot Activity
Freckle Tasks and Assessments (District-Provided)
Create a Dream House
Create a Bedroom
Create a Mosaic-Collaboratively
Classify Animals Chart
11. Cooperative Learning Activity
The students will work in groups to classify animals based on their characteristics.
The students are provided with pictures and information about each animal.
12. Diagnostic Assessment 1
A pencil-and-paper assessment used as a pre-test.
1. What is perimeter?
2. What is area?
3.What is the area of this shape?
4. What is the perimeter of the shape on the right?
5. What is the area of the shape on the right?
2
4
13. Diagnostic Assessment 2
As we move forward, I would like to get an idea of some of your interests, if you have family
members working in the construction industry and if you have access to technology at home. This
information will assist me in choosing materials and resources for our lessons and ensure that I can
meet the diverse needs of all my students. I will read the survey questions, and you will circle an
answer. For the last question, you can write down any comments you have.
Student Survey
1. Do you enjoy mathematics and science class? Yes No
2. What is your favorite subject? Mathematics Science Social Studies E.L.A
3. Do you have a working computer or tablet at home? Yes No
4. Do you have internet access at home? Yes No
5. Do you usually do your homework alone, or do you get help from a family member? Alone With
Someone
6. Is anyone in your family working as a contractor, repairing buildings, laying carpet, tiling floors,
or painting? Yes No
7. Please, write any comments you have below.
___________________________________
14. Formative Assessments
Exit Tickets Online
Example: https://quizizz.com/admin/quiz/5f82f13112bf1b001b98c98e/perimeter-
exit-ticket
Tests and Quizzes
Lesson Checks
Exit Tickets on Paper
16. Performance Task
The student will build a robot with a head, a body, two arms, and two legs. The
specifications will be provided on a performance task card that students will attach
to their robots.
Specification
Task Card
Example
18. Paper-and-Pencil Assessment
1. What is the area of this shape in meters?
a. 4 square meters
b. 8 square meters
c. 16 meters
d. 16 square meters
2. What is the perimeter of the shape below?
___
4
3. What is the perimeter of this shape?
4. What is the area of this shape?
2
6
19. Technology Integration
The students complete exit tickets online using their iPads.
The district-provided program, Freckle, provides practice and assessments for
students.
Kahoot!
20. Area and Perimeter Nearpod
The Nearpod activity will be completed as a live participation exercise. This
means students will log into their devices and participate in real-time as it is
presented on the smartboard. This activity takes students through all stages
of Bloom’s Taxonomy. Bloom’s Taxonomy indicates that teaching and
assessment processes should move from lower to higher learning domains as
students are guided through a learning experience (Chandio & Solangi, 2021).
They are required to recall information initially and are challenged to apply
the knowledge at the end to solve area and perimeter problems. The
Nearpod reinforces the various strategies taught to calculate area and
perimeter. The activity provides an opportunity for students to practice and
submit work samples with anonymity. This activity also has quizzes, polls, and
assessments embedded that provide students with multiple opportunities to
self-assess. The facilitator’s view allows progress monitoring in real-time. This
information is then used to adjust the curriculum and place students into
groups for intervention and remediation.
Technology Integration
21. Student Self-Assessment and Reflection
The students will complete a self-assessment and reflection sheet.
Explain your understanding of today’s lesson.
Write one thing you are still unclear about.