Chocolongo Math Assignment

Getting assessments to the desirable level is therefore vital, both for teacher and students. From the Educational Assessment Landscape chart, I believe the measurements go hand-in-hand to offer students the opportunities to show what they have learned through differentiated assessments, all leading to the final result of success in summative

In order to improve my instructional practices, I analyzed instructional data from district math diagnostic and proficiency assessments. The most recent assessment assessed student’s abilities to count, add and subtract, and their understanding of place value. My students scored below not only the other first grade students at the school, but also all first grade students in the district. 81.6% of my students could count, read, and write numbers to 120. This was an improvement from their diagnostic assessment. However, only 66.7% could relate counting to addition and subtraction, and only 45% demonstrated understanding of place value in two digit numbers.

When the practitioners are planning, they can also ensure that they involve all children no matter what the mathematical ability to allow group learning and supporting one another which Vygotsky (Richard Culatta, 2015) says is how children learn best. Practitioners should plan for an enabling environment that promotes maths by surrounding the children in mathematical concepts and language, to support emergent maths. Practitioners should praise children. Practitioners should support all children’s development to ensure children and school ready and they are developing their emergent

The stage 4 mathematics Unit of Work (UoW) “Unit 10 Measurement, Length, Perimeter and Area” implements an array of concepts to aid the students to learn multidimensional mathematics through applying an Aboriginal perspective. These concepts that are outlined are the choice of and conversion between metric units, establishing and using formulae to solve perimeter and areas of squares, rectangles and triangles, utilising pi and solving perimeters of circles and solving problems using perimeter, area and circumference. Although the unit mentions the importance of the use the Mathematics problem solving there is a majority of content that is missing on the cultural aspect of mathematics as it highlights the prominent use of one-dimensional Mathematics.

In the article Is Time On Your Side? by Breanna Muses she states “On one hand it will be better on both students and teachers. Both would be more ready and prepared. Teachers would have more time to breath and prepare for the next class, especially if it’s a different grade level” (2). If you have a little more time before the next class, students will be able to have time to study. Also to get everything ready, by taking out notes or getting a project together. By doing this they will be able to get in the right mindset and be prepared.

I chose to do the write-up assignment on problem number three of signature write up assignment number 2 because these problems relate to what I do for a living, and that is nursing. In the clinical area, I am constantly checking and double checking my medications and dosage calculations to provide the best care and to most importantly avoid medication errors that can be potentially harmful if administered incorrectly. These questions were challenging and required critical thinking skills to come up with correct answer.

[The formal and informal assessments in the learning segments provided direct evident throughout the learning segments as I was able to incorporate relevant and meaningful assessments with my students. In the first lesson, students will be assessed through an observation during the anticipatory activity. I will use a Smart Presentation in this lesson and have the students determine which items have the greatest/least quantity. I will collect the data using my clipboard. In learning experience 2, students will, again, be observed. I will use a checklist ensuring students are able to read quantities from left to right as well as being able to recognize the three key vocabulary terms for this unit –

Van de Walle, J, Karp, K. S. & Bay-Williams, J. M. (2015). Elementary and Middle School Mathematics Teaching Developmentally. (9th ed.). England: Pearson Education Limited.

Student B demonstrates mathematical strengths in the explanation of both solutions of the area and perimeter, although one of the formula used was incorrect. Mathematical strength was also displayed in the actual multiplication 5x2x5x2=100, and addition 5+2+5+2=14 cm, failing to include the units of measurement

Every day, mathematics is used in our lives. From playing sports or games to cooking, these activities require the use of mathematical concepts. For young children, mathematical learning opportunities are all around them. Knaus (2013) states that ‘Young children are naturally curious and eager to learn about their surroundings and the world they live in’ (pg.1). Children, young and old, and even adults, learn when they explore, play and investigate. By being actively involved, engaging in activities that are rich, meaningful, self-directed and offer problem solving opportunities, children given the chance to make connections with their world experiences (Yelland, Butler & Diezmann, 1999). As an educator of young children,

You have a choice of five appetizers, ten entrees, three beverages, and six desserts. How many possible complete dinners are possible? Place your answer, as a whole number—no decimal places—in the blank. For example 176 would be a legitimate entry 900

This October 2017, practicum observation at Sharpsville Elementary consisted of a third grade Math Assessment interview and observation. The third grade teacher works on formative and summative assessment in the math class. The teacher uses different ways to assess students in the classroom. In most cases, whether the child is above level or at the level where the child should be she has many options and strategies on how to solve mathematical problems as a whole-group or individually. This reflection will discuss the formative assessment, summative assessment, how students respond to the instruction, and a student interview observation..

It is October 15th. Normally, students would be at school, working for hours on end at math, communication arts, and science. But this year is different. This year your school has now entered into the year-round calendar system. At home, you can enjoy the season of fall with pumpkins, Halloween, and beautiful weather. The idea of year round school has most commonly been pushed aside because of the misconception that it is too much school, or an on-going cycle of learning. However, those who declare this, do not understand the year-round school concept. Year-round school provides the same number of days as the traditional calendar. The difference, which will change our society and the achievement rate of our students in the future, is that the days are reordered into intersessions. The mechanisms of year round school include students attending school for a nine week period, then following this is a three week break. This rotation occurs year-round with a slightly longer summer break. Consequently, Though many people agree with keeping tradition with the popular school calendar, new evidence and testimony proves that year-round school provides the better avenue because the world is evolving, it benefits low income students, and intersessions are more effective than summer break.

The first standard that this lesson falls under is “2.MD.A.1: Measure the length of an object by selecting and using appropriate tools such a rulers, yardsticks, meter sticks and measuring tapes.” This framework fits with the lesson plan because the students will be measuring the distance they jumped. When the students do these measurements, they will be using rulers to measure their jumping distance. The framework states that the students need to use measuring tools to measure the length, which is why this lesson fits with this framework. The second framework standard that fits this lesson is “2.MD.A.2 Measure the length of an object twice, using length unites of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen.” This fits the lesson plan because the students will be measuring their distance three different times. Each time the student measures the distance they will be using a different form of measurement (cubes, feet and inches). Because the students are doing the measurement multiple times with different forms of measurement, the standard fits the lesson plan. It is clear that both of these standards fits the lesson and has the students interacting with

Maths is ubiquitous in our lives, but depending on the learning received as a child it could inspire or frighten. If a child has a negative experience in mathematics, that experience has the ability to affect his/her attitude toward mathematics as an adult. Solso (2009) explains that math has the ability to confuse, frighten, and frustrate learners of all ages; Math also has the ability to inspire, encourage and achieve. Almost all daily activities include some form of mathematical procedure, whether people are aware of it or not. Possessing a solid learning foundation for math is vital to ensure a lifelong understanding of math. This essay will discuss why it is crucial to develop in children the ability to tackle problems with initiative and confidence (Anghileri, 2006, p. 2) and why mathematics has changed from careful rehearsal of standard procedures to a focus on mathematical thinking and communication to prepare them for the world of tomorrow (Anghileri).