INSTRUCTIONAL and coloring of the spread will help with identifying numbers and colors; will focus on how to add color to create a spread by completing the addition color code chart. Back to Top State Standards CCSS.MATH.CONTENT.1.NBT.C.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Goals Unit Goals: The content to be addressed and delivered to students involves addition, place value and color code charting. Finding the sum and locating the number in the ones and ten place value. Students will understand how to identify and where to place the numbers at place value, use the knowledge gained on the relationships of place value and color. The student will be able to apply the gained information in solving real life problems. By the end of this assignment students will be able to accurately identify and determine the sum of single digit addition, know the place value of ones and tens, the students will be able to identify and translate the difference between placement values and identifying and following color code coloring. The assignment can be extended by adding more numbers to move the students from single digits to double digits additions also expanding the place value to hundreds.
SCENARIO 2 Title: Classroom Scenario Analysis Teachers today have so many challenges when it comes to education. It can be very stressful on a teacher. We find often ask ourselves will my students and parents work with me to help their child meet their goals. Will I have a strong relationship with my parents and students? Will my students take what I have taught them and put it to use? Even though we have many challenges when it comes to education, we have to come up with strategies to help our students succeed. We have to have strategies in place to help them develop social, and language skills so our Ell students can progress academically. In a "Classroom Scenario" from Pathways to teaching series: Mr. O Malley had to deal with a few challenges. First, he had a student named Maria, who does not speak English. Which is his native language. She has been in his class for five month and her language skills are not progressing much. He also has a student name Mikhaih who can speak English but cannot write it correctly. Knowing learning a new language will take time, as a teacher he would like to see some progress with his students. Some strategies Mr. O’Malley can use to help Maria is by using Reading Strategies. Some people believe the natural approach is best for students like Maria. Also there are four strategies that Mr. O’Malley can use, first there is gesture and visual cues and repletion and opportunities for practicing skill (ex. objects, props and hands on material) (Facella, M. A., Rampino, K. M., & Shea, E. K. (2005). Next, under Vocabulary Ell sometimes there are hard times understanding vocabulary words. There are strategies that teachers can use to help their students build their vocabulary. One strategy that can help an Ells use to help build their reading; is called List -Group- Label. This strategy requires Ells to brainstorm and allows students to add knowledge to their previous knowledge. This strategy helps students exercise their brains and use