Topic 2 Assignment: Development of a Math Lesson Due Date: Oct 25, 2020 12:00 AM Description Here are some tips to help you be successful on Topic 2 Development of Math Lesson Instruction Assignment. For this assignment, use the grade level of your field experience class and select 1-3 math standards based on content that is currently being taught. You will be implementing one of these activities in a future field experience. Develop three cooperative group activities for groups of 3-4 students. One group activity should be technology-based, one should focus on problem solving, and one should focus on active inquiry. Technology, Problem-Solving, Active Inquiry Technology - Technology can encompass any technology tool including calculators, iPads, computers, and robots (Ozobots, Dash & Dots, etc). Problem-Solving - Activities that include problem-solving are not story problems and worksheets. When thinking about problem-solving activities, consider posing a question to your small group and allowing them to work with a partner to solve it.     Non-Example of problem-solving: Michael has two cookies. Nial has three cookies. If Michael and Nial put their cookies together, how many cookies do they have? (This story problem is merely a straight computation problem put into words. There is no high level of cognitive demand in this problem. It is not problem-solving. It is computation).     Example: Michael has baked cookies for his class. He baked chocolate chip cookies and peanut butter cookies. If Michael wants to take exactly 10 cookies to class, how many chocolate chip cookies and peanut butter cookies can he take? (This problem does not have a single correct answer. It engages students in a high level of cognitive demand. It also allows students to engage in the standards of mathematical practice - specifically SMP 1, 2, 3, and 4). Active Inquiry - Activities that incorporate active inquiry focus on student interests and student questions in order to lead to student investigation. Active inquiry is very closely aligned to problem-solving. They are not mutually exclusive. Example: Students are working on an engineering design challenge. Their criteria is to build the tallest structure they can that will support a small stuffed animal. They may only use three sheets of 8” by 11” paper, two large index cards, tape and a 12” piece of string. In addition to this activity covering science standards, it also aligns to K-2 measurement and data math standards. Standards and Vocabulary Think carefully about the vocabulary you will be using in your activities. Make sure that it is specific, content related and age appropriate vocabulary. Integrating Personal, Family, Community Experiences, and Cultural Norms Ensure that each of the cooperative learning strategies integrate personal, family and community experiences and cultural norms of students. Think about your specific student population. In a previous class, I had a student who worked with Native American children. She made it a point to incorporate their experiences and cultural norms into her learning activities. Collaboration and Supportive Interaction Your cooperative learning strategies support collaboration among students and ensure students are actively engaged. Resources Ask yourself, are my resources and hands-on materials developmentally appropriate and do they enhance learning? Differentiation Each of your learning activities should include strategies to address a variety of student learning needs. How will you differentiate your activity for students who need extra help? How will you make your activity meaningful and increase learning for your students who already meet the standards? How will you address the needs of your English language learners? Organization Make sure the organization of your activities is logical and the ideas presented relate to each other. Decide whether the learning activities are stand alone activities, or will they build upon one another? Will they address three sequential standards, or will they be aligned to three different standards in different mathematical strands? Mechanics of Writing (includes spelling, punctuation, grammar, language use) Always proofread and spell check your assignment before turning it in through LopesWrite. Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) Make sure to always document all your sources. Development of Math Lesson Instruction Successful teachers understand how to integrate personal, family, and community experiences and cultural norms of young children into their lessons to develop young children's mathematical thinking. These are also incorporated into collaborative and supportive interaction in the early childhood classroom. For this assignment, use the grade level of your field experience class and select 1-3 math standards based on content that is currently being taught. You will be implementing one of these activities in a future field experience. Develop three cooperative group activities for groups of 3-4 students. One group activity should be technology -based, one should focus on problem solving, and one should focus on active inquiry. Describe each activity in 250-500 words, including the following: Standards-based objective Content related, age appropriate vocabulary  Strategies that integrate personal, family, community experiences, and cultural norms of students  Cooperative learning strategies to support collaboration and supportive interaction  (Each student should be an active part of the activity.) Resources and hands-on materials to enhance learning Differentiation to address students’ diverse learning needs 

The Essay, approximately 400 to 600 words in length, that you will write in is as follows:What information can one discover about revolutionary Russia from the Russian Declaration of the Rights of the Russian People? Please take the time to organize your thoughts in a logical manner and cite evidence to support your analysis. Please make sure to have an introduction and conclusion paragraphs.