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Play-Based Lesson Activities on Number Modelling

Coursework Instructions:

Teachers engage in a continuous cycle of planning, facilitating instruction, assessing learning, reflecting on the experiences and outcomes. The lesson plan template is the primary tool used in the planning stage.
Using the “Template,” develop play-based lesson activities. Describe an assessment that aligns to the standards and the lesson objective. Specifically, complete the “I Do,” and “Students Do” sections of Part II, and the “Summative Assessment” section of Part III of the lesson plan.
To help complete this assignment, you may want to review lesson plans online, as teachers regularly share ideas and resources. If you utilize any ideas or resources that are not your own, be sure to give proper credit to the author
In addition, a completed lesson plan is located in the topic Resources for your reference.
Part 2: Reflection
In 250-500 word reflection, discuss your thoughts on play-based learning. Does this type of engagement influence the social-emotional learning of young children? Does play-based learning enhance learning outcomes? Explain
Submit both the lesson plan and the reflection as one deliverable.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite Technical Support Articles is located in Class Resources if you need assistance.
Submit both the lesson plan and the reflection as one deliverable

Coursework Sample Content Preview:
Part 1: Lesson Plan
-236220-18288000GCU College of Education
LESSON PLAN Number Modeling
Teacher Candidate:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title

First
Math
PARTIAL GCU LESSON PLAN
DEVELOP PLAY-BASED LESSON ACTIVITIES

I. Planning

Lesson summary and focus:

The application of drawings, play, and manipulative skills shall model all the ways aimed at making the numbers within ten by adding.

Classroom and student factors:

This remains to be a first-grade general class in education with students of various capacities and abilities.

National / State Learning Standards:

CCSS.MATH.CONTENT.1.OA.A.1
The application of deduction and addition inside 20 aimed at solving word snags which involve activities of addition too, deducting from, taking apart, putting collected, and thus comparing with the several nonentities in every position like through the use of objects for the unknown numbers to represent or show the problem.
CCSS.MATH.CONTENT.1.OA.B.3If you know how to add and subtract, you'll realize that the same equation that makes 6+4=10 also makes 4+9=13. (You can supplement in any way that you like.) Four + eight plus six adds up to 10 when the final two digits are added together. This suggests that the correct answer is 18, which is 4 plus 8 plus 6. This property of addition is known as "associativity."

Specific learning target(s) / objectives:
The students shall apply the TSW model to record the required ways of making the number 10 through play where the students will use drawings of combinations and connecting cubes with the written numbers sentences as dispatched on paper and accessible at the end of the class through a gallery wall.

Teaching notes:
The pupils will work on how to make the numbers using the several techniques and tactics required for playing cards, dominoes, pawns, and connecting cubes. The scholars shall work progressively their way up to the several techniques required in building number 20.
EX: 4+18=22
19 +3=21
11+11=22

Agenda:
Figure out what comes first (1) in the lesson, (2) what goes on throughout the teaching and learning, a...
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