Terminal Objective:

Teachers will apply their knowledge of prerequisite skills for place value.

Enabling ObjectivesAssessment IdeaAbsorb ActivityDo ActivityConnect Activity

Using your notes as a guide, define each of the five prerequisite skills for place value with 100% accuracy.Formative:

Quiz-Show Game- Provides immediate feedback to the learners and allows continued learning for those who have not mastered the content.

Summative (to be given at the end of the module):

Mastery Quiz with pick multiple option.

Students will receive feedback at the end of the quiz.Story;

PowerPoint Presentation;

Articles to Read (Whole Number Sense- Development for age 6-8+ Concepts, Activities, Assessment and Evaluation;

Place Value- Development for age 5-9+ Concepts, Activities, Assessment and Evaluation)

Original Work Activity:

Create job aid using template (note taking on story, articles, and PowerPoint)

Quiz-Show Game

End of Module Summative QuizQuestioning Activity:

Rhetorical Questions

Job Aid:

A job aid with visuals will be given to learners to use in their classrooms at the end of the module.

Given examples of problems demonstrating five different prerequisite skills for place value, distinguish between these skills with 100% accuracy. Formative:

Quiz-Show Game- Provides immediate feedback to the learners and allows continued learning for those who have not mastered the content.

Summative (to be given at the end of the module):

Mastery Quiz with pick multiple option. Students will receive feedback at the end of the quiz.Story;

PowerPoint Presentation;

Articles to Read (Whole Number Sense- Development for age 6-8+ Concepts, Activities, Assessment and Evaluation;

Place Value- Development for age 5-9+ Concepts, Activities, Assessment and Evaluation)

Original Work Activity:

Create job aid using template (note taking on story, articles, and PowerPoint)

Quiz-Show Game

End of Module Summative QuizQuestioning Activity: Rhetorical Questions

Job Aid:

A job aid with visuals will be given to learners to use in their classrooms at the end of the module.

Using your notes as a guide, give one example of each of the five prerequisite skills for place value with 100% accuracy.Formative:

Composition: Ideally students can use a program that records audio and allows them to draw their examples as they talk. This would be submitted into an on-line drop box and assessed by the teacher within 48 hours.

Students will be given a rubric defining expectations at the beginning of the course.Story;

PowerPoint Presentation;

Use Articles (Whole Number Sense- Development for age 6-8+ Concepts, Activities, Assessment and Evaluation;

Place Value- Development for age 5-9+ Concepts, Activities, Assessment and Evaluation)

Original Work Activity:

Composition- Recorded demonstration of examples of prerequisite skills via video/audio, including answering specific questions in the response

Questioning Activity:

Rhetorical Questions

Given example problems using five different prerequisite skills for place value, illustrate one strategy of instruction for each prerequisite skill with accuracy on 4 out of the 5 skills.Summative:

Composition: Ideally students can use a program that records audio and allows them to discuss or draw their examples as they talk. This would be submitted into an on-line drop box and assessed by the teacher within 48 hours.

Students will be given a rubric defining expectations at the beginning of the course.Video;

Refer to Articles from Earlier in the ModuleMini case studies with discussion forum to share ideas and answer assigned questions.

Original Work Activity:

Composition- Recorded demonstration of examples of prerequisite skills via video/audio, including answering specific questions in the response

Questioning Activity: Question and Answer synchronous session held on-line with Dr. Hambel (math expert). Takes place at end of the module.

Terminal Objective:Teachers will evaluate student work to assess students misconceptions of place value and determine instructional strategies to correct the misconceptions.

Enabling ObjectivesAssessment IdeaAbsorb ActivityDo ActivityConnect Activity

Given three examples of student work, identify the students misconceptions of place value with 100% accuracy.Formative:Branching Scenario: Learners have the opportunity to make decisions about the students work in order to determine the misconceptions. Immediate feedback will be given as the learner progresses through the scenario.Video:

Demonstration of misconceptions of teachers working with students (acting for purposes of the video)

Branching Scenario: Learners have the opportunity to make decisions about the students work in order to determine the misconceptions.

Discuss the decisions made and thoughts about the activity in discussion forum.Job Aid:Shows pictorial representations of the most common student misconceptions.

Based on three examples of student work, demonstrate instructional strategies to correct the student misconceptions, enumerating at least one strategy to use with each of the three examples.Summative:Composition: Ideally students can use a program that records audio and allows them to draw their examples as they talk. Video would be another alternative. This would be submitted into an on-line drop box and assessed by the teacher within 48 hours.

Students will be given a rubric defining expectations at the beginning of the course.Video;

Reading On-line Resources provided for the Guided Research Do ActivityResearch Activity:

Guided Research- Use research links provided to locate information on instructional strategies for correcting student misconceptionsOriginal Work Activity:

Composition- Recorded demonstration of examples of instructional strategies to correct misconceptions via video/audio, including answering specific questions in the response

Questioning Activity: Question and Answer synchronous session held on-line with Dr. Hambel (math expert). Takes place at end of the module.

Terminal Objective:Teachers will assess student knowledge of place value using a formal place value assessment tool and use the results of the assessments to design instructional strategies to teach place value concepts.

Enabling ObjectivesAssessment IdeaAbsorb ActivityDo ActivityConnect Activity

Using the 23s Task, assess five students on their knowledge of place value with 100% accuracy.Formative:

Composition: Write a summary of each assessment or submit a video (but must ensure confidentiality of student). The teacher will provide feedback within 48 hours.

Students will be given a rubric defining expectations at the beginning of the course.

Self-AssessmentPowerPoint Presentation and VideoOriginal Work Activity/Ponder Activity:

Composition- Written summary or video of experience, including answering specific questions

Job Aid:

Checklist for 23s Task

Evaluation Activity:

Self-Assessment

Based on the results of the 23s Task for 5 students, generate instructional strategies to meet students needs, enumerating at least one strategy to use with each of the five students.Summative:Composition:

Ideally students can use a program that records audio and allows them to draw their examples as they talk. Video would be an alternative. This would be submitted into an on-line drop box and assessed by the teacher within 48 hours.

Students will be given a rubric defining expectations at the beginning of the course.PowerPoint Presentation and VideoOriginal Work Activity: Demonstration of instructional strategies via video/audio recording, including answering specific questions in the response

Job Aid:

Checklist for 23s Task

Question and Answer synchronous session held on-line with Dr. Hambel (math expert). Takes place at end of the module.