Key Assessment Part VI

Instructional Sequence
Sequence Description Objective
1 Recognize different numbers 1
2 Complete online measurement activities 2
3 Determine terms and tools needed for
measurement.
3

This sequence content is based on five student-learning concepts, called learning related
sequence (Morrison, 2012). The learner will proceed through instruction first; the
instructor will determine the prerequisites that the learner needs in order to proceed to the
next task. Secondly, the instructor needs to teach the familiar versus the unfamiliar terms
and concepts. Then the instructor will increase difficulty, involve student interest and
prepare sequence as they complete the learning related content. This sequence allows the
learner to use their imaginations, hand-on experiences, develop their number sense and
strengthen their measurement skills.
Lesson 1: Whats your Number?

Objective 1: The students will be able to recognize different numbers.
Objective 1A: The students will identify numbers with different representations.
Objective 1B: The students will describe different forms of representation.
Objective 1C: The students will recite the different numbers based on the
representations.

Initial Presentation: The instructor will give the students a discussion prompt: What are
some things that we can count? When counting what can you use or write to represent an
amount? The students can work individually to gather their ideas. Children gather
number sense around the age of two to four years (Way, 2013). Number sense can be
identified by five components, according to the National Council of Teachers. The five
components are number meaning, number relationships, number magnitude, operations
involving numbers and referents for a number, and referents for numbers and quantities.
UDL: Multiple means of representation are used. Students can use audio that
reads the questions to them and use picture cues. Headphones can be provided.
The students can use a paper-based computer pen assistive technology to help
them write and gather ideas on the computer. The students need a variety of
representations of number identification to strengthen their skills; some students
can identify numbers by symbols, tallies, the number, or the number word. The
audio is meant to read the questions to each student.
Generative Strategy: The students will divide into groups, five students in each group
and collectively put their ideas together. The students can create a list of ways to
represent amounts. Students can identify numbers or representation of numbers by using
flash cards online. Children need to see a variety of context when representing numbers
(Burns, 2007). The flash cards include number recognition, counting dots, using tally
groups, or counting symbols.

UDL: Multiple means of representation are used. Students can use audio that
reads the questions to them and use picture cues. Headphones can be provided.
The students need a variety of representations of number identification to
strengthen their skills; some students can identify numbers by symbols, tallies, the
number, or the number word. The audio is meant to read the questions to each
student.

Motivational Strategy: In an online discussion, ask the students What would happen if
we had no numbers to show the representation of an amount. What would we need to
do? Encourage students to use their imaginations to think of possibilities. The instructor
can question how students reason numerically. This should be done when the students
are correct or incorrect, this helps them communicate (write) and value their ideas
(Burns, 2007).

UDL: This discussion meets the principles of multiple means of engagement and
action or expression. Students can communicate with each other as they complete
the online discussion; this fosters community within the classroom and helps
students reflect on their learning. The students can use a paper-based computer
pen assistive technology to help them write and gather ideas on the computer.


Lesson 2: Get Active with Measuring
Objective 2: The students will complete measurement activities, as they use digital
materials, manipulatives, and tools.

Objective 2A: The students will discuss the purpose of using measurement tools
and manipulatives.
Objective 2B: The students will list advantages for incorporating measurement
tools and manipulatives into the classroom.
Objective 2C: The students will identify digital activities for students to complete
for measurement.

Initial Presentation: The instructor will give the students a discussion prompt: What are
some hands-on activities that students like to do in the classroom? What are some
materials that you like to use? The students can come up with ideas that support their
interest, this type of encouragement helps motivate student learning (Koklanaris, 2005).

UDL: Multiple means of representation are used. Students can use audio that
reads the questions to them and use picture cues. Headphones can be provided.
This discussion meets the principles of multiple means of engagement and action
or expression. Students can communicate with each other as they complete the
online discussion. The students can use a paper-based computer pen assistive
technology to help them write and gather ideas on the computer. The students
need a variety of digital materials to strengthen their skills; some students can
identify lines, arrows, or objects of different lengths. These digital materials
provide audio and visuals for students to practice their measurement skills. The
audio is meant to read the questions to each student.

Generative Strategy: The students can work with a group, five students in each group.
The students will practice measurement activities using the following link: Measurement
Activities. A proven way to motivate students is to support each childs learning style
and find things that interest the students (Koklanaris, 2005). Motivating students in
mathematics by using technology can be diverse in the way the instructor teaches them
and has them complete the lesson.

UDL: Using multiple means of representation; the auditory learner can use audio
to read the questions to them, the visual learner can use picture cues, graphs, or
displays with the reading descriptions, the kinesthetic learner can learn by doing
and keep their hands/fingers moving as they use the computer (Rose, 2012). The
mathematical content can be displayed using themes that interest the students in
each group. The students need a variety of digital materials to strengthen their
skills; some students can identify lines, arrows, or objects of different lengths.
These digital materials provide audio and visuals for students to practice their
measurement skills. The audio is meant to read the questions to each student.

Motivational Strategy: In an online discussion, ask the students What would happen if
we could bring technology to school in preschool? What technology would you bring?
According to the Horizon Report, Mobile Learning is a part of most schools K-12. This
is where the students can bring their own technology (BYOT) to school, to use to assist
them in the classroom (Johnson, 2013).

UDL: Multiple means of representation are used. Audio assistive technology can
read to the students in each group (headphones can be provided, if needed). Along
with audio the students can use picture of different technologies, so the students
can click on the technology they would like to use in the classroom. The students
need a variety of digital materials to strengthen their skills; some students can
identify lines, arrows, or objects of different lengths. These digital materials
provide audio and visuals for students to practice their measurement skills. The
audio is meant to read the questions to each student.

Lesson 3: Lets Measure!
Objective 3: The students will select the best manipulatives and measurement tools to
use for a specific purpose.

Objective 3A: The students will identify examples of manipulatives and
measuring tools.
Objective 3B: The students will compare lengths, sizes, and weight for
measurement purposes.
Objective 3C: The students will identify measurement terms used for
measurement purposes.

Initial Presentation: The instructor can have the students identify measurement terms.
The students can work with a group, five students in each group. Some measurement
terms that are used are length, capacity, weight, area, temperature, and time (Exploring
Early Math, 2012). The students can identify measurement tools; students can use
pictures and words to help them identify different tools to measure with. The students can
use a paper-based computer pen assistive technology to help them gather their ideas.

UDL: Multiple means of representation are used. Audio assistive technology can
read to the students in each group (headphones can be provided, if needed).
Visual displays and word descriptions can help students pick measurement tools
or determine measurement terms. The students need a variety of pictures and
audio to compare different measurements; some students can compare weights,
lengths, or heights. The visual images are beneficially for younger students to
have as they make comparisons. The audio is meant to read the questions to each
student.

Generative Strategy: The instructor can use the discussion prompt to gather the students
answers. The students can list measurement tools and terms in a discussion. The students
can make comparisons and order between objects, along with make estimations
(Exploring Early Math, 2012). Using the following webpage, the students can strengthen
their measurement skills to determine sizes and compare objects. Measurement
Activities. The students can use the audio clip, for the questions to be read out loud to
them. The students will need to click the circle beside the answer of their choice.

UDL: The questions provide audio and picture representations, which is using
multiple means of representations. The students need a variety of pictures and
audio to compare different measurements; some students can compare weights,
lengths, or heights. The visual images are beneficially for younger students to
have as they make comparisons. The audio is meant to read the questions to each
student.

Motivational Strategy: In an online discussion, ask the students What objects would you
compare? How would you measure those objects? The instructor can create an online
scavenger hunt for the students to enhance their measurement skills (Exploring Early
Math, 2012). The students can understand measurement when they can objects side-by-
side.

UDL: Multiple means of representation is used with the online scavenger hunt. It
includes audio and visual cues to assist the students with reading/listening to the
question and visualizing the image. The students need a variety of pictures and
audio to compare different measurements; some students can compare weights,
lengths, or heights. The visual images are beneficially for younger students to
have as they make comparisons. The audio is meant to read the questions to each
student.

Resources:
Burns, M. (2007). About teaching mathematics. K-8 Resource, 3. Math Solutions.

Johnson, L. (2013). Nmc horizon report. 2013 K-12 Edition, doi: New Media
Consortium.
Koklanaris, M. (2005). Seven proven ways to motivate students to do better in school.
doi: The Parent Institute.
http://www.iowanationalguard.com/Family%20and%20Services/Youth%20Programs/Do
cuments/Youth_Documents/7%20Ways%20to%20Motivate%20Children%20in%20Scho
ol.pdf
Morrison, G. (2013). Designing effective instruction. 7 ed., p124. John Wiley & Sons.

Rose, D. (2012). Curricular opportunities in the digital age. The Students at Center
Series.

Way, J. (2013). Number sense series. Early Learning Number Sense, doi: University of
Cambridge. NRICH enriching mathematics.
http://nrich.maths.org/2477/index

Exploring Early Math Concepts through Books. Online Parent Learning Series. Raising
Readers in Story County. (2012). Retrieved from http://www.raising-
readers.org/documents/filelibrary/familyprograms/ExploringMeasurementPreschool_CC
A406D1BCD67.pdf