Assignment 6 Activity: Ttw

Materials: Large numbers from block center Teacher Instructions: During large group math, students will act out addition problems at “the bus stop”. Students will take turns being the actors, get a number and sit on the bus with another number. Class will solve the problem of how many the numbers will make before getting off the bus. Next student will write the new number (answer) on the dry erase board.

Splash Math Splash Math is an interactive app geared towards students in the second and third grade (6-9 years old). The app reinforces and sharpens the student’s math skills and concepts with adaptive math problems. The key features of the app are explanations for incorrect answers, reward system for the correct answer, scratch pad, monitor the students progress, self pace and voice narrator. The key benefits of Splash Math are to increase the students math confidence and competence, help master key math skills, provide student progress reports, and engaging. To promote student learning in a classroom, I will utilize Splash Math after direct instruction. The students will pair off into groups of two to three students. Students would collaborate to solve simple and

In the YouTube videos referring to John Dewey, it was discussed that in the not so distant past society viewed “education in a sit and get mentality, (2012)”. Educators put it in their student’s head that recalling facts rapidly was a sign of a good education. During my life time, this was true. I am fifty-two years old and I can remember standing up as a class and the teacher rattling off multiplication facts and we, the students, being called upon to give the answer as fast as possible. If you got the answer right you stayed in the game, if not you had to sit down and listen to the others. The last one standing was hailed as a hero for knowing their multiplication facts. I do not remember any hands-on activities that would have taught the usefulness in understanding the multiplication process. Currently, I work with special education students. I give them hands on, real life experiences all day every day. If I did not, I cannot imagine them understanding let alone being engaged in the activities.

6th Grade Lesson Plan Grade Level Content Standard: Number Sense 2.1 Solve problems involving addition, subtraction, multiplication, and division of positive fractions and explain why a particular operation was used for a given situation.

TFT2 Task 2 Thomas Garner Student ID: 336227 Section 4 Statement of Intent Modifications: As recognized by leading research and consulting firms with knowledgeable, skilled management, advanced state-of-the-art IT affords extraordinary opportunities for greater efficiencies, cost reduction, higher productivity, customer satisfaction, and profitability. Sophisticated IT applications realize their full potential with highly specialized technical knowledge and management skills readily available only in smaller firms focused primarily or exclusively on such applications. Through State of the art IT Security Management (ITSM) processes such as threat management, auditing, encryption and customer education will be used to prevent misuse and/or abuse of Finman’s IT resources or services.

The book I chose to do an integrated unit on was The Skin You Live In by Michael Taylor with second grade students aged 7-8 years old. The big, colorful pages are vibrant and easy to absorb. This book delivers an important message about acceptance to young readers.

5. NYS CCLS or Content Standard Operations and Algebraic Thinking Addresses:1.OA.A.1 Represent and solve involving addition and substation 1 Using addition and substation within 20 to solve word problems involving situations of adding, taking from putting together, taking apart and comparing, with unknowns in all positions, e.g., by using objects, drawing, and

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• When students finish the whole set of the fraction cards, the teacher will provide them with an answer sheet and they will flip box by box and self-check their work.

IWT1 Task 1 Impressionism and Post Impressionism By WGU student In early 19th century, the French government controlled the academies and salons of paintings. The impressionism took place in second half of 19th century, which was results of French artists rejecting the traditional government sanctioned academic painting that was dominating their arts at the time. The first independent art exhibition was held in 1874 for one month. Few of the famous artists’ who participated and help organize this exhibition was Claude Monet, Berthe Morisot, Pierre-Auguste Renior, Edgar Degas and Camille Pissarro along with 25 other artists. They displayed approximately 165 paintings during this exhibit. This group of artists referred themselves as

Daniel’s various work samples evidence for Section C: In Section D, Daniel demonstrated a primary understanding of the multiplication and division concepts. Daniel can count group items by ones. He also counts one by one to find the solution for involving multiple groups when all objects are modeled. Daniel was able to use different strategies to count the cars in the boxes as he said, “I can count them by twos because there are two cars in each box,”

Tuesday • For closure I would like to come back to the carpet and talk about what we learned from working in the centers. I would like to ask the class if they learned any new multiplication combinations today from these activities?

During my INRW 0302 class, the professor helped me to get into the internship. That internship helps me learn about our career before taking the class. Unfortunately, the internship was not completed is because I was too late to tell the employer about my driver license number. As the result, they did not call me to work and I really feel nothing to worry about; because they can just contact me after the holiday. If they did not call me; there is nothing for me to worry about.

Mathematical Genius Community (MAGIC) managing a math competition biweekly, mainly for third graders to eighth graders attending the Young Explorers School. In these competitions, math concepts (algebra, geometry, probability, number sense, and counting) will be covered in order to enrich the student's knowledge. The competitions will be free of cost. Our main goal is for children to expand their mathematical knowledge through competition. We will host an individual test taken by everyone. Then, students will be placed in groups based on their score to take team tests. The testing portion of the competition will take around two hours with short breaks in between the

To introduce the concept of division, I will have the students take out their notebooks and title their pages “division- fact families.” I will ask the students to tell me what they think that division means, and after some discussion, I will ask them to write that division is used to share equally or create equal groups. I will ask the students to give me some examples of when they needed to create equal groups of something. I will provide an example of Halloween candy bags, and making sure that each bag has the same amount in order to be fair. I will choose a few students to share. Next twelve students will be asked to come to the front of the room. They will be asked to physically create three equal groups. The rest of the class will be asked “how groups do we have?” (3) and “how many students are in each group?” (4). Then I will write the multiplication fact 3 x 4 = 12. The students will be asked to make one group again, then to physically create four equal groups. Once they do this, I will ask the same two questions to the class, “how many groups do we have?” (4) and “how many students are in each group?” (3). Then I will write the multiplication fact 4 x 3 = 12 on the board below the other fact. Those students will sit down, and new students will come to the front of the room. I will ask them to stand in one group, then form three groups. I will write 12÷3=4 on the board. Then I will ask them to form one group again, then to make 4 equal groups, and I will write 12÷4=3