Elementary Math Methods

REQUIREMENTS ________________________________________ Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. The originality report that is provided when you submit your task can be used as a guide. You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course. Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc. unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt). Part One: Tools Explore several hands-on and virtual tools you could use in an elementary mathematics lesson and select four of each to evaluate in the following prompts. A. Evaluate four hands-on tools that elementary-age students can use to explore mathematical concepts, including the following for each tool: • one use of the tool to explore mathematical concepts • one specific benefit of using the tool to explore mathematical concepts • one specific challenge of using the tool to explore mathematical concepts Note: Classroom resources (e.g., flash cards, whiteboards) are not acceptable hands-on mathematical tools. Note: General classroom feasibility characteristics (e.g., storage, cost, availability) are not acceptable benefits or challenges of using the tool. B. Evaluate four virtual tools that elementary-age students can use to explore mathematical concepts, including the following for each tool: • one use of the tool to explore mathematical concepts • one specific benefit of using the tool to explore mathematical concepts • one specific challenge of using the tool to explore mathematical concepts • a web link to the identified tool Note: Entire websites or software packages (e.g., IXL.com, Microsoft Excel), classroom technology hardware (e.g., interactive whiteboards, student response systems), and general virtual classroom resources (e.g., virtual flash cards, virtual quizzes) are not appropriate virtual tools for this task. Note: The web link must be to the actual tool where the user can interact. A web link to an app store or a site that discusses a tool is not acceptable for this task. Note: General classroom feasibility characteristics (e.g., storage, cost, availability) are not acceptable benefits or challenges of using the tool. Part Two: Lesson Plan C. Using the “WGU Direct Instruction Lesson Plan Template,” create an original elementary-level (K–6) mathematics lesson plan that incorporates a tool from either part A or part B and that includes the following: • one state or national mathematics standard, including the source (web link) of the standard, the alphanumeric indicator code, and the written standard • one measurable learning objective that aligns to the standard Part Three: Reflection D. Explain how the tool from part C will enhance student learning during the lesson. E. Explain how your lesson plan incorporates each of the following components: 1. conceptual understanding 2. problem solving 3. procedural fluency F. Explain how one instructional strategy in your lesson plan (e.g., collaborative learning, modeling, discovery learning) supports learning outcomes. G. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized. H. Demonstrate professional communication in the conteaqwnt and presentation of your submission.