Percentages Virtual Manipulative Equation

Students had previously covered the topic of developing fluency in multiplication by 2-digit numbers. After that topic students moved on to cover number sense, dividing by 1-digit divisors using mental math to prepare them for the following topic of my learning segment. The topic of my learning segment consists of developing fluency, dividing by 1-digit divisors. I designed my lesson as a three-day unit focusing on long division by modeling division with place-value blocks, dividing 2-digit by 1-digit numbers, and dividing 3-digit by 1-digit numbers. Students were introduced to division prior to my learning segment but the struggled to understand and comprehend division because students were only introduced to the division algorithm and were not provided with a mnemonic to help them recall the steps. Students also weren’t introduced to division with manipulatives or drawings. Therefore, I

Bridge to Prior Knowledge: Recite the numbers 0-10 from number chart as a class. Than have each student count independently on the number chart or tell you how many counting manipulatives they have.

[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 –

Use the following three-point rubric to evaluate students ' work during this lesson. * Three points: Students were highly engaged in class and group discussions; enthusiastically participated in the scavenger hunt; followed the rules of the scavenger hunt without needing

I taught a group of students at various grade levels to prepare them for their secondary-level standardized tests. The particularly

Technology: If the classroom has access to computers, the website http://www.starfall.com/ has lots of useful tools for students who may be behind or for students who are ahead. There is something for all students in large variety of subjects. http://www.starfall.com/ can be used before the lesson to help students remember key words and important techniques for creating their books.

This strategy can be used with all grades, however with younger grade levels, it would most likely be easier for them to respond using pictures.

Tactic/Objective: Incorporate a daily spiral review (up to 5 problems to begin every class session). Strong emphasis on Algebra in Geometry. III. Tactic/Objective: Better plan the STAR Math Test, and communicate test dates with students. Test will be planned at least one week in advance, and rewards for meeting goals will be decided upon by each individual class.

The conversion rate allows Nokona to sell its gloves for a profitable price while remaining competitive and accounting for the costs of getting the gloves to Germany. If the conversion rate was to repeat trends of 2011, then Nokona would be able to secure the conversion difference to their advantage.

I really enjoyed the, What’s the Average activity. During this activity, I learned a unique way of learning mean, median and mode. When I began this activity, I thought I already learned the three averages in the easiest way. In elementary school and middle school, it was hard for me to understand median when it came to two data points that ending up in the middle. I could never understand why the median could not be both data points. Folding the graph paper with all the data points made understanding the concept easier due to the fact I could visually see the location of the median. Another benefit that I found was it would help students understand that the median is always going to be located in the middle of the data. Another way I could use this concept is compare the median to a median in a rode. I could explain to them that the yellow lines on a road represent the median and the lanes represent the data points. Using this will give the students a chance to use their prior knowledge to aid them to understand the concept.

Having experience doesn’t always mean losing innocence. While a lot of us think that experience destroys innocence, I think that it enhances it somehow. One of the definitions for innocence in Merriam Webster dictionary is the lack of guile or corruption; purity. Personally I think that everyone one is innocent once they are born, but as they grow up they either lose it or keep it. There are of coarse positive and negative experience, and they affect how a person lives. In my opinion the transition between innocence and experience is very important and life changing.

The lack of adopted curriculum also means that most, if not all, teachers are supplementing both materials and instructional routines. These students need to pass the state-mandated Smarter Balanced Assessment (SBA) which requires completion of a problem-solving performance task. Students need to know which operation(s) to use (addition, subtraction, multiplication, and/or division) and how to apply them appropriately. This problem has

Amazingly integrated and easy-to-use grading tools and set-up within Canvas that provide many opportunities for student

This division unit included a variety of assessment types including a pre-assessment, formative assessments, and a final summative post assessment. In addition to the assessments that were scored, an anecdotal notes sheet was also used to keep track of informal assessments like student behaviors, participation, completion of worksheets, lesson activities, note-taking skills, and various other aspects of this unit that also affect the overall outcome of the unit (see appendix A). The actual data collected for this unit, which is presented in the previous section, is able to portray the students overall growth and progress towards reaching each of the three students learning objectives for this unit. In total, the class average on the pre-assessment was a 43% and the class average on the summative assessment was 78%, therefore showing that as a whole, the class grew by 35%. This shows that the entire group of students as a whole were able to develop in their division skills in a positive way by 35% from the beginning to the end of the unit. While some of the scores portrayed in the data tables are not necessarily showing mastery for all students, the main concern for many of these students was in their ability to show effort, develop division skills, and show growth as learners, and nearly 100% of students were able to achieve that.

This visual encompasses academic-based goals, varied “learning environments”, personalized plans for students, and up to date records of student achievement. Each category then goes into separate subcategories to pose further questions for consideration. These categories set individual goals for the students, set by the student, and incorporate valuable feedback while implementing a value based grading scale. It also takes into account important details like strengths and weaknesses, motivations, and places a high value on advancement. All of these developmental details are crucial for a teacher to understand the value of personalized learning for a