Math Mini-Lesson Plan Clinical Field Experience
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
Description/Paper Instructions
Clinical Field Experience C: Math Mini-Lesson Plan
Part 1: Math Mini-Lesson Plan
Math standard: CCSS.MATH.CONTENT.4.NBT.B.5
Grade level: 4th Grade
Brief description of the unit the class is currently learning: The students will learn the multiplication of a whole number of up to 4 digits by a one-digit whole number and two-digit whole numbers through the use of strategies based on place value and the properties of operations.
Learning objective: The student will be able to accurately multiple whole numbers of up to 4 digit by 1 and 2 digit whole numbers. Instructional strategy: Interactive instructions Description of math learning activity that is directly related to the data received from the pre-assessment: The students had a problem with understanding essay multiplication questions, thus in this mini-lesson hey will be guided on how to come up with a multiplication expression from an essay question.
Formative assessment:
1. A teacher wants to buy breakfast for her students. She will buy a packet of milk and 3 packets of biscuits for each student. If there are 20 students in her class, how many packets of milk and biscuits should she buy?
2. If there are 20 cars per yard. How many cars are in 25 yards?
3. If there are 12 packets of biscuits in one box, how many biscuits are in 250 boxes?
4. If one hover board cost $250, how much would 100 hover boards cost?
5. A box contains 200 exercise books and 100 pens; how many books and pens are in 80 such boxes?
6. If one year has 365 days, how many days are there in a century?
Part 3: Reflection
The use of pre-assessment data to develop a lesson is very key. This is because it helps an instructor to understand first hand which group of students does require a specific kind of instruction. Therefore these students will be able to have their differentiated instruction so that they understand much better. This hence will lead to a positive outcome on the learning objectives that the teacher intends to attain.
Looking at this data, I was able to identify the weak points of the majority of the students. I observed that most of the students especially the ELLs had a problem deducing the implied meanings in the questions that entailed some essay characteristics. This helped me to therefore understand that the students’ strengths lied in the problems that were digit-based. This means that more of the efforts were to be placed in the area that entailed essay-based questions so that they may learn the language of mathematics.
Therefore it is ethical for an instructor to keep the assessment data private as well as treat them with the desired respect. This is because the instructor is required not to expose the weaknesses of the students as this may badly affect the concentration and the social aspect of their being in class or the learning environment in general. This hence enables the students to interact and learn with one another coherently.
After the lesson was presented, I realized that the students needed more time to be allowed to synthesize the essay-based multiplication quizzes. Therefore I resolved to increase more time while encouraging the students to learn in groups as they are able to discuss and teach one another how to break down the questions. This made the students understand and improve on their ability to solve the multiplication problems with much ease.
This lesson supports short-term as well as long-term planning very well. In terms of short-term planning, I was able to instruct the learners to the extent that they were able to grasp multiplication methods ideas very well and were, therefore, able to solve simple problems that look big. On the other hand, in regards to long-term planning, the students build on their skills to handle quite complex multiplication problems that are so general in our everyday life. This is because most of the case scenarios in future mathematics comprise mixed operations, thus it would look pretty difficult for learners to understand the logic in these problems if they will not be able to understand the aspects of multiplication that come through such structured questions.
References
McNeill, K. (2019). 4th grade math lesson. Retrieved from:
https://www.youtube.com/watch?v=lCIwjp3E4Wc (38:10 minutes).
Massachusetts DESE. (2015). 4th grade math lesson. Retrieved from:
https://www.youtube.com/watch?v=Nw4R3HwwiUY&t=12s (35:54 minutes).
Gomez, A. (2014). 4th grade math lesson. Retrieved from:
https://www.youtube.com/watch?v=et2FGIm79-U&t=23s (51:26 minutes).
TNDeptofEducation. (2020). Teaching Tennessee: 4th grade math lesson 1.
Retrieved from: https://www.youtube.com/watch?v=6I82vj85it0 (28:44 minutes).
Bedley, T. (2012). Common core math lesson 4th/5th grade. Retrieved from:
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. 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The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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