Details: Select a 1-5 grade level, NC state standard based on the Number and Operations in Base Ten domain. Design and complete the National/State Learning Standards, Specific Learning Target(s)/Objectives, and Learning and Teaching Activities sections of the COE Lesson Plan Template. Be sure to include appropriate support and guidance for fostering academic language. Upon completion of your partial lesson, draft 20 questions to guide meaningful learning progressions and foster problem solving for individuals with exceptionalities. Five of the questions should activate prior knowledge and the remaining 15 questions should be based on the progression of the lesson activity and probe the four Depth of Knowledge levels. Using four of the questions you drafted, complete the attached “DOK Questions Table.”See Rubric belowDrafting Essential Questions 1 No Evidence 0.00% 2 Nominal Evidence 69.00% 3 Unacceptable Evidence 74.00% 4 Acceptable Evidence 87.00% 5 Target Evidence 100.00% 70.0 %Content 10.0 %Lesson Plan Content No submission. Lesson plan does not include learning objectives and instructional activities related to the Number and Operations in Base Ten domain; modifying and extending skills taught in the lesson plan and aligning to the identified learning targets. Lesson plan includes inappropriate instructional activities related to the Number and Operations in Base Ten domain; modifying and extending skills taught in the lesson plan and aligning to the identified learning targets. Lesson plan includes appropriate instructional activities related to the Number and Operations in Base Ten domain; modifying and extending skills taught in the lesson plan and aligning to the identified learning targets. Lesson plan includes engaging instructional activities related to the Number and Operations in Base Ten domain; modifying and extending skills taught in the lesson plan and aligning to the identified learning targets. 10.0 %PLANNING: Instructional Script and Materials No submission. Lesson plan does not use effective, verbal, nonverbal techniques in a way that would create opportunities for learning and collaboration. Lesson plan does not adequately address student or class needs, and/or includes thinly designed use of verbal, nonverbal techniques to create opportunities for learning and collaboration. Lesson plan includes basic, appropriate use of student-centered verbal, nonverbal techniques to create opportunities for learning and collaboration. Lesson plan demonstrates well-developed and skillful use of effective, student-centered verbal, nonverbal techniques to create opportunities for active inquiry, collaboration, and supportive interaction. 10.0 %PLANNING: Meeting the Varied Learning Needs of Students No submission. Lesson plan instruction and instructional supports ignores the learning needs of the students. Lesson plan does not fully differentiate instructional activities and supports. It inadequately addresses the needs of the students. Lesson plan includes basic differentiated instructional activities and supports that are designed to generally meet the needs of students. Lesson plan has creative, well-developed differentiated instructional activities and supports clearly designed to meet the needs of specific individuals or groups with similar needs. 10.0 %PLANNING: Meeting the Language Needs of Students No submission. Planned assessments do not clearly measure the stated learning targets, and/or do not include modifications for the individual needs of the student. Lesson plan only cursorily describes content-based vocabulary and includes underdeveloped instructional support for the use of vocabulary and additional language demands associated with the language function. Lesson plan identifies content-based vocabulary and includes general instructional support for the use of vocabulary and additional language demands associated with the language function. Lesson plan clearly and comprehensively incorporates content-based vocabulary, targeted instructional support for the use of vocabulary, and additional language demands associated with the language function. 15.0 %Essential Questions No submission. Essential questions do not promote conceptual understanding related to the Number and Operations in Base Ten domain. Essential questions that promote conceptual understanding related to the Number and Operations in Base Ten domain are inadequately drafted. Essential questions that promote conceptual understanding related to the Number and Operations in Base Ten domain are drafted. Essential questions that promote conceptual understanding related to the Number and Operations in Base Ten domain are expertly drafted. 15.0 %DOK Questions Table No submission. Depth of knowledge questions do not promote conceptual understanding related to the Number and Operations in Base Ten domain. Depth of knowledge questions that promote conceptual understanding related to the Number and Operations in Base Ten domain are inadequately drafted. Depth of knowledge questions that promote conceptual understanding related to the Number and Operations in Base Ten domain are drafted. Depth of knowledge questions promoting conceptual understanding related to the Number and Operations in Base Ten domain are expertly drafted.

) Identify Whether to Use a One-tailed or Two-tailed Test Given H0: p ≥ 80% and Ha: p < 80%, determine whether the hypothesis test is left-tailed, right-tailed, or two-tailed. 2) A car maker claims that its new sub-compact car gets better than 47 miles per gallon on the highway. Determine whether the hypothesis test for this is left-tailed, right-tailed, or two-tailed. 3) The owner of a professional basketball team claims that the mean attendance at games is over 30,000 and therefore the team needs a new arena. Determine whether the hypothesis test for this claim is lefttailed, right-tailed, or two-tailed. 4) Interpret a Decision Based on the Results of a Statistical Test The mean age of bus drivers in Chicago is 50.2 years. If a hypothesis test is performed, how should you interpret a decision that rejects the null hypothesis? 5) The mean age of bus drivers in Chicago is greater than 57.8 years. If a hypothesis test is performed, how should you interpret a decision that rejects the null hypothesis? 6) The mean IQ of statistics teachers is greater than 160. If a hypothesis test is performed, how should you interpret a decision that rejects the null hypothesis? 7) Find the critical value for a right-tailed test with α = 0.01 and n = 75. 8) You wish to test the claim that μ ≠ 22 at a level of significance of α = 0.05 and are given sample statistics n = 35, x = 21.1, and s = 2.7. Compute the value of the standardized test statistic. Round your answer to two decimal places. 9) Find the standardized test statistic t for a sample with n = 15, x = 7.4, s = 0.8, and α = 0.05 if H0: μ ≤ 7.1. Round your answer to three decimal places. 10) Determine the critical value, z0, to test the claim about the population proportion p = 0.250 given n = 48 and p ^ = 0.231. Use α = 0.01. 11) Find the critical X2 -values to test the claim σ2 = 4.3 if n = 12 and α = 0.05.