For my instructional plan, I will teach Georgia State Standard, MGSE1.OA.3 which

states, “apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)” (Council of Chief States School Officers [CCSSO] & National Governors Association [NGA], 2010).

A learning objective is different from a learning outcome because learning objectives are clear expectations in which the learner will be able to accomplish at the end of a lesson (Henson, 2015, p. 219). Using Bloom’s Taxonomy will strengthen learning objectives (Shabatu, 2013). By building on previous learning experiences teachers can enable students to increase to higher levels of thinking (Henson, 2015, p. 115). Learning objectives have three domains, cognitive, affective, and and psychomotor (Henson, 2015). Learning outcomes are “what students are to learn, measuring their progress in terms of actual achievement, meeting their needs through various teaching strategies, and giving the enough time and help to meet their potential” (Henson, 2015, p. 215). To create learning outcomes we must ask ourselves, what do we want students to be able to accomplish by the end of the lesson, and how can we assist our students in learning the content.

Learning Objectives: Students will explain the commutative and associative properties of addition. Students will write addition problems using the commutative and associative properties of addition.

Learning Outcome: Students will demonstrate their knowledge of the commutative and associative properties of addition by working in groups to complete a placemat activity.

One intervention I plan to use to meet the diverse learning needs and promote student

success is helping my struggling students with a number concept bag. A number concept bag is a bag that has manupalitives inside and a think line drawn down the middle of the bag. By having students move the correct number of manipulatives to each side of the line, they can visualize that regardless of the order (2+3 or 3+2), it will equal the same sum. A second intervention that could be used are manipulatives. Furner and Worrell (2017) state, students cannot understand abstract mathematical thoughts through traditional classroom climates, they need experiences with manipulatives to form the foundation necessary for students to reach the abstract level of learning later. One modification that can be used is having students that are struggling work with smaller numbers.

References

Council of Chief State School Officers and National Governors Association. (2010). Mathematics Georgia standards of excellence. Retrieved from https://www.georgiastandards.org/Georgia-Standards/Pages/Math-K-5.aspx

Furner, J. M. & Worrell, N. L. (2017). The importance of using manipulatives in teaching math

today. Transformations, (3)1. Retrieved from https://nsuworks.nova.edu/cgi/viewcontent.cgi?article=1013&context=transformations/

Henson, K. T. (2015). Curriculum planning: Integrating multiculturalism, constructivism, and education reform (5th ed.). Long Grove, IL: Waveland Press.

Shabatu, J. (2013). Using Bloom’s taxonomy to write effective learning objectives. Retrieved from https://tips.uark.edu/using-blooms-taxonomy/

Powered by TCPDF (www.tcpdf.org)