Education Curriculum: Curriculum and Lesson Plan Analysis

Assignment 3

Standard

The standard selected for the Math lesson plan is NBT.7 for base ten numbers. The school aims and goals that meet the standard are related to the students understanding of the daily activities within the lessons. For this, the school aims to make sure that each student is on the same page as the lesson suggests stopping when most of the students do not understand it completely. There are also criteria set for differentiated learning for struggling students.

Skills, Content Knowledge, and Dispositions

The standard inculcates the mathematical disposition of senses, using concrete drawing or models, number charts, place value charts, and simple shopping ads and worksheets. Visual learning is effective for finding solutions in math compared to auditory or kinesthetic learning (Putra, Budiyono, & Slamet, 2017).

Students develop skills, and content knowledge is developed among students with reasoning and operating upon the math formulas for working on decimals. The written methods for working out the solutions is another useful skill to learn math efficiently, included in the selected standard.

Curriculum Goals Derived from the Standard

The standard integrates adding decimals to hundredths with concrete models or drawings. It is accompanied by the curriculum goals of making students understand the new concepts and ensuring that every student easily comprehends the new lesson to the last attempt. Instructors are included in the lesson plan for this one-to-one help or guided instructions by the class.

Instructional Goals or Curriculum Objectives

As mentioned above, the instructional goals and the curriculum objectives are aligned with the standard since the teachers explanation, accommodation, and guided practice with monitoring are some of the strategies used for this intention. Some of the examples are modeling with an explanation of how decimals are added, instructional support of how the lesson is delivered, which would with the help of coins, and checking whether the students understood in the end, which would be in the form of adaptation for the struggling students who the advanced student would help in one-to-one work form.

The skills, content, and dispositions are matched with the instructional goals since the primary goal is to make students understand the new lesson. It is ensured that the teacher would not move forward, and the lesson would be stopped there and then until the struggling students are not helped out, and everyone is not on the same page. Volunteers would also be chosen to assist such students in making classroom supervision effective.

Instructional Objectives

The instructional objective as students add decimals with concrete models addresses the standards skills, content, and dispositions. This is the very factor itself that is mentioned within the standard. Besides, the materials and resources used to accompany the characteristics in the standard citing concrete model or drawing for which written methods could align with the students...

…male students of grade 4 who were not native English speakers quickly learned math concepts with daily use of computer games (Kim & Chang, 2010). Playing games should be included in the homework tasks for reaching a degree of mastery of at least 60-70% accuracy compared to those who have already grasped the concept. For high levels of learning, particularly with increased motivation, engagement, focus, and attention, computer games would play a chief role in making math easy for the students as they would enjoy learning new concepts more conveniently (Vankus, 2021).

For equity and inclusion of diverse student populations, senses in all forms should be included. For example, for visual or hard-of-hearing students, the use of the Polya phase could be helpful as evidence indicates that it has produced fruitful results (Pratama, Saputro & Riyadi, 2018). It encapsulates four basic phases for problem understanding, plan devising, its conduction, and checking whether the students can learn the concept and application of the solution. Moreover, the teacher is a facilitator to guarantee that each student learns equally and that physically disabled or culturally diverse students do not develop low self-esteem due to slow learning (Pinho et al., 2016). For this, blindness and less learning should be catered-to well with inclusive strategies like logical reasoning, activities using colors and shapes, scenes, and more tasks with touching things and then counting them.

References

Kim, S. &…