Mathematics
SPD570 Grand Canyon University Math Activities Lesson Plan Paper

SPD570

Grand Canyon University

Question Description

Complete the following assignment:

Select a 3-5 grade level and use the NC state standard based on the Number and Operations-Fractions domain.

Compose an aligning learning target and design appropriate activities for a selected group of three to four students, of varying academic levels, from the “Class Profile.”

Complete only these 2 section (I) Planning and (II) Instruction sections of the COE Lesson Plan Template, making sure the activities are supported by the recommendations found in the IES Practice Guide.

For your differentiated activities, specifically address:

  1. Fraction tasks; including area, length, and set/quantity models or
  2. Equivalent fractions.

In addition, and with the assistance of the IES Practice Guide, complete the Teacher Notes section within your lesson, describing five potential issues and/or roadblocks that might happen while delivering the lesson. Provide possible solutions to each potential issue.

In addition, draft five questions pertaining to the lesson that promote conceptual understandings related to fractions.

Let me know if you need clarification on directions or other information.

I have attached COE template with direction within the template, but you can delete as you type and the Class Profile for you.

IES Practice Guide below (1 - 46),

http://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/fractions_pg_093010.pdf

Unformatted Attachment Preview

Male No Tier 2 RTI for Reading Grade level Bertie No Low SES Asian Female No None Grade level Beryl No Mid SES White Female No NOTE: School does not have gifted program Grade level Brandie No Low SES White Female No Tier 2 RTI for Math Grade level At grade level Dessie No Mid SES White Female No Tier 2 RTI for Math Grade level Grade level Diana Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level Donnie No Mid SES African American Female No Hearing Aids Grade level At grade level One year below grade level One year above grade level Two years above grade level © 2015. Grand Canyon University. All Rights Reserved. Internet Available at Home Hispanic Parental Involvement Low SES Math Performance Level Reading Performance Level Yes Age IEP/504 Arturo Other Gender Ethnicity Socio-economic Status English Language Learner Student Name Class Profile At grade level Med No At grade level Low Yes At grade level Med Yes Low No Med Yes At grade level Low No At grade level Med Yes One year below grade level One year below grade level No Tier 2 RTI for Reading Emma No Mid SES White Female No None Enrique No Low SES Hispanic Male No Tier 2 RTI for Reading Fatma Yes Low SES White Female No Tier 2 RTI for Reading Frances No White Female No Diabetic Francesca No White Female No None Fredrick No Low SES White Male Traumatic Brain Injury Tier 3 RTI for Reading and Math Grade level Grade level One year above grade level Ines No Low SES Hispanic Female ASD Tier 2 RTI for Math Grade level Jade No Mid SES African American Female No None Grade level At grade level Kent No High SES White Male Emotionally Disabled None Grade level At grade level No Mid SES Native American/ Pacific Islander Female No None Grade level At grade level Lolita Mid SES Low SES Grade level Grade level One year above grade level Grade level Internet Available at Home Male Parental Involvement Hispanic Math Performance Level Reading Performance Level Low SES Age IEP/504 Yes Other Gender Ethnicity Socio-economic Status English Language Learner Student Name Eduardo One year below grade level At grade level Low No At grade level At grade level Low Yes At grade level Low No One year above grade level Low Yes At grade level At grade level Med Yes At grade level At grade level High No Two years below grade level One year below grade level Two years below grade level One year below grade level One year above grade level One year above grade level Very High No Low No High Yes Med Yes Med Yes One year below grade level One year below grade level © 2015. Grand Canyon University. All Rights Reserved. At grade level Internet Available at Home Parental Involvement Math Performance Level Reading Performance Level Age Other IEP/504 Gender Ethnicity Socio-economic Status English Language Learner Student Name Maria No Mid SES Hispanic Female No NOTE: School does not have gifted program Grade level At grade level Two years above grade level Low Yes Mason No Low SES White Male No None Grade level At grade level At grade level Med Yes Nick No Low SES White Male No None Grade level One year above grade level At grade level Med No Noah No Low SES White Male No None Grade level At grade level At grade level Med Yes Sharlene No Mid SES White Female No None Grade level One year above grade level At grade level Med Med Sophia No Mid SES White Female No None Grade level At grade level At grade level Med Yes Stuart No Mid SES White Male No Allergic to peanuts Grade level One year above grade level At grade level Med Yes Terrence No Mid SES White Male No None Grade level At grade level At grade level Med Yes Wade No Mid SES White Male No None Grade level At grade level Med Yes Wayne No High SES White Male Intellectu ally Disabled Tier 3 RTI for Math Grade level High Yes Wendell No Mid SES African American Male Learning Disabled Tier 3 RTI for Math Grade level Med Yes One year below grade level One year below grade level © 2015. Grand Canyon University. All Rights Reserved. One year above grade level Two years below grade level Two years below grade level NOTE: School does not have gifted program One year below grade level Two years above grade level © 2015. Grand Canyon University. All Rights Reserved. Two years above grade level Low Internet Available at Home Parental Involvement Math Performance Level Reading Performance Level No Age Male Other Ethnicity Asian IEP/504 Mid SES Gender No Socio-economic Status English Language Learner Student Name Yung Yes GCU College of Education LESSON PLAN TEMPLATE 03/2014 Teacher Candidate: Grade Level: Date: Unit/Subject: Instructional Plan Title I. PLANNING Lesson summary and focus: Classroom and student factors: In a few sentences, summarize this lesson, identifying the central focus based on the content/skills you are teaching. Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, non-labeled challenged students), and the impact of those factors on planning, teaching and assessing students to facilitate learning for all students. National / State Identify the relevant grade level standard(s), including the strand, cluster, and standard(s) by Learning number and its text. Standards: Specific learning target(s) / objectives: Teaching notes: Specify exactly what the students will be able to do Clarify where this lesson falls within a unit of study. after the standards-based lesson. Agenda: Identify the (1) opening of the lesson; (2) learning and teaching activities; and (3) closure that you can post as an agenda for the students that includes the approximate time for each segment. Academic Key vocabulary: Language: Include the content-specific terms you need to teach and how you will teach students that vocabulary in the lesson. Instructional Materials, Equipment and Technology: Grouping: Formative assessment: Identify the process and how you will measure the progress toward mastery of learning target(s). Function: Clarify the purpose the language is intended to achieve within each subject area. Functions often consist of the verbs found in the standards and learning goal statements. How will your students demonstrate their understanding? Form: Describe the structures or ways of organizing language to serve a particular function within each subject area. What kinds of structures will you implement so that your students might demonstrate their depth of understanding? List ALL materials, equipment and technology the teacher and students will use during the lesson. Add or attach copies of ALL printed and online materials at the end of this template. Be sure to address how you will teach the students to use the technology in Section II. INSTRUCTION. Identify grouping strategies that will support your students’ learning needs. Page 1 of 2 II. INSTRUCTION A. Opening Prior knowledge connection: Anticipatory set: Identify how this lesson connects to previous lessons / learning (prior knowledge of students) and students’ lives. Identify how this lesson is meaningful to the students and connects to their lives. B. Learning and Teaching Activities (Teaching and Guided Practice): I Do Your “I Do” instructional procedures should include: The teaching strategy you will use to teach each step that includes modeling and formative assessment; transition statements you will make throughout your lesson and essential questions you will ask; and academic language of vocabulary, function, and form. Script detailed, step-by-step instructions on how you will implement the instructional plan. Use a numbered list of each step; bold every example of modeling; italicize every formative assessment. Students Do Your “Students Do” procedures should describe exactly what students will do during the lesson that corresponds to each step of the “I Do.” Please use a corresponding numbered list. Differentiation Describe methods of differentiation, including accommodation or differentiation strategies for academically, behaviorally and motivationally challenged students. Please use a corresponding numbered list. Also include extension activities: What will students who finish early do? III. ASSESSMENT Summative Assessment: Closure: Homework: Include details of any summative assessment as applicable and attach a copy with an answer key. Explain how the summative assessment measures the learning target(s)/objectives. If you do not include a summative assessment, identify how you will measure students’ mastery of the learning target(s)/objectives. Differentiation: Describe methods of differentiation for your summative assessment, including accommodation or differentiation strategies for academically, behaviorally and motivationally challenged students. Explain how students will share what they have learned in the lesson. Identify questions that you can ask students to begin the closure conversation. Identify how students will confirm transfer of the learning target(s)/ objectives to application outside the classroom. Clearly identify any homework tasks as appropriate. Elaborate whether the homework is drill- or skill-practice-based and explain how the homework assignment supports the learning targets / objectives. Attach any copies of homework. Page 2 of 2 GCU College of Education LESSON PLAN TEMPLATE Teacher Candidate: Grade Level: Date: Unit/Subject: Instructional Plan Title I. PLANNING Lesson summary and focus: Classroom and student factors: In a few sentences, summarize this lesson, identifying the central focus based on the content/skills you are teaching. Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, non-labeled challenged students), and the impact of those factors on planning, teaching and assessing students to facilitate learning for all students. National / State Identify the relevant grade level standard(s), including the strand, cluster, and standard(s) by Learning number and its text. Standards: Specific learning target(s) / objectives: Teaching notes: Specify exactly what the students will be able to do Clarify where this lesson falls within a unit of study. after the standards-based lesson. Agenda: Identify the (1) opening of the lesson; (2) learning and teaching activities; and (3) closure that you can post as an agenda for the students that includes the approximate time for each segment. Academic Key vocabulary: Language: Include the content-specific terms you need to teach and how you will teach students that vocabulary in the lesson. Instructional Materials, Equipment and Technology: Grouping: Formative assessment: Identify the process and how you will measure the progress toward mastery of learning target(s). Function: Clarify the purpose the language is intended to achieve within each subject area. Functions often consist of the verbs found in the standards and learning goal statements. How will your students demonstrate their understanding? Form: Describe the structures or ways of organizing language to serve a particular function within each subject area. What kinds of structures will you implement so that your students might demonstrate their depth of understanding? List ALL materials, equipment and technology the teacher and students will use during the lesson. Add or attach copies of ALL printed and online materials at the end of this template. Be sure to address how you will teach the students to use the technology in Section II. INSTRUCTION. Identify grouping strategies that will support your students’ learning needs. Page 1 of 2 II. INSTRUCTION A. Opening Prior knowledge connection: Anticipatory set: Identify how this lesson connects to previous lessons / learning (prior knowledge of students) and students’ lives. Identify how this lesson is meaningful to the students and connects to their lives. B. Learning and Teaching Activities (Teaching and Guided Practice): I Do Your “I Do” instructional procedures should include: The teaching strategy you will use to teach each step that includes modeling and formative assessment; transition statements you will make throughout your lesson and essential questions you will ask; and academic language of vocabulary, function, and form. Script detailed, step-by-step instructions on how you will implement the instructional plan. Use a numbered list of each step; bold every example of modeling; italicize every formative assessment. Students Do Your “Students Do” procedures should describe exactly what students will do during the lesson that corresponds to each step of the “I Do.” Please use a corresponding numbered list. Differentiation Describe methods of differentiation, including accommodation or differentiation strategies for academically, behaviorally and motivationally challenged students. Please use a corresponding numbered list. Also include extension activities: What will students who finish early do? III. ASSESSMENT Summative Assessment: Closure: Homework: Include details of any summative assessment as applicable and attach a copy with an answer key. Explain how the summative assessment measures the learning target(s)/objectives. If you do not include a summative assessment, identify how you will measure students’ mastery of the learning target(s)/objectives. Differentiation: Describe methods of differentiation for your summative assessment, including accommodation or differentiation strategies for academically, behaviorally and motivationally challenged students. Explain how students will share what they have learned in the lesson. Identify questions that you can ask students to begin the closure conversation. Identify how students will confirm transfer of the learning target(s)/ objectives to application outside the classroom. Clearly identify any homework tasks as appropriate. Elaborate whether the homework is drill- or skill-practice-based and explain how the homework assignment supports the learning targets / objectives. Attach any copies of homework. Page 2 of 2 ...
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Final Answer

Attached.

GCU College of Education
LESSON PLAN TEMPLATE
03/2014
Teacher
Candidate:
Grade Level:
Date:
Unit/Subject:
Instructional Plan
Title
Lesson
summary
and focus:
Classroom
and student
factors:

Anderson Smith
3
April 18, 2018
Math

I. PLANNING
Developing student understanding of fractions such as area, quantity models and
length as well as computational procedures that involve the fractions.
The classroom is fairly large with a total of 30 students. The males outnumber the
female students given that there are 19 boys and 11 girls in the class. The students
are between the ages of 8 and 9. The majority of the students are Americans
followed by African American and a few from distinct races. The class has 10
white students, 9 African Americans, 6 Chinese and the remaining 5 are from two
or more races. The class does not have students considered ESL. Also, it does not
have students that are eligible for special education.

National /
Learning standards will be built upon the current lessons and strengths of th...

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