Educators can develop critical thinking and problem-solving skills for their students by asking strategically planned questions during lessons.

Design an original mathematics lesson plan for the K-5 grade level of your choice that promotes critical thinking and problem solving. Using your state’s math standards and the “Class Profile” as resources, design an original lesson using the “COE Lesson Plan Template.”

In the Multiple Means of Expression section, include five questions that align to the lesson objective the teacher can pose to students .

The questions should:

· Activate prior knowledge.

· Identify potential student misconceptions that could interfere with learning.

· Connect concepts, procedures, and applications.

· Encourage critical thinking, exploration, and problem-solving.

In the Multiple Means of Engagement section include opportunities for students to consider real-world application, prior knowledge, and the steps to solve a problem.

Beneath your lesson plan, write a 250-500 word reflection explaining three instructional strategies you included in your lesson. Describe why these strategies were used and how the strategies promote collaboration, communication, critical thinking, and creativity. Bold the name of the strategy.

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	Hispanic	Male	No	Tier 2 RTI for Reading	Grade level	One year below grade level	At grade level	Med	No
Bertie	No	Low	Asian	Female	No	None	Grade level	One year above grade level	At grade level	Low	Yes
Beryl	No	Mid	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	White	Female	No	Tier 2 RTI for Math	Grade level	At grade level	One year below grade level	Low	No
Dessie	No	Mid	White	Female	No	Tier 2 RTI for Math	Grade level	Grade level	One year below grade level	Med	Yes
Diana	Yes	Low	White	Female	No	Tier 2 RTI for Reading	Grade level	One year below grade level	At grade level	Low	No
Donnie	No	Mid	African American	Female	No	Hearing Aids	Grade level	At grade level	At grade level	Med	Yes
Eduardo	Yes	Low	Hispanic	Male	No	Tier 2 RTI for Reading	Grade level	One year below grade level	At grade level	Low	No
Emma	No	Mid	White	Female	No	None	Grade level	At grade level	At grade level	Low	Yes
Enrique	No	Low	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	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	White	Female	No	Diabetic	Grade level	At grade level	At grade level	Med	Yes
Francesca	No	Low	White	Female	No	None	Grade level	At grade level	At grade level	High	No
Fredrick	No	Low	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	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	African American	Female	No	None	Grade level	At grade level	One year above grade level	High	Yes
Kent	No	High	White	Male	Emotion-ally Disabled	None	Grade level	At grade level	One year above grade level	Med	Yes
Lolita	No	Mid	Native American/ Pacific Islander	Female	No	None	Grade level	At grade level	At grade level	Med	Yes
Maria	No	Mid	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	White	Male	No	None	Grade level	At grade level	At grade level	Med	Yes
Nick	No	Low	White	Male	No	None	Grade level	One year above grade level	At grade level	Med	No
Noah	No	Low	White	Male	No	None	Grade level	At grade level	At grade level	Med	Yes
Sharlene	No	Mid	White	Female	No	None	Grade level	One year above grade level	At grade level	Med	Med
Sophia	No	Mid	White	Female	No	None	Grade level	At grade level	At grade level	Med	Yes
Stuart	No	Mid	White	Male	No	Allergic to peanuts	Grade level	One year above grade level	At grade level	Med	Yes
Terrence	No	Mid	White	Male	No	None	Grade level	At grade level	At grade level	Med	Yes
Wade	No	Mid	White	Male	No	None	Grade level	At grade level	One year above grade level	Med	Yes
Wayne	No	High	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	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	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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Chapter 6 Scenario: Brock’s Runny Nose

Objective and scenario

To develop and evaluate an action plan to identify and manage childhood illness.

Brock is a delightful 4-year old who has Down syndrome.  During the first weeks of the preschool session, he seemed to listen carefully, try hard, and get along well with his classmates. So far, you are pleased with his progress.
One of your assistant teachers expressed concern about Brock’s continuously runny nose and productive cough during a recent team meeting. She wonders if this is normal or a sign of illness, so you share your knowledge about children who have Down syndrome with the group. However, today you both have observed that Brock is noticeably more listless than usual, his cough is more frequent, and he has begun rubbing his right ear.

Focus assignment

1. Complete the first step of your action plan by briefly explaining why you would, or would not, be concerned about the symptoms that Brock is exhibiting. List the symptoms that are characteristic of an upper respiratory infection and outline the steps you would take to prevent its spread in the classroom.
2. Be sure to read the REFLECTION section below to guide your thinking. Write your reflection after you have completed the first step of your plan.
Self-Evaluation

1. For each item in your plan:
a. Explain how this item addresses the issues in the scenario.

2. Describe and justify how your plan would improve teaching and learning in the scenario.