Nt1310 Unit 8 Assignment 1

L.T. #3 Identifies 3 characters and determining the plot and setting of the story. Finally, L.T. #4 allows the students to explore the belief of the main message or theme of the story using their descriptions and illustrations to support their answers. My goal is to assess the students understanding of the questions that will be asked and the content area.

Guided Practice PERFORMANCE TASK(S): The students are expected to learn the Commutative and Associative properties of addition and subtraction during this unit. This unit would be the beginning of the students being able to use both properties up to the number fact of 20. The teacher would model the expectations and the way the work is to be completed through various examples on the interactive whiteboard. Students would be introduced to the properties, be provided of their definitions, and then be walked through a step by step process of how equations are done using the properties.

What is/are your approach/approaches to this lesson, please explain your approach? Teaching the lesson on characters viewpoint, I used the bottom-top approach to help students understand what they were looking for when describing the viewpoint of a character. When starting the lesson, I had the student explain to me what is a character and how can the reader know who is the main character. Once students were able to define a character, we changed the discussion to thinking of how every character is different. Students were able to successfully describe to why characters in a story each character is acts or thinks different.

From this day I learned that we should sometimes group learners such that they can discuss the language of mathematics. I observe that learners can learn better if they work with their mates because they feel free to express their view to their mates than a teacher. Cooperative learning is a powerful strategy which we can use to engage learners in doing mathematics. When I walk around I saw that they were debating on some conceptual errors and fortunately the one who was believing the errors turn out to understand how it is wrong. Most of the learners cannot believe that $7^{x+1} - 7^{x}$ is equal to $7^{x}(7 - 1) = 6 imes 7^{x}$.

His parents could require him to work out five word problems, with a goal that he work out four out of five (80%) correctly before moving on to higher level problems. As his math and applied problem fluency increases, the problems could be harder and the number of problems per session can be increased (7, 8, 9, 10 word problems per sheet). The focus can still be on 80% of the problems correct even as the difficulty and quantity of problems increase. This is based on “Standard - CC.2.1.4.B.2 Using place value understanding and properties of operations to perform multi-digit arithmetic” and “Standard - CC.2.1.5.B.2 extending an understanding of operations with whole numbers to perform operations including

PCELL: I actually recommend that they do it two ways, that they use the equation that I give them and that they plug that into an online calculator. The equations that I give them are usually reliable estimator and I also tell them that there is an error range of about 10 percent. The online calculators, I give them a couple links to the ones that I know work, but sometimes you get the wrong answers out of it. Last semester, I actually had a typo in one of the equators by a decimal point, which made a huge difference so people were giving me these absurdly low numbers so I brought that to attention and that actually was an important opportunity for

During this process, students may suffer some

This would give the students a chance to think of pumpkins in a deeper way. In order to improve the planning and delivery of the lesson, planning for all of the small details will help the delivery process go smoothly. In the original lesson plan the students had ten minutes to work on the graphic organizer at their own pace. Once the students started to work I realized to help the students complete the organizer I needed to keep time for them and move them onto the next sense together.

Section 1 Response to Intervention (RTI) is a 3-tiered approach used to “filter” students who are not meeting the academic levels as their peers. Watson better explains this strategy by saying; “response to intervention is a multi-tiered system integrating assessment and intervention to maximize student achievement for struggling learners at increasing levels of intensity” (Watson and Bellon-Harn, 237). A RTI approach involves implementation from the child’s teachers, general and special education, and speech-language pathologists (SLP). The purpose of RTI is finding a problem before the child fails. This is important because the earlier the disorder is found, the sooner therapy can begin, hopefully, resulting in a more successful intervention.

This lesson showed how I used tiered instruction when creating word problems for 2nd graders. I also adjusted this lesson and applied it to a 3rd grade lesson on word problems. The use of tired instruction used tired instruction and questioning. Students who needed more support received clearer problems and sentences frames, while other students received unclear problem and needed to create their own sentences.

They may ask questions and use their notes to make the corrections. Classwork is a learning tool, so we often redo work until it is right. In this unit, students planned, discussed, and then created their final project. Grades were taken on three activities and one summative assessment. They were given three different ways to demonstrate their learning before they were to complete their project.

You told my partner and I to change the color of things that are different in our papers. Problem Statement: You have a pool table with pockets only in the four corners. If a ball is always shot from the bottom left corner at 45°, and it always bounces at 45° , how many times will it bounce before it lands in a pocket? I worked with a partner, but I spent more time on bigger dimensions and a table of our data, while my partner spent more time on smaller dimensions Pool Table Dimensions Number of Rebounds Corner it lands in(A, B, C, or D) 1x1 0 C 10x10 0 C 2x1 1 B 2x4 1 D 3x6 1 D 2x6 2 C 2x7 2 B 2x8 3 D 8x12 3 B 2x3 3 B 10x6 6 C 30x18 6 C 2x4 8 D 3x8 9 D 4x7 9 B 4x10 9 B 5x7 10 C 7x10 15 D 19x10 25 C 19x20

Standard 3.OA.1:  Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7. Children start working with equal groups as a whole instead of counting it individual objects. Students start understanding that are able to group number is according to get a product. Students can solve duplication by understand the relationship between the two number.

Outcomes The web application was well received by all the stakeholders. The support engineers were excited to see a centralized location for transfer requests and avoid communicating through email. Since there were multiple transfer request handlers for each product, the processing for each request was quicker and the management was able to quickly measure real time success. It was realized that there could be additional improvement to make the process even faster by implementing a distribution list for the transfer request handlers for each product, for a more focused notification, instead of notifying all the handlers.

My original copy of Assignment # 3: Sundus Alhaji- 150 Assignment 3 The Professor’s grading and feedback for Assignment #3: sundus_A3rubric (1) My revised copy of Assignment # 3: Revised Version A Reflection On My Writing Revision After looking at the rubric and analyzing my written assignment, I have noticed that I lack some of the information about ISU being connected to the Reiman Gardens as wells as its mission and vision. Therefore, I supported that missing portion in the fifth paragraph which now focuses beyond the factual descriptions of the organization in itself.