Final Assignment Instructions Depending On Your Interest ✓ Solved

Final Assignment Instructions Depending on your interest,

Depending on your interest, select 1 question from either the elementary choices or middle and secondary choices. You will write a 4–6-page response to the question (title and reference pages are not part of the page requirement; they are in addition). Research will be involved.

Elementary Choices:

1. Assume you are teaching a grade that expects mastery of facts (grade 2 for addition and subtraction or grade 4 for multiplication and division). How will you design fact mastery across the semester or year? Include timing, strategy development, involvement of families, and so forth.

2. We have heard the expression that practice makes perfect. Discuss the role of rote practice of skills in the mathematics classroom. Is there a place for the traditional worksheet in a classroom that emphasizes inquiry and an inductive approach to teaching?

3. “Flipping” the classroom by having students complete the teacher instruction by video for homework and completing the traditional homework practice problems during class is a new trend. Discuss some of the advantages and disadvantages of a “flipped” math classroom.

Here are the particulars for this paper:

1. You will need to use at least 5 scholarly resources. Your textbook does not count.
2. The paper must be 4–6 pages, typed, double-spaced, and have 1-inch margins.
3. At the top of the first page, copy, paste, and bold the entire question selected. Do not place this in the header.
4. You must follow current APA format. Use the Concise Rules of APA Style as your style guide.
5. Your paper must include a title page and a reference page (these pages do not count toward the page count).
6. You will be graded on the basis of clarity, content, style, and how well you incorporate your resources and support your conclusions. Spelling, grammar, and overall neatness will also be taken into account for your final grade.
7. Keep a copy of your paper in the event something happens to the one you submit.

Paper For Above Instructions

Assume you are teaching a grade that expects mastery of facts (grade 2 for addition and subtraction or grade 4 for multiplication and division). How will you design fact mastery across the semester or year? Include timing, strategy development, involvement of families, and so forth.

Designing a curriculum to achieve mastery of mathematical facts in elementary education requires strategic planning, careful timing, and the involvement of all stakeholders, including families. In this paper, I will explore a detailed approach aimed at students in grade 2, focusing on addition and subtraction mastery over the course of an academic year. The outlined strategies will include a blended approach of direct instruction, practice, formative assessments, and engagement of families to support student learning.

Understanding Mastery of Mathematical Facts

Mastery of addition and subtraction facts is essential in grade 2 as it lays the foundation for future learning in mathematics. According to Baroody (2019), mastery refers to a student's ability to recall arithmetic facts instantly and accurately. By the end of this grade, students should be able to perform addition and subtraction tasks fluently, thereby freeing cognitive resources for more complex problem-solving tasks.

Curriculum Design: Goals and Objectives

The first step in designing a curriculum for fact mastery is setting clear and measurable objectives. The primary goals for students might include:

• Achieving 90% accuracy on timed assessments of addition and subtraction facts by the end of the year.
• Demonstrating the ability to solve word problems using addition and subtraction.
• Engaging in interactive activities to reinforce fact mastery through games and peer collaboration.

Timeline and Structure

To structure the year effectively, the curriculum can be divided into quarterly segments:

1. First Quarter: Focus on addition facts up to 20, using strategies such as counting on, making ten, and using doubles.
2. Second Quarter: Introduce subtraction facts up to 20, employing similar strategies as in addition.
3. Third Quarter: Combine addition and subtraction facts, emphasizing fact families and the relationship between the two operations.
4. Fourth Quarter: Review all facts, reinforcing weak areas identified through ongoing assessments.

Teaching Strategies

The selection of teaching strategies is crucial for mastering addition and subtraction facts. Some effective strategies include:

• Direct Instruction: Methods will include modeling, explaining strategies, and guided practice.
• Use of Manipulatives: Tools such as counters, number lines, and ten frames help students visualize mathematical operations (Clements & Sarama, 2014).
• Math Games: Implementing daily math games that promote practice in a low-stress environment significantly increases retention (Feng, 2017).

Involvement of Families

Engaging families in the learning process is essential. Regular communication regarding strategies used in class, provided through newsletters and family math nights, encourages practice at home. Providing resources for parents, such as suggested games and activities, can further support their child’s learning journey.

Assessment of Mastery

To assess student progress, a combination of formative and summative assessments will be employed. Formative assessments such as quizzes, observation during group work, and self-assessments will help track progress throughout the year. A final summative assessment at the end of the year will measure overall mastery, ensuring alignment with lesson objectives.

Conclusion

In conclusion, designing a curriculum aimed at mastery of addition and subtraction facts in grade 2 requires thoughtful planning, engaging instructional strategies, and the active involvement of families. Through a clear timeline, differentiation in teaching methods, and assessment tools aligned with educational goals, students are better positioned to succeed in mathematics. As educators, it is our responsibility to guide our students through this crucial learning phase by providing them with the skills needed to thrive in their academic journey.

References

• Baroody, A. J. (2019). Mastery of Addition and Subtraction Facts in Elementary-Classroom Instruction. Educational Studies in Mathematics, 102, 205–207.
• Clements, D. H., & Sarama, J. (2014). Learning and Teaching Early Math: The Learning Trajectories Approach. Routledge.
• Feng, C. (2017). The Impact of Math Games on Elementary Students’ Performance. Journal of Educational Research, 17(2), 144–155.
• National Council of Teachers of Mathematics. (2020). Principles and Standards for School Mathematics.