NEED HELP WITH HOMEWORK

· Objective 1: The learner will interpret a fraction as division.

· Objective 2: The learner will construct equivalent fractions with the number line, the area model, and numbers.

· Objective 3: The learner will calculate fractions with unlike units using the strategy of creating equivalent fractions.

WEEK 3 - Draft Assessment Plan

· Developing and creating tomorrow's citizens is essential to engage in relevant and meaningful assessments that tap into creativity and critical thinking. Erkens et al. (2019) highlighted that this aids in motivation and engagement for the learners when they find assessments to make personal connections to prior knowledge, new learning, and develop new skills. With an emphasis on creativity and critical thinking with assessment practices, this will accelerate learning instead of focusing on mathematical learning loss. The time is now to engage in critical and creative thinking concerning mathematics while collaborating with educational teams to develop authentic and relevant assessments meaningful for adult learners during the summer.

· Assessment plays a critical role in ensuring students gain critical competencies, not just content. What gets assessed is what defines the expectations for students and what teachers ensure students learn. If we engage students in collaboration but assess content, we have communicated that content is more important than collaboration (Purtee, 2017). The Assessment plan for this program initiative will include formative assessments biweekly that will summarize the math concept reviewed and applied to real-world connections with digital evidence as it is used within the community.

· An example would be utilizing discounts at a local grocery store with a 25% discount applied as a weekly special. An evidence example would be a picture via cell phone of the advertisement and the purchase with the receipt displaying the discount and computation. The summative assessment would be delivered in the form of a survey after each quarter that would ask questions categorically which include the topics of communication, the connection of mathematics at home and with the student, recognition of mathematics in real-world connections, shared decision making with instruction and learning, collaboration with the community, and participation. The rating choices for each category would be sustaining (highest choice), building (second-highest choice), and developing (the lowest option). The assessment results will be used to redesign areas developing and to use for overall adjustments to the program initiative.

Goal 2: The learner (parents and families in the school community) will analyze the overall student achievement of their child to identify how to integrate state common core standards using technological applications from the internet to use to strengthen mathematical skills.

· Objective 1: The learner will be able to list three websites for better studying using mathematical computations while utilizing netbooks used by students for math instruction.

· Objective 2: The learner will define using decimals and their role in mathematics that connects to the community in real-world applications.

· Objective 3: The learner will identify situations and questions that should be used for mastering place value and explain the impacts of mathematical literacy skills and analysis through digital media.

Goal 3: The learner (parents and families in the school community) of Mann Learning Community school utilize and apply available technology to prepare and engage student learners (their students) in 21st Century learning.

· Objective 1: The learner will utilize the order of operations (including exponents) to evaluate expressions when given specific variable values.

· Objective 2: The learner will write and evaluate numerical expressions involving whole-number exponents.

· Objective 3: The learner will explain the relationship of adding, subtracting, multiplying, and dividing decimals while connecting the uses to household maintenance to become financially literate in budgeting.

ALREADY WRITTEN WEEK 3 - Instructional Techniques

When establishing instructional techniques, there are some explicit applications of mathematics to address before attempting to execute the method. One of the most crucial reviews is to spotlight the information and skills that parents will use to help their children, rather than centering on cultural and equity contrasts (Williams, 2017). Parents should use mathematics flexibly and grapple with complex problems. Seeing a problem in different ways also builds the brain’s neural networks, increasing understanding and retention. Parents need to more than memorized facts and procedures.

To develop a parent and community mathematic program that supports adult learners' goals and relates to their lives away from the academic framework, this initiative will choose integral approaches for program needs, learner needs, and plan depth which are visual strategies, the schema approach, and math vocabulary. The following will allow adult learners a deeper understanding of mathematical concepts. Here are how parents make conceptual understanding a priority.

· Use visual strategies - Making a concept visual allows learners to see how an abstract concept translates to a physical scenario. They use illustrated problems or hands-on activities and encourage learners to use visual methods of their own (e.g., drawing) when solving problems.

· Use the schema approach - The schema is the underlying pattern behind a mathematical concept. All subtraction problems, for example, revolve around a certain amount of something being taken away from an original amount. Once learners grasp the schema, they will notice it in a diverse array of different problems.

· Explicitly teach the math vocabulary - how the different ways a concept might be expressed in words. Addition, for example, might be expressed as two quantities "together" or a "combined amount." Once they broaden their math vocabulary, they will be able to use concepts much more flexibly. Here are some fun ways to build mathematical vocab:

· Display words on posters around the classroom.

· Have learners bookmark a math dictionary on their browser (linked to the schools).

· Determine what data you will have at the completion of your program without evaluation tools (that is, based only on learning assessments).

· Determine what data you will need beyond that to address stakeholder concerns specific to your program. (It might help you to review Spaulding's guidelines for developing an evaluation report).

After you determine what data you will need in order to report to stakeholders:

· Identify points in your program where you could initiate data collection and describe the options that you would like to use at each point. Keep in mind that this is merely an initial proposal that will be finalized in a later unit.

In developing your written assignment, you should present at least one well-developed paragraph describing each data identification point with options appropriate for that point. You are to include an introduction and conclusion.

Determining Data Needs Scoring Guide