A. Study the integers and order of operations content standards for your state and do the following: List three content standards from Georgia mathematics that…

A. Study the integers and order of operations content standards for your state and do the following:

List three content standards from Georgia mathematics that apply to integers and order of operations for grades K–6. The three selected standards must represent three different grade levels (Kindergarten to 6th grade).Write a sample problem for each of the three grade level standards to illustrate the evolution of student understanding.Provide a solution for each problem that demonstrates each step or explains the thinking process involved in determining the solution.Discuss how the chosen standards and problems build student understanding of integers and order of operations across the three K–6 grade levels selected in part A1.

B. Watch the “Grade 6 Math: Introduction to Integers” video (can be found on Youtube) and do the following:

Explain how the introductory activity assesses prior knowledge.Describe how the teacher effectively integrates relevant vocabulary terms into the lesson using examples from the video.Explain how the visual aids and real-world examples in the observed lesson work together to illustrate the meaning of zero.Describe how the concluding activity reinforces the content of the lesson.

C. Provide two original learning activities that address student misconceptions about integers and order of operations by doing the following:

Describe a student misconception about adding and subtracting positive and negative integers.

a. Describe an interesting and engaging original activity that would clarify the student misconception about adding and subtracting positive and negative integers identified in part C1.

Note: The activity should effectively engage students and extend beyond additional practice problems.

b. Explain how the activity would deepen student understanding of the concept.

Describe a student misconception about order of operations.

a. Describe an interesting and engaging activity that would clarify the student misconception about order of operations identified in part C2.

b. Explain how the activity would deepen student understanding of the concept.

D. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.

E. Demonstrate professional communication in the content and presentation of your submission.

Sample Solution
This exploration is to ponder how the aptitudes and characteristics of instructors impacts on the nature of training of Primary understudies in the 21st century. An educator’s job in the 21st century has changed with expanding unpredictability and with a boundless inventory of information, a “one size fits all” approach is never again relevant. Instructors are not only liable for educating, they need to guarantee that learning has happened taking into account every kid’s needs by customizing their learning. 21st century requests a totally different arrangement of aptitudes and capabilities from youthful students and it is the duty of educators to set them up for life after school by building up these abilities. Of all 21st century aptitudes, imagination and advancement are significant and significant changes are required in the general instructive culture towards increasingly inventive learning and creative educating. The inquiry that should be addressed is, are our educators capable enough to successfully show the abilities that youthful students request in a world that is quickly developing. For this exploration work, look into researcher has examined different reports on getting ready educators and creating school pioneers for the 21st century around the globe. Specialist utilizes expressive, prescient and prescriptive research structure in which the graphic examination clarifies what has occurred, prescient clarifies what could happen dependent on past tends and designs and prescriptive investigation clarifies what should the School Leadership ought to do to guarantee that educators are well prepared for 21st century study halls. Research Scholar utilizes organized surveys and meetings. Organized survey is utilized to examine the accompanying: Attributes that instructors need to empower them to receive the structure for 21st Century Skill The individual as well as expert hindrances keeping the educators from actualizing 21st century abilities in the study hall. My exploration demonstrates that there is a requirement for a comprehensive methodology for actualizing change towards progressively imaginative learning and inventive educating and for that educator capability and further persistent expert advancement is key in planning instructors for 21st century study halls. An examination on how the aptitudes and properties of educators impacts on the nature of instruction of Primary understudies in the 21st Century. 1. Presentation Instructors around the world are embracing a plenty of changes to all the more likely plan understudies for the requests of life after school in the 21st century. Training, completely, should be re-imagined, upgraded and revamped to guarantee that understudies are prepared and ready to deal with said requests. In a quickly evolving society, understudies need to learn significant abilities for particular callings alongside learning the center subjects Maths, English, Science and Arts. Henceforth the idea of school, educator, students and educational plan should be re-imagined. Learning and instructing should change so as to address the students’ issues. This is no little challenge, and it is the duty of the instructors to ensure the change is enduring and decidedly significant. We have no clue about what the world will resemble in five years, yet we are intended to instruct for it. As an age we are right now confronting some huge scale issues, for example, an unnatural weather change, monetary change, human services, overpopulation and other natural and cultural issues. Rising advancements and coming about globalization likewise give boundless potential outcomes to existing disclosures and improvements. Is a “decent school” for our present society likewise a “decent school” for those essential understudies who will possess basic leadership jobs in the year 2030 and past? What are the aptitudes that the essential understudies of today, who will graduate in 2030 and past, request in this quickly evolving world? In past age, understudies relied upon instructors for access to information. In any case, with computerized data and calculations accessible at the speed of light, understudies have, the world, however the universe readily available. The move in the Bloom’s Taxonomy from the base up is never again a proposal, however a need. On the top finish of the scientific categorization, imagination and development, have been perceived as an important advance towards fathoming employability, which thus thinks about individual and cultural issues. This inventiveness and development should be intentionally and efficiently meshed into the educational program enabling understudies to completely convey what needs be through all center subjects, not simply restricting to Arts. Before, a ‘one size fits all’ model, institutionalization and conventional pedantic showing was sufficient, yet today educators are required to customize learning dependent on their learning styles which are being surveyed utilizing devices like various knowledge mapping and global seat mark appraisal information; taking figuring out how to the student in manners that enable understudies to learn in manners that are generally adding to their advancement. So as to guarantee powerful and ideal encouraging utilizing computerized assets and frameworks to follow understudy progress and learning, instructors need to accomplish aptitudes in innovation and recognize the contrasts between figuring out how to utilize innovation and utilizing innovation for learning. At the point when the job of an instructor is re-imagined and the training frameworks puts a lot more noteworthy accentuation on engaging youthful students to become long lasting students, to oversee multifaceted perspectives and creative methods for handling worldwide issues, understudies flourish and prosper. Understudies, themselves, should be able to do continually adjusting to consistently evolving circumstances, yet in addition want to learn and develop. These progressions have sweeping ramifications for instructors. How prepared our educators are to set up the understudies for life after school and what capabilities do instructors need, to educate viably those abilities? What is the job of educators in driving development, both inside and outside the study hall? To respond to these inquiries, government and school pioneers need to rethink the accompanying: Checking on and amending instructor training program Proceeding with proficient advancement and estimating the effect in exercises to assist educators with engaging a 21st century study hall. The nature of enrolling frameworks Execution the board framework Putting resources into making learning networks who work together constantly inside schools and systems that are learning associations to share best practices. Educators’ workplace The financial aspects of educator organic market. The job of the showing calling in driving advancement, both inside and outside the homeroom. Instructor Licensing Economic wellbeing Change of administration profile of school pioneers is definitely not a decision; it is a need or rather a characteristic outcome. Schools pioneers of 21st century need to locate the correct harmony between authority in driving learning, organization and the board in that capacity, is a functioning facilitator of progress. 21st century instructive pioneers, and the school as an association, always need to pose the inquiry “Would we say we are meeting the adapting needs of understudies inside our continually evolving world?” 2. Writing Review We realize that what’s to come is more eccentric than any other time in recent memory and learning encounters today can best assist understudies with coping up with the incomplete and live with vulnerabilities. Per Dalin (1998) Julie A.S (1999) unmistakably clarifies that new instructor influential positions are rising as instructors and approach producers look to improve the three significant periods of the showing vocation continuum: Teacher planning, acceptance and progressing proficient advancement. It is a regularly cited articulation that the nature of any instruction framework is essentially reliant on the nature of instructors in their very own framework (Barber and Mourshed, 2007). In the 21st century, educator demonstrable skill that guarantees the nature of instructors requests a lot of specific information and abilities (Darling-Hammond, 2010). Be that as it may, this subtleties just two of the difficulties. Planning kids for the obscure future requires getting ready educators utilizing instructor training projects to confront openings and difficulties that accompany it (Goodwin, 2015). Moorman and Nusche (2007) depicts the expanded requirement for adaptability to adjust the educational plan and study hall guidance to address singular issues places more prominent requests on educators’ instructive capability. A collection of writing recommends instructor training educational plans need to mirror the changing needs of the educational system. The cutting edge proficient job includes an all-inclusive arrangement of capabilities including showing an inexorably differing scope of students, values instruction, education and numeracy over the educational program, utilizing appraisal information viably, captivating in real life research and self-audit, working together in school groups (counting between office working) and coordinating innovation adequately. Crocker and Dibbon (2008) Finnish Institute for Educational Research, 2009; Calder and Grieve (2004). As is valid for most instructor training programs far and wide, the educating practicum is one of the key parts for planning new educators. This includes applying the skill, obtained from the instructor training courses, in a genuine study hall. For a successful educator training course, soundness between the courses and instructing practicum or clinical practice is fundamental. Harris (2011) McKinsey (2010) As instructors are vital to the nature of any training framework, educator instruction programs that seek to create 21st century instructor polished methodology among its alumni should be conscious of the requirement for a 21st century educational plan which is interdisciplinary, venture based, look into driven, associated with the network and synergistic, grasps innovation, credible evaluations and administration learning, and sustains higher request thinking aptitudes, various insights and 21st century proficiency Lim.K.M (2013) Plant specialist. H (2005) further clarifies all huma>GET ANSWER Let’s block ads! (Why?)

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