Percentages Virtual Manipulative Equation

Using the KWL section on the mathematics wall: write down the ideas children already know about algebra. And discuss what they might want to learn more about. Add to wall. Students will watch a brief introduction video to algebra that will refresh previous knowledge and get them to start thinking algebraically as

Initial Assessment From the very beginning of the course, teachers should begin to analyse their learners through initial assessment methods. The assessments best suited to guide improvements in student learning are quizzes, tests, writing assignments, and other assessments such as a group activity. These can easily give the teacher/tutor an insight into the learning needs of the learners. Also

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

[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 –

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

(Counting Cardinality) 2. The students will count from a 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.

Introductory • In what ways does your curriculum program support student learning and achievement of mathematics? Probing • How have you organized your program to enable student learning of all grade-level curriculum expectations? • How are your lessons designed for student learning of mathematical concepts, procedures/algorithms, and mental math strategies through problem solving? • What ways are the

3. The increase in population during the California Gold Rush helped California becomes a state. Typographical Aids Charts: I would teach my students the importance of a bar graph and that it is used to compare years with how much of an item was produced.

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.

Since each of the students were on their own individual level, and none of the students were on the last level, all of the students would benefit from more instruction regardless of whether they did better or worse than expected. After completing the post-assessment, and the self-evaluation, I would be able to see what sort of activities the students were more engaged in, more interested in, and be able to begin some enrichment activity based on that data. The students really seemed to grasp and enjoy multiplication facts in the form of educational games so I would have my instructional actions try and focus around fun, active educational games. First, however, I would have an individual conference to talk to each student about their data, where they improved, where they were still struggling. For these students looking at individual problems, the sixes through eights times tables would get more focus because they are what the students struggled with more.

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.

Since the above problem spans a longer period of time than is feasible for my project, I realize that one aspect that I can focus on is the concept of functions. Using functions is vital to understanding other studies including the higher mathematics, physics, and physics-based studies. The majority of my students are visual learners as denoted by a simple learning styles assessment. If I am to assist my students’ success in Algebra 1, then I might need to research a visual method of helping them to learn.

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

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

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