Content Integration Planning Chart Education Essay

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Select one of the following options to submit for the Life Skills & Content Integration Plan. Label the assignment with the title of the option you selected.
Option 1: Mathematics-Oriented Career Education Planning Chart
Complete the Mathematics-Oriented Career Education Planning Chart on page 358 of Math Instruction for Students with Learning Problems for your case study student. Even if your student is in elementary school, this chart is still applicable. As a teacher, you may decide some of the categories under the subdomain column, but some might be guided by the student's interests.
Use the Mathematics Content Codes on page 230 of Math Instruction for Students with Learning Problems.
Note. You may reformat the chart to fit your needs as long as it is clear, organized, and contains the same headings.
Option 2: Content Integration Planning Chart
Create a chart similar to Figure 7.3 on page 214 of Math Instruction for Students with Learning Problems for your case study student.
Decide which subject you want to integrate with mathematics to design a unit. The Unit Problem must be like the example: a question that is open ended, requiring investigation, without a set answer. This does not have to be connected to the unit plan or previous lesson ideas for your case study student. Keep in mind the difference between a concept and a skill.
Note. You may reformat the chart to fit your needs as long as it is clear, organized, and contains: A Unit Problem and three questions with corresponding concepts from both mathematics and another subject.
Hello this assignment is a sequence to previous orders. Please look at the 3 attachment which are the three previous assignments. Thanks

Unit ContentPrinciples1. Emphasis on contents
2. Essential prior
knowledge
3. Promotion of positive attitudes4. Planned learner
characteristics5. Instruction unit sequence6. Critical
mathematical
language7. Helpful strategies8.
Engagement of learners9. Monitoring of learningBasic Geometry, functions, expressions and equations, number systems, and statistics and probability
Arithmetic, ration and proportions, algebraic thinking, operations in base ten and fractions, measurement
Visualization of functions, statistics, and probability using creative presentations; group problem solving of expressions and equations; "dice games” for statistics
Solving= individual computation of tricky word problems; comprehension of the ‘issue’ or ‘question’ being asked in a word problem
Visualization = visual understanding of the geometrical concepts; comprehension of statistical tools and methods
Review basic arithmetic and geometric principles; discuss fundamental principles of functions, number systems, and statistics; provide activities about statistics and geometry; discuss probability in relation to statistical principles previously learned.
Exponents, square roots, factorials, union and intersection (set theory). Greatest common factors, angles
1. Clear discussion of simple real-life application of functions and other expressions
2. Addition and memorization of formulas employed in basic geometrical figures
3. Discussion of ‘usefulness’ of statistics in day-to-day lives of people
Individual recitation on fun and creative materials; small-group works on problems on functions and probability; interactive games employing simple work problems
Baseline assessment of mathematical skills; weekly post-assessment of similar skills every Friday; contribution assessments for group works; utilization of charts and
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A cdn.inst-fs-iad-prod.inscloudgate CTitle: Teaching Probability to Grade 8 Students _ Lesson Plan and Reflection PaperOBJECTIVES(S)  PURPOSE What should they learn by the end of the lesson?  • The students should learn how to visualize word problems in probability and know how  this knowledge would benefit them in their daily lives How will achieving the objcctivc benefit them?  • Achieving the objective would help them in their academic progressCASTANDARDS What Standards arc addressed by the lesson?  • Understand and appreciate the use of probability in daily applicationsMATERIALS Copied materials (Handouts, worksheets, tests, lab directions, etc.): Unit Probability Example taken from  http://www.edu.gov.on.ca/eng/studentsucces&’’ims/files.''tips4nn/gr8Unit6.pdf  Book: Mark Twain Common Core Math Workouts Resource Book. Grade 8 bv Karice Mace  Other materials: Monopoly. Snakes and Ladders. Dices. Pencils. White papers for  computationACTIVITIES  Introduction (15 minutes)  Group Games (30 minutes)  Student Minireporting per group  (10 minutes)  Conclusion (5 minutes) Overview of Probability and application in our daily lives; Short video viewing of Math Antic's- Basic Probability; Grouping of students into groups of five  • The introduction should be fun, creative, and concise in order to pique the attention of  students for the next activities and lessons  Monopoly and Snake and Ladders  Students will play based on their teams; They will be instructed to also record their ‘dice rolls' aside from simply playing; Students and teachers will evaluate who won and relate them to their ‘recorded dice rolls'  • The mini games would allow the students to have fun, while also taking note of how  probability works. Specifically, the latter can be achieved by making them record the dice-rolls that they got and the position (i.e., monopoly; occupied, with rent, jail, etc.) where they landed in the board.  Students, with the help of the teacher, would try to look at why one of them won and why others placed correspondingly; The discussion would be based on the dice rolls; Other students would also be encouraged to ask questions to the reporters/teacher  • To reinforce their own self-learning with the active participation of the teacher, the  students would be tasked to report in group (about 2 minutes each) of what happened during their game and what they learned about probability  Quick wrap-up of the lessons; Awarding to students to reinforce positive valuesASSESSMENT Students will be assessed through:  • 2 short quizzes (1 baseline assessment, 2 post-unit assessment)  • Mini-reporting  • 1 short exam  • Recitations  • Other measures: cooperation in activitiesREFLECTION Teaching Probability to children is one of the most challenging things to do. As compared to other fields of Mathematics the implications of this topic are not easily visible or obvious. Accordingly, one of the things that I learned from the text is the importance of creativity in order to help the students visualize its effects. Creativity, could make even the most difficult and/or boring topics fun for the students, thereby helping them comprehend the subject more effectively. In line with my lesson plan, one of the things that I was able to get from the text was the effective use of visualization techniques. Particularly, I incoiporated the use of graphs as well as visual and interactive materials for the students to have a clear grasp of the topic. In teaching probability, for example, I used board games such as Snake and Ladders and Monopoly in addition to interactive word problems that would allow the students explore the topic on their own. This was then followed by a discussion where the students could ask their questions. Additionally, I made sure that each student would have an active participation by making them think of their own game that involves probability.
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Case Study
This assessment was conducted with "Paul" who is a grade 4 student. Paul is a talented student who knows how to follow the instructions and quickly picks up the lessons being taught to him. He is also respectful with his classmates and students, as he never forgets to smile or greet whenever he meets them.
However, despite his proficiency with his other subjects, it seems that Paul is having some difficulties with his Math lessons. Upon conducting an initial and regular assessment with their skills, I realized that although Paul is knowledgeable about the principles of Mathematics, it takes him longer before he can apply these concepts to real-life applications given in the form of a word problem. In fact, he also scored as one of lowest among his classmates when it comes to regular quizzes that are given in the form of word problems.
In one of our lessons, I made the students create their own notes of the lessons that I discussed including some of the word problems that I presented in the blackboard. Simply said, the theoretical discussion that I gave includes both theoretical and applications of multi digit numbers with decimal places. Upon reading their notes, I realized that while plenty of the students wrote the basics and the case that I presented based on their own personal preference, Paul only wrote the principles and computed them on the same notebook. In addition, I also realized that he was easily distracted while I was discussing about how computation multi-digit numbers can be used in real life settings such as in the finance, medicine, and even household chores.
From this observation, I realized while Paul is good at his other subjects, it would be best to first understand whether Paul’s study habit is inefficient or if he has any learning disability that would need to be addressed
immediateMGureanus. 2017).
References
Gureanus. S. P. (2017). Math instruction for students with learning problems. Routledee.