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Module 3 Assignment Analysis

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Friend and Bursack (2006) note that students should already have some amount of background knowledge before engaging in the scaffolding process to ensure a smooth transition into a new concept. Thus, it is crucial to consider this during lesson planning stages.
The two summative assessments are designed to assess students understanding of the multiplication concepts as described in the lesson plans. There are two summative assessments that support the three integrated lesson plans. The assessment tasks have similar contexts where the objective is to assess students understanding of representing multiplication as repeated addition and equal groups. Students should also be able to display that they are capable of skip counting using a mode of …show more content…

The students are provided with a selection of cards that consist of numbers and pictures which they will use to create their poster. The cards are provided as prompts for the students as it is anticipated some students will need the additional support to complete the task. However, there is also the alternative of the students creating their own poster to show their understanding or with the use of an iPad to assist them. The alternatives provided is because of the fact that all students will not be at the same level to perform these tasks and therefore will need to choose an option that is suitable for them to best demonstrate their understanding. These three alternatives provide the students with a less stress approach towards completing the assessment task. According to Barton and Koretz (2003), changes in the presentation and administering of the assessment is desirable which allows the students to dictate the task rather than writing it out. They further mention that modifying assessments is ideal for students with special learning needs such as providing extra time, breaks in between or a different location, etc. In the case of this assessment, students will have the option of using a hundreds board to organize and sort their information if needed. Critics may argue that the use of the hundreds chart would be not be

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Especially, using talking circle to introduce new math topics would be an effective way to enhance students’ number fluency and get them comfortable with explaining their thought process by using students' prior knowledge. Talking circles could also be helpful to review materials before an assessment by discussing questions and answers with students as a group. By exploring different perspective of talking circle the teachers can best implement the discussion format in their classroom to help minimize stratified talk and support mathematics learning for all

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More pictures and objects are introduced as the student succeeds in consistently choosing the correct or desired object. The student is

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Even before they start school majority of the children develops an understanding of addition and subtraction through their everyday interactions. A Math center will help develop children’s processing skills such as problem solving, communicating and recognizing numerals. There are a few common steps for problem solving that involve understanding the problem, making a plan, implementing the plan, and reflecting to see whether the solution works or the answer is correct. Whereas, when children reason they “draw logical conclusions, apply logical classification skills, explain their thinking, justify their problem solutions and processes, apply patterns and relationships to arrive at solutions, and make sense out of mathematics and science”. Even though communicating with children they share their mathematical ideas in a variety of ways, verbally or nonverbally such as charts, tallies, and drawings.

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This will help you provide appropriate support and guidance to ELLs during the assessment. For example, if the teacher is using a graphic organizer, you may assist by providing additional support to ELLs in organizing their ideas or providing simplified language. If the teacher is using vocabulary journals, you can help ELLs identify new words and their definitions. During summarizing activities, you can provide additional guidance and support to ELLs in identifying key concepts and

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This essay will aim to discuss how teachers can ensure that children make progress in their mastery and mathematical understanding with particular reference to calculation. There will be a particular vocal point towards section 1, which analysed the mastery and mathematical understanding of dividing a two digit number by a one digit number, based on year 3 programme of study. Drawing on a range of relevant literature, research, local and national policy this essay will aim to create a critical view of mastery and mathematical understanding. Analysing the range of pedagogical approaches as well as flexible and inclusive strategies a teacher can use, will highlight how a teacher can develop children’s understanding.

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During the second lesson, I used my informal assessment chart from the first lesson to help me remember who needed extra help during the second lesson. These assessment charts were used in all five of my lesson plans that had to be conducted during this

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This student prefers the teacher uses graphs, charts, maps, pictures, etc. The student with auditory preference likes to listen to learn information. They prefer also to speak about what they learn. Read/write learners like diaries, dictionaries, books, highlighting, handouts, etc. This category was added after the assessment was originally created, because the founder saw that there was yet another way of learning that had not been previously covered in the visual, auditory, and kinesthetic categories.

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Lesson Plan Evaluation The lesson plan that was reviewed is called “Vocabulary / Context Clue” by Sarah M. Davis. This lesson plan uses Tier 2 words aimed at students that are in third grade. This lesson plan could connect with most lessons in any course third grade or up. The lesson contains several short lessons that introduce the Tier 2 words and instruct on how to fill these words out correctly within a word map.

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Each step builds on another one. It is imperative when teaching Mathematics that the teacher progresses from simple problems to complex ones (Schwartz, 2000). Students need to be able to do the basics before they can move on to do more complicated

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She required them to learn rise over run. They had to form groups of three where they had to measure the height and base of the steps. She traveled around the school taking them to several different steps where they had to measure, record and draw on their worksheet. It was a fun way to teach them about Math. She explained to me the process she uses in her Math class.

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There is a general agreement in society that every child should study Mathematics at school in order to acquire skills for their adult life (Orton & Wain, 1996). Mathematics is thought to be the language in which logical reasoning and problem solving blend together as the goal for development of thinking skills (Johnson & Rising, 1992). Despite these notions, unfortunately, Mathematics is a subject where many secondary school students perform poorly at national examinations (Netherlands, 2004). According to Fuchs, Fuchs, Hamlett and Appleton (2002), Mathematics, especially worded problems, are often challenging for students of all ages, including those with or without special learning needs. This is supported by the fact that there exists

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Formative assessment: I will be providing students with a quiz. I will grade the quiz as the finish it during individual work and during small discussion groups. This will allow me to measure the students’ knowledge and understanding of the material. I will go over the correct answers during our wrap up activate.

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8 s.2015 entitled “Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program”, the curriculum has separate standards to compute the mark of students from grades 1 to 10 from grades 11 to 12. The components of which are: written work (WW), performance tasks (PTs), and quarterly assessment (QA). The weight of these components varies from subject to subject. Only having three components and two of them being knowledge-based, it can be assumed that any other skill that does not involve memorizing and reading are not focused on. Outcomes are now more acknowledged, but are only based on the lesson at hand.

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