Development of Early Number Concepts
PLEASE READ ASSIGNMENT IN ITS ENTIRETY . USE GEORGIA MATH STANDARDS.
ASSIGNMENT IS DUE 24 HOURS AFTER BID IS ACCEPTED
RUBRIC IS ATTACHED PLEASE READ
Successful teachers recognize the connections between conceptual understanding, procedural fluency, and real-world application when teaching children to make sense of numbers. They embed opportunities for children to concurrently develop numeracy skills in all math areas, including the contexts of counting, cardinality, and base ten concepts.
For this assignment, select three state math standards for kindergarten related to number sense (counting and cardinality) for the selected grade level. USE GEORGIA MATH STANDARDS
Using the “Number Sense Standards Table,” create one math activity for each standard that is developmentally appropriate for the selected grade level and that uses manipulatives.
Each activity should provide:
- Real-world application for the math skill taught
- Manipulatives and other resources
- Differentiation strategies to meet the individual needs of all students
- Formal and informal assessment strategies to ensure mastery of the standards
Write a 250-500 word rationale for the hands-on learning activities you created and how each supports learning of the selected standards. Discuss how each activity, manipulative, and assessment is developmentally appropriate for the selected grade level.
Support your matrix and rationale with 2-3 resources.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
Rubic_Print_Format
| Course Code | Class Code | Assignment Title | Total Points | ||||||||||||||||||
| ECE-455 | ECE-455-O500 | Development of Early Number Concepts | 25.0 | ||||||||||||||||||
| Criteria | Percentage | No Submission (0.00%) | Insufficient (65.00%) | Approaching (75.00%) | Acceptable (85.00%) | Target (100.00%) | Comments | Points Earned | |||||||||||||
| 100.0% | |||||||||||||||||||||
| Standard/Activity | 10.0% | Not addressed. | Number sense standards are irrelevant and number sense activities are not appropriate for students. | Number sense standards and activities adequately align. | Number sense standards and developmentally appropriate number sense activities are clearly aligned. | Number sense standards and developmentally appropriate number sense activities are expertly aligned. | |||||||||||||||
| Real-World Application | It is unclear how the activities and skills taught can be applied in the real world. | Each activity includes a basic real-world application for the math skill taught. | Each activity includes a logical real-world application for the math skill taught. | Each activity includes a creative and specific real-world application for the math skill taught. | |||||||||||||||||
| Hands-On Manipulatives/ Resources | The use of hands-on math manipulatives and other resources is minimal or is inappropriate for the activity. | The use of hands-on math manipulatives and other resources in each activity meet basic student needs. | The use of hands-on math manipulatives and other resources are effectively included in each activity. | The use of hands-on math manipulatives and other resources are insightfully included in each activity. | |||||||||||||||||
| Differentiation | Differentiation strategies included are inappropriate for the students. | Differentiation strategies included are functional and meet the needs of all students. | Each activity includes appropriate differentiation strategies to meet the needs of all students. | Each activity includes specific differentiation strategies to meet the needs of all students. | |||||||||||||||||
| Assessment Strategies | Assessment strategies are ineffective for assessing the standards taught. | Assessment strategies are functional and generally assess the standards taught. | Formal and informal assessment strategies are relevant and clearly assess the standards taught. | Formal and informal assessment strategies are well-crafted and explicitly assess the standards taught. | |||||||||||||||||
| Rationale | 20.0% | Explanation of how learning activities are hands-on and support the learning of the selected standards is vague. Discussion of how the activities, manipulatives, and assessments are developmentally appropriate unfocused. | Explanation of how each learning activity is hands-on and supports the learning of the selected standards is sufficient. Discussion of how the activities, manipulatives, and assessments are developmentally appropriate is adequate. | Explanation of how each learning activity is hands-on and supports the learning of the selected standards is detailed. Discussion of how the activities, manipulatives, and assessments are developmentally appropriate is logical. | Explanation of how each learning activity is hands-on and supports the learning of the selected standards is thorough. Discussion of how the activities, manipulatives, and assessments are developmentally appropriate is thoughtful. | ||||||||||||||||
| Table Format (use of appropriate template) | Content is confusing. Table is missing key elements or includes pervasive errors. A lack of control with formatting is apparent. | Content is somewhat unfocused. Appropriate table is used, but formatting includes several minor errors or some lack of clarity. | Content is clear. Appropriate table is fully used. There are very few errors in formatting style. | Content is well-presented and easy to read. All table and format elements are correct. | |||||||||||||||||
| Research | Sources provided do not support the claims of the submission or are not credible. | Submission includes only 1-2 sources, sources broadly support claims, or some sources are not credible. | Research is relevant and supports the information presented. All of the criteria stated in the assignment are addressed. | Research strongly supports the information presented. Sources are timely, distinctive and clearly address all of the criteria stated in the assignment. | |||||||||||||||||
| Mechanics (spelling, punctuation, grammar, and language use) | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction are used. | Frequent and repetitive mechanical errors are present but are not overly distracting to the reader; or inconsistent language or word choice is present; or sentence structure could be more varied. | Submission includes some mechanical errors, but they do not hinder comprehension. Varieties of effective sentence structures are used, as well as some practice and content-related language. | Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging. | |||||||||||||||||
| Total Weightage | 100% |