Number And Operations Lesson Plan

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One of the most important components of a lesson plan is the instructional strategies used to deliver the lesson. There are numerous, research-based instructional strategies to use when introducing a new concept in mathematics. The instructional strategies chosen for math should help to create engagement and motivation with students.

This lesson plan will focus in the content area of number and operations.

Part 1: Number and Operations Lesson Plan

For this assignment, select a K-8 grade level and a state standard in the area of number and operations and use the “COE Lesson Plan Template” to design an original lesson plan. Be sure to write appropriate learning objectives and explore research-based instructional strategies that encourage elementary students’ development in learning, connecting, and applying major concepts and principles from mathematics as you are preparing your lesson plan.

Use the “Class Profile” to differentiate to meet the diverse needs of students.

Part 2: Rationale

In 250-500 words, provide a rationale explaining why you chose the specific instructional strategies for your lesson plan. How did your chosen research-based instructional strategies align to what was measured in the learning objectives? How did the instructional strategies you chose promote student engagement and motivation in mathematics? Explain how you identified opportunities to use digital tools or resources in teaching major mathematical concepts and real-world problem solving.

Support your findings with at least two scholarly resources.

While APA format is not required for this assignment, solid academic writing is expected, in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite.

lass Profile

 

Student Name English Language Learner Socioeconomic

Status

 Ethnicity Gender IEP/504 Other Age Reading

Performance Level

 Math Performance

Level

 Parental

Involvement

 Internet Available

at Home
Arturo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Med No
Bertie No Low SES Asian Female No None Grade level One year above grade level At grade level Low Yes
Beryl No Mid SES White Female No NOTE: School does not have gifted program Grade level Two years above grade level At grade level Med Yes
Brandie No Low SES White Female No Tier 2 RTI for Math Grade level At grade level One year below grade level Low No
Dessie No Mid SES White Female No Tier 2 RTI for Math Grade level Grade level One year below grade level Med Yes
Diana Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No
Donnie No Mid SES African American Female No Hearing Aids Grade level At grade level At grade level Med Yes
Eduardo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No
Emma No Mid SES White Female No None Grade level At grade level At grade level Low Yes
Enrique No Low SES Hispanic Male No Tier 2 RTI for Reading One year above grade level One year below grade level At grade level Low No
Fatma Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level One year above grade level Low Yes
Frances No Mid SES White Female No Diabetic Grade level At grade level At grade level Med Yes
Francesca No Low SES White Female No None Grade level At grade level At grade level High No
Fredrick No Low SES White Male Learning Disabled Tier 3 RTI for Reading and Math One year above grade level Two years below grade level Two years below grade level Very High No
Ines No Low SES Hispanic Female Learning Disabled Tier 2 RTI for Math Grade level One year below grade level One year below grade level Low No
Jade No Mid SES African American Female No None Grade level At grade level One year above grade level High Yes
Kent No High SES White Male Emotion-ally Disabled None Grade level At grade level One year above grade level Med Yes
Lolita No Mid SES Native American/

Pacific Islander

 Female No None Grade level At grade level At grade level Med Yes
Maria No Mid SES Hispanic Female No NOTE: School does not have gifted program Grade level At grade level Two years above grade level Low Yes
Mason No Low SES White Male No None Grade level At grade level At grade level Med Yes
Nick No Low SES White Male No None Grade level One year above grade level At grade level Med No
Noah No Low SES White Male No None Grade level At grade level At grade level Med Yes
Sharlene No Mid SES White Female No None Grade level One year above grade level At grade level Med Med
Sophia No Mid SES White Female No None Grade level At grade level At grade level Med Yes
Stuart No Mid SES White Male No Allergic to peanuts Grade level One year above grade level At grade level Med Yes
Terrence No Mid SES White Male No None Grade level At grade level At grade level Med Yes
Wade No Mid SES White Male No None Grade level At grade level One year above grade level Med Yes
Wayne No High SES White Male Learning Disabled Tier 3 RTI for Math Grade level One year below grade level Two years below grade level High Yes
Wendell No Mid SES African American Male Learning Disabled Tier 3 RTI for Math Grade level One year below grade level Two years below grade level Med Yes
Yung No Mid SES Asian Male No NOTE: School does not have gifted program One year below grade level Two years above grade level Two years above grade level Low Yes

 

 

 

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Analysis Of Assessment Tools

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Assessment of students is a key element in creating appropriate instruction for students. Teachers must be able to administer assessments as well as determine a child’s strengths and areas for growth based on the results.

For this assignment, create a 12-15 slide digital presentation for teachers at an early learning center comparing two formal phonemic awareness assessment tools such as DIBELS, Developmental Reading Assessment, teaching strategies GOLD, High Scope, or COR.

In the presentation:

  • Present the advantages and disadvantages of each assessment tool, backed by research.
  • Evaluate the quality of each assessment and the validity of the data it would produce.
  • Explain how each assessment could be differentiated for a child with an oral language delay.
  • Include a title slide, reference slide, and presenter notes.

Support your presentation with 3-5 scholarly resources.

While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

ubic_Print_Format

Course Code Class Code Assignment Title Total Points
ECE-540 ECE-540-O500 Analysis of Assessment Tools 60.0
Criteria Percentage No Submission (0.00%) Insufficient (69.00%) Approaching (74.00%) Acceptable (87.00%) Target (100.00%) Comments Points Earned
Criteria 100.0%
Phonemic Assessment 1: Advantages and Disadvantages 15.0% Not addressed. Inadequately describes the advantages and disadvantages of both assessment tools. Minimally describes the advantages and disadvantages of both assessment tools. Clearly describes the advantages and disadvantages of both assessment tools. Expertly describes the advantages and disadvantages of both assessment tools.
Phonemic Assessment 1: Quality and Validity 15.0% Not addressed. Insufficiently explains the quality of the tools and the validity of the data both tools produce. Superficially explains the quality of the tools and the validity of the data both tools produce. Reasonably explains the quality of the tools and the validity of the data both tools produce. Thoroughly explains the quality of the tools and the validity of the data both tools produce.
Phonemic Assessment 2: Advantages and Disadvantages 15.0% Not addressed. Inadequately describes the advantages and disadvantages of both assessment tools. Minimally describes the advantages and disadvantages of both assessment tools. Clearly describes the advantages and disadvantages of both assessment tools. Expertly describes the advantages and disadvantages of both assessment tools.
Phonemic Assessment 2: 15.0% Not addressed. Insufficiently explains the quality of both tools and the validity of the data both tools produce. Superficially explains the quality of both tools and the validity of the data both tools produce. Reasonably explains the quality of both tools and the validity of the data both tools produce. Thoroughly explains the quality of both tools and the validity of the data both tools produce.
Differentiation 15.0% Not addressed. Implausibly describes how both assessment tools could be differentiated for a child with an oral language delay. Artificially describes how both assessment tools could be differentiated for a child with an oral language delay. Credibly describes how both assessment tools could be differentiated for a child with an oral language delay. Innovatively describes how both assessment tools could be differentiated for a child with an oral language delay.
Language Use and Audience Awareness (includes sentence construction, word choice, etc.) 5.0% Not addressed. Inappropriate word choice is evident. Language is not reflective of the targeted audience. Some distracting inconsistencies or repetitions in word choice are present. Language is designed for the targeted audience. Word choice is reflective of the intended audience, uses a variety of appropriate vocabulary, and communicates clearly. Word choice is distinctive, creative and well suited to purpose, discipline, scope, and audience of the presentation.
Documentation of Sources (citations, footnotes, references, bibliography, etc.) 5.0% Not addressed. Documentation of sources is inconsistent and/or incorrect, as appropriate to assignment and style, with numerous formatting errors. Sources are documented, as appropriate to assignment and style, although some formatting errors are present. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are documented completely and correctly, as appropriate to assignment and style, and format is free of error.
Digital Presentation Layout 5.0% Not addressed. The layout shows some structure, but appears cluttered and busy or distracting with large gaps of white space or uses a distracting background. Overall readability is difficult with lengthy paragraphs, too many different fonts, dark or busy background, overuse of bold or lack of appropriate indentations of text. The layout uses horizontal and vertical white space appropriately. Sometimes the fonts are easy-to-read, but in a few places the use of fonts, italics, bold, long paragraphs, color, or busy background detracts and does not enhance readability. The layout background and text complement each other and enables the content to be easily read. The fonts are easy-to-read and point size varies appropriately for headings and text. The layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings, and white space. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of text.
Mechanics of Writing (includes spelling, punctuation, grammar, and language use) 10.0% Not addressed. Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction are used. Submission includes mechanical errors, but they do not hinder comprehension. Includes some practice and content-related language. Submission is largely free of mechanical errors, although a few minor errors are present. Includes appropriate practice and content-related language. Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language.
Total Weightage 100%

Constitution Day Presentation

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The following principles have been recognized as core tenets of the U.S. Constitution:

  • Checks and balances
  • Federalism
  • Judicial review
  • Limited government
  • Popular sovereignty
  • Separation of powers

Create a 12-15-slide PowerPoint presentation to educate a group of students or adults about the core tenets listed above for an upcoming Constitution Day celebration in a school setting. You may select a grade level 1-12, teachers, or parents as your audience. Please specify your intended audience and include other pertinent information within the speaker notes. Your presentation should be engaging and appropriate for your chosen audience. Include speaker notes below each content-related slide that represent what would be said if giving the presentation in person. Expand upon the information included in the slide and do not simply restate it. Please ensure the speaker notes include a minimum of 50-100 words in your speaker notes per slide.

In addition to your PowerPoint, include a 250-500-word essay describing two interactive learning activities for your intended audience to coincide with your presentation.

While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

Final Paper/Digital Literacy Audit

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Write: In a five-paragraph essay that is two to three pages in length, address the following bullet points:

  • Paragraph 1: Discuss at least three ways in which changes in digital technology have impacted your personal, academic, and professional life.
  • Paragraph 2: Define “digital citizenship“ in your own words and describe three ways in which you plan to practice good digital citizenship in your personal, academic, and professional life.
  • Paragraph 3: Select three digital tools presented in this course and explain how you will use each one of them in your personal, academic, or professional life. (Hint: Review the Digital Tools  page) – see attached.
  • Paragraph 4: Critically evaluate your own social media use. Explain any changes you should make to maintain safety and security to your personal and professional online presence. Analyze the benefits and risks of the increasing use of social media in our society.
  • Paragraph 5: Identify three pieces of financial information that will help you make informed financial decisions about your future and eventual retirement.

This assignment must be double-spaced, written in Times New Roman 12-pt. font as a Microsoft Word document.

Digital Tools

Microsoft Resources

· Office 365 Overview ❯ (Links to an external site.)

· Excel ❯ (Links to an external site.)

· PowerPoint ❯ (Links to an external site.)

· Word ❯ (Links to an external site.)

· How to Convert Word to PDF ❯

 

 

Digital Tools

 

Microsoft Resource

s

 

·

 

Office 365 Overview

?

 

(Links

 

to

 

an

 

external

 

site.)

 

·

 

Excel

?

 

(Links

 

to

 

an

 

external

 

site.)

 

·

 

PowerPoint

?

 

(Links

 

to

 

an

 

external

 

site.)

 

·

 

Word

?

 

(Links

 

to

 

an

 

external

 

site.)

 

·

 

How to Convert Word to PDF

 

?

 

 

 

Digital Tools

Microsoft Resources

 Office 365 Overview ? (Links to an external site.)

 Excel ? (Links to an external site.)

 PowerPoint ? (Links to an external site.)

 Word ? (Links to an external site.)

 How to Convert Word to PDF ?