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    I need help with homework – ## RequiredResourceforweek3homeworkassignment.docx – ## week3assignmentwithRubric.docx **## RequiredResourceforweek3homeworkassignment.docx** **Elementary and Middle School Mathematics** **Required** Van De Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2022). _Element…

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    Assignment Prompt & Instructions

    I need help with homework

    – ## RequiredResourceforweek3homeworkassignment.docx

    – ## week3assignmentwithRubric.docx

    **## RequiredResourceforweek3homeworkassignment.docx**

    **Elementary and Middle School Mathematics**

    **Required**

    Van De Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2022).
    _Elementary and middle school mathematics_ (11th ed.). Pearson. ISBN-13:  9780136818038

    How to Improve Mathematical Discourse in Your Classroom

    **Required**

    Read “How to Improve Mathematical Discourse in Your Classroom,” by Todd, located on the Sadlier website (20

    … Read More

    https://www.sadlier.com/school/sadlier-math-blog/how-to-improve-classroom-discourse-in-your-math-classroom

    Asking Questions and Promoting Discourse

    **Required**

    Read “Asking Questions and Promoting Discourse,” located on the National Council of Teachers of Mathematics

    … Read More

    https://www.nctm.org/Conferences-and-Professional-Development/Tips-for-Teachers/Asking-Questions-and-Promoting-Discourse/

    Math Talk

    **Required**

    Read “Math Talk,” located on the National Council of Teachers of Mathematics website.

    https://www.nctm.org/uploadedFiles/Conferences_and_Professional_Development/Institues/Pre-K_Grade_12_Common_Core_Series/Ben_handouts.pdf

    Orchestrating Mathematical Discourse to Enhance Student Learning

    **Required**

    Read “Orchestrating Mathematical Discourse to Enhance Student Learning,” by Kersaint, located on the Traini

    … Read More

    https://ttaconline.org/Document/zxbIhX_YCJNP0qvIYsAjT0x-qdzE3VlX/WP-Curriculum_Associates%20Orchestrating_Mathematical_Discourse.pdf0.pdf

    Using the 5 Practices in Mathematics Teaching

    **Required**

    Read “Using the 5 Practices of Mathematics Teaching,” by Nabb et al, from
    _Mathematics Teacher_(2018).

    … Read More

    https://www.nctm.org/Publications/Mathematics-Teacher/2018/Vol111/Issue5/mt2018-03-366a/

    Evidence-Based Strategies: Mathematical Discourse

    **Required**

    View “Evidence-Based Strategies: Mathematical Discourse,” located on YouTube (2020).

    https://www.youtube.com/watch

    **## week3assignmentwithRubric.docx**

    Requires Lopeswrite

    Assessment Description

    Mathematical discourse is the mathematical communication that takes place in the classroom. Practical discourse happens when students share and explain their own mathematical ideas and seriously consider their peers' perspectives to construct mathematical understandings. Educators play a crucial role in facilitating such discourse through questioning and other effective strategies. The Mathematical Practice Standard this assignment will focus on is Practice 3: “Construct viable arguments and critique the reasoning of others.”

    **Part 1: FAQ Document**

    For the first part of this assignment, create a Frequently Asked Questions (FAQ) document about mathematical discourse and the instructional strategies to promote mathematical discourse in the classroom. Include the strategy name and a brief description explaining what it is and how it supports mathematical discourse and helps K-8 students develop critical thinking and problem-solving skills. You can organize this document in any way you choose. You will need at least eight instructional strategies/ideas that promote practical mathematical discourse. You must include the following as part of your eight instructional strategies/ideas:

    · Questioning strategies

    · Math vocabulary development

    · Classroom discussion norms

    **Part 2: Mathematical Discourse Reflection**

    In 250-500 words, use strategies from your FAQ document in your plan and explain how you will address the following discourse in your classroom:

    · Teacher-to-student

    · Student-to-student

    Support the assignment with 3-5 scholarly resources.

    **_Note:_** _This assignment may be added as an artifact to the teacher toolkit you created in ELM-555._

    While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

    This assignment uses a rubric. Review the rubric before 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.

    **Rubric Criteria**

    **Questioning Strategies**

    6.5 points

    **Criteria Description**

    Questioning Strategies

    **5. Target**

    6.5 points

    Questioning strategies/ideas provide new insight into promoting effective mathematical discourse and developing students’ critical thinking and problem-solving skills.

    **4. Acceptable**

    5.66 points

    Questioning strategies/ideas clearly explain how effective mathematical discourse is promoted and students’ critical thinking and problem-solving skills are developed.

    **3. Approaching**

    4.81 points

    Questioning strategies/ideas vaguely explain how effective mathematical discourse is promoted and students’ critical thinking and problem-solving skills are developed.

    **No Submission**

    0 points

    Not addressed.

    **Math Vocabulary Development**

    6.5 points

    **Criteria Description**

    Math Vocabulary Development

    **5. Target**

    6.5 points

    Math vocabulary development strategies/ideas provide new insight into promoting effective mathematical discourse and developing students’ critical thinking and problem-solving skills.

    **4. Acceptable**

    5.66 points

    Math vocabulary development strategies/ideas clearly explain how effective mathematical discourse is promoted and students’ critical thinking and problem-solving skills are developed.

    **3. Approaching**

    4.81 points

    Math vocabulary development strategies/ideas vaguely explain how effective mathematical discourse is promoted and students’ critical thinking and problem-solving skills are developed.

    **No Submission**

    0 points

    Not addressed.

    **Classroom Discussion Norms**

    6.5 points

    **Criteria Description**

    Classroom Discussion Norms

    **5. Target**

    6.5 points

    Classroom discussion strategies/ideas provide new insight into promoting effective mathematical discourse and developing students’ critical thinking and problem-solving skills.

    **4. Acceptable**

    5.66 points

    Classroom discussion strategies/ideas clearly explain how effective mathematical discourse is promoted and students’ critical thinking and problem-solving skills are developed.

    **3. Approaching**

    4.81 points

    Classroom discussion strategies/ideas vaguely explain how effective mathematical discourse is promoted and students’ critical thinking and problem-solving skills are developed.

    **No Submission**

    0 points

    Not addressed.

    **Additional Strategies**

    19.5 points

    **Criteria Description**

    Additional Strategies

    **5. Target**

    19.5 points

    Strategies/ideas provide new insight into promoting effective mathematical discourse and developing students’ critical thinking and problem-solving skills.

    **4. Acceptable**

    16.97 points

    Strategies/ideas clearly explain how effective mathematical discourse is promoted and students’ critical thinking and problem-solving skills are developed.

    **3. Approaching**

    14.43 points

    Strategies/ideas vaguely explain how effective mathematical discourse is promoted and students’ critical thinking and problem-solving skills are developed.

    **No Submission**

    0 points

    Not addressed.

    **Reflection**

    16.25 points

    **Criteria Description**

    Reflection

    **5. Target**

    16.25 points

    A thorough and in-depth explanation of how to address teacher-to-student and student-to-student discourse in the classroom is provided.

    **4. Acceptable**

    14.14 points

    A detailed and logical explanation of how to address teacher-to-student and student-to-student discourse in the classroom is provided.

    **No Submission**

    0 points

    Not addressed.

    **Organization**

    3.25 points

    **Criteria Description**

    Organization

    **5. Target**

    3.25 points

    The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea.

    **4. Acceptable**

    2.83 points

    The content is logically organized. The ideas presented relate to each other. The content provides the audience with a clear sense of the main idea.

    **3. Approaching**

    2.41 points

    The content is not well organized even though it provides the audience with a sense of the main idea.

    **No Submission**

    0 points

    Not addressed.

    **Supporting Research and Documentation of Sources**

    3.25 points

    **Criteria Description**

    Uses appropriate designated style and formatting to document sources in citations and references.

    **5. Target**

    3.25 points

    Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

    **4. Acceptable**

    2.83 points

    Supporting research is credible and relevant. Sources are documented, as appropriate to assignment and style, and format is mostly correct.

    **3. Approaching**

    2.41 points

    Supporting research is minimal and somewhat inaccurate. Sources are documented, as appropriate to assignment and style, although several minor formatting errors are present.

    **No Submission**

    0 points

    Not addressed.

    **Mechanics of Writing**

    3.25 points

    **Criteria Description**

    Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.

    **5. Target**

    3.25 points

    No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.

    **4. Acceptable**

    2.83 points

    Few mechanical errors are present. Suitable language choice and sentence structure are used.

    **3. Approaching**

    2.41 points

    Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.

    **## week3assignmentwithRubric.docx**

    Requires Lopeswrite

    Assessment Description

    Mathematical discourse is the mathematical communication that takes place in the classroom. Practical discourse happens when students share and explain their own mathematical ideas and seriously consider their peers' perspectives to construct mathematical understandings. Educators play a crucial role in facilitating such discourse through questioning and other effective strategies. The Mathematical Practice Standard this assignment will focus on is Practice 3: “Construct viable arguments and critique the reasoning of others.”

    **Part 1: FAQ Document**

    For the first part of this assignment, create a Frequently Asked Questions (FAQ) document about mathematical discourse and the instructional strategies to promote mathematical discourse in the classroom. Include the strategy name and a brief description explaining what it is and how it supports mathematical discourse and helps K-8 students develop critical thinking and problem-solving skills. You can organize this document in any way you choose. You will need at least eight instructional strategies/ideas that promote practical mathematical discourse. You must include the following as part of your eight instructional strategies/ideas:

    · Questioning strategies

    · Math vocabulary development

    · Classroom discussion norms

    **Part 2: Mathematical Discourse Reflection**

    In 250-500 words, use strategies from your FAQ document in your plan and explain how you will address the following discourse in your classroom:

    · Teacher-to-student

    · Student-to-student

    Support the assignment with 3-5 scholarly resources.

    **_Note:_** _This assignment may be added as an artifact to the teacher toolkit you created in ELM-555._

    While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

    This assignment uses a rubric. Review the rubric before 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.

    **Rubric Criteria**

    **Questioning Strategies**

    6.5 points

    **Criteria Description**

    Questioning Strategies

    **5. Target**

    6.5 points

    Questioning strategies/ideas provide new insight into promoting effective mathematical discourse and developing students’ critical thinking and problem-solving skills.

    **4. Acceptable**

    5.66 points

    Questioning strategies/ideas clearly explain how effective mathematical discourse is promoted and students’ critical thinking and problem-solving skills are developed.

    **3. Approaching**

    4.81 points

    Questioning strategies/ideas vaguely explain how effective mathematical discourse is promoted and students’ critical thinking and problem-solving skills are developed.

    **No Submission**

    0 points

    Not addressed.

    **Math Vocabulary Development**

    6.5 points

    **Criteria Description**

    Math Vocabulary Development

    **5. Target**

    6.5 points

    Math vocabulary development strategies/ideas provide new insight into promoting effective mathematical discourse and developing students’ critical thinking and problem-solving skills.

    **4. Acceptable**

    5.66 points

    Math vocabulary development strategies/ideas clearly explain how effective mathematical discourse is promoted and students’ critical thinking and problem-solving skills are developed.

    **3. Approaching**

    4.81 points

    Math vocabulary development strategies/ideas vaguely explain how effective mathematical discourse is promoted and students’ critical thinking and problem-solving skills are developed.

    **No Submission**

    0 points

    Not addressed.

    **Classroom Discussion Norms**

    6.5 points

    **Criteria Description**

    Classroom Discussion Norms

    **5. Target**

    6.5 points

    Classroom discussion strategies/ideas provide new insight into promoting effective mathematical discourse and developing students’ critical thinking and problem-solving skills.

    **4. Acceptable**

    5.66 points

    Classroom discussion strategies/ideas clearly explain how effective mathematical discourse is promoted and students’ critical thinking and problem-solving skills are developed.

    **3. Approaching**

    4.81 points

    Classroom discussion strategies/ideas vaguely explain how effective mathematical discourse is promoted and students’ critical thinking and problem-solving skills are developed.

    **No Submission**

    0 points

    Not addressed.

    **Additional Strategies**

    19.5 points

    **Criteria Description**

    Additional Strategies

    **5. Target**

    19.5 points

    Strategies/ideas provide new insight into promoting effective mathematical discourse and developing students’ critical thinking and problem-solving skills.

    **4. Acceptable**

    16.97 points

    Strategies/ideas clearly explain how effective mathematical discourse is promoted and students’ critical thinking and problem-solving skills are developed.

    **3. Approaching**

    14.43 points

    Strategies/ideas vaguely explain how effective mathematical discourse is promoted and students’ critical thinking and problem-solving skills are developed.

    **No Submission**

    0 points

    Not addressed.

    **Reflection**

    16.25 points

    **Criteria Description**

    Reflection

    **5. Target**

    16.25 points

    A thorough and in-depth explanation of how to address teacher-to-student and student-to-student discourse in the classroom is provided.

    **4. Acceptable**

    14.14 points

    A detailed and logical explanation of how to address teacher-to-student and student-to-student discourse in the classroom is provided.

    **No Submission**

    0 points

    Not addressed.

    **Organization**

    3.25 points

    **Criteria Description**

    Organization

    **5. Target**

    3.25 points

    The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea.

    **4. Acceptable**

    2.83 points

    The content is logically organized. The ideas presented relate to each other. The content provides the audience with a clear sense of the main idea.

    **3. Approaching**

    2.41 points

    The content is not well organized even though it provides the audience with a sense of the main idea.

    **No Submission**

    0 points

    Not addressed.

    **Supporting Research and Documentation of Sources**

    3.25 points

    **Criteria Description**

    Uses appropriate designated style and formatting to document sources in citations and references.

    **5. Target**

    3.25 points

    Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

    **4. Acceptable**

    2.83 points

    Supporting research is credible and relevant. Sources are documented, as appropriate to assignment and style, and format is mostly correct.

    **3. Approaching**

    2.41 points

    Supporting research is minimal and somewhat inaccurate. Sources are documented, as appropriate to assignment and style, although several minor formatting errors are present.

    **No Submission**

    0 points

    Not addressed.

    **Mechanics of Writing**

    3.25 points

    **Criteria Description**

    Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.

    **5. Target**

    3.25 points

    No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.

    **4. Acceptable**

    2.83 points

    Few mechanical errors are present. Suitable language choice and sentence structure are used.

    **3. Approaching**

    2.41 points

    Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.

    **## RequiredResourceforweek3homeworkassignment.docx**

    **Elementary and Middle School Mathematics**

    **Required**

    Van De Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2022).
    _Elementary and middle school mathematics_ (11th ed.). Pearson. ISBN-13:  9780136818038

    How to Improve Mathematical Discourse in Your Classroom

    **Required**

    Read “How to Improve Mathematical Discourse in Your Classroom,” by Todd, located on the Sadlier website (20

    … Read More

    https://www.sadlier.com/school/sadlier-math-blog/how-to-improve-classroom-discourse-in-your-math-classroom

    Asking Questions and Promoting Discourse

    **Required**

    Read “Asking Questions and Promoting Discourse,” located on the National Council of Teachers of Mathematics

    … Read More

    https://www.nctm.org/Conferences-and-Professional-Development/Tips-for-Teachers/Asking-Questions-and-Promoting-Discourse/

    Math Talk

    **Required**

    Read “Math Talk,” located on the National Council of Teachers of Mathematics website.

    https://www.nctm.org/uploadedFiles/Conferences_and_Professional_Development/Institues/Pre-K_Grade_12_Common_Core_Series/Ben_handouts.pdf

    Orchestrating Mathematical Discourse to Enhance Student Learning

    **Required**

    Read “Orchestrating Mathematical Discourse to Enhance Student Learning,” by Kersaint, located on the Traini

    … Read More

    https://ttaconline.org/Document/zxbIhX_YCJNP0qvIYsAjT0x-qdzE3VlX/WP-Curriculum_Associates%20Orchestrating_Mathematical_Discourse.pdf0.pdf

    Using the 5 Practices in Mathematics Teaching

    **Required**

    Read “Using the 5 Practices of Mathematics Teaching,” by Nabb et al, from
    _Mathematics Teacher_(2018).

    … Read More

    https://www.nctm.org/Publications/Mathematics-Teacher/2018/Vol111/Issue5/mt2018-03-366a/

    Evidence-Based Strategies: Mathematical Discourse

    **Required**

    View “Evidence-Based Strategies: Mathematical Discourse,” located on YouTube (2020).

    https://www.youtube.com/watch

    **## week3assignmentwithRubric.docx**

    Requires Lopeswrite

    Assessment Description

    Mathematical discourse is the mathematical communication that takes place in the classroom. Practical discourse happens when students share and explain their own mathematical ideas and seriously consider their peers' perspectives to construct mathematical understandings. Educators play a crucial role in facilitating such discourse through questioning and other effective strategies. The Mathematical Practice Standard this assignment will focus on is Practice 3: “Construct viable arguments and critique the reasoning of others.”

    **Part 1: FAQ Document**

    For the first part of this assignment, create a Frequently Asked Questions (FAQ) document about mathematical discourse and the instructional strategies to promote mathematical discourse in the classroom. Include the strategy name and a brief description explaining what it is and how it supports mathematical discourse and helps K-8 students develop critical thinking and problem-solving skills. You can organize this document in any way you choose. You will need at least eight instructional strategies/ideas that promote practical mathematical discourse. You must include the following as part of your eight instructional strategies/ideas:

    · Questioning strategies

    · Math vocabulary development

    · Classroom discussion norms

    **Part 2: Mathematical Discourse Reflection**

    In 250-500 words, use strategies from your FAQ document in your plan and explain how you will address the following discourse in your classroom:

    · Teacher-to-student

    · Student-to-student

    Support the assignment with 3-5 scholarly resources.

    **_Note:_** _This assignment may be added as an artifact to the teacher toolkit you created in ELM-555._

    While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

    This assignment uses a rubric. Review the rubric before 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.

    **Rubric Criteria**

    **Questioning Strategies**

    6.5 points

    **Criteria Description**

    Questioning Strategies

    **5. Target**

    6.5 points

    Questioning strategies/ideas provide new insight into promoting effective mathematical discourse and developing students’ critical thinking and problem-solving skills.

    **4. Acceptable**

    5.66 points

    Questioning strategies/ideas clearly explain how effective mathematical discourse is promoted and students’ critical thinking and problem-solving skills are developed.

    **3. Approaching**

    4.81 points

    Questioning strategies/ideas vaguely explain how effective mathematical discourse is promoted and students’ critical thinking and problem-solving skills are developed.

    **No Submission**

    0 points

    Not addressed.

    **Math Vocabulary Development**

    6.5 points

    **Criteria Description**

    Math Vocabulary Development

    **5. Target**

    6.5 points

    Math vocabulary development strategies/ideas provide new insight into promoting effective mathematical discourse and developing students’ critical thinking and problem-solving skills.

    **4. Acceptable**

    5.66 points

    Math vocabulary development strategies/ideas clearly explain how effective mathematical discourse is promoted and students’ critical thinking and problem-solving skills are developed.

    **3. Approaching**

    4.81 points

    Math vocabulary development strategies/ideas vaguely explain how effective mathematical discourse is promoted and students’ critical thinking and problem-solving skills are developed.

    **No Submission**

    0 points

    Not addressed.

    **Classroom Discussion Norms**

    6.5 points

    **Criteria Description**

    Classroom Discussion Norms

    **5. Target**

    6.5 points

    Classroom discussion strategies/ideas provide new insight into promoting effective mathematical discourse and developing students’ critical thinking and problem-solving skills.

    **4. Acceptable**

    5.66 points

    Classroom discussion strategies/ideas clearly explain how effective mathematical discourse is promoted and students’ critical thinking and problem-solving skills are developed.

    **3. Approaching**

    4.81 points

    Classroom discussion strategies/ideas vaguely explain how effective mathematical discourse is promoted and students’ critical thinking and problem-solving skills are developed.

    **No Submission**

    0 points

    Not addressed.

    **Additional Strategies**

    19.5 points

    **Criteria Description**

    Additional Strategies

    **5. Target**

    19.5 points

    Strategies/ideas provide new insight into promoting effective mathematical discourse and developing students’ critical thinking and problem-solving skills.

    **4. Acceptable**

    16.97 points

    Strategies/ideas clearly explain how effective mathematical discourse is promoted and students’ critical thinking and problem-solving skills are developed.

    **3. Approaching**

    14.43 points

    Strategies/ideas vaguely explain how effective mathematical discourse is promoted and students’ critical thinking and problem-solving skills are developed.

    **No Submission**

    0 points

    Not addressed.

    **Reflection**

    16.25 points

    **Criteria Description**

    Reflection

    **5. Target**

    16.25 points

    A thorough and in-depth explanation of how to address teacher-to-student and student-to-student discourse in the classroom is provided.

    **4. Acceptable**

    14.14 points

    A detailed and logical explanation of how to address teacher-to-student and student-to-student discourse in the classroom is provided.

    **No Submission**

    0 points

    Not addressed.

    **Organization**

    3.25 points

    **Criteria Description**

    Organization

    **5. Target**

    3.25 points

    The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea.

    **4. Acceptable**

    2.83 points

    The content is logically organized. The ideas presented relate to each other. The content provides the audience with a clear sense of the main idea.

    **3. Approaching**

    2.41 points

    The content is not well organized even though it provides the audience with a sense of the main idea.

    **No Submission**

    0 points

    Not addressed.

    **Supporting Research and Documentation of Sources**

    3.25 points

    **Criteria Description**

    Uses appropriate designated style and formatting to document sources in citations and references.

    **5. Target**

    3.25 points

    Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

    **4. Acceptable**

    2.83 points

    Supporting research is credible and relevant. Sources are documented, as appropriate to assignment and style, and format is mostly correct.

    **3. Approaching**

    2.41 points

    Supporting research is minimal and somewhat inaccurate. Sources are documented, as appropriate to assignment and style, although several minor formatting errors are present.

    **No Submission**

    0 points

    Not addressed.

    **Mechanics of Writing**

    3.25 points

    **Criteria Description**

    Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.

    **5. Target**

    3.25 points

    No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.

    **4. Acceptable**

    2.83 points

    Few mechanical errors are present. Suitable language choice and sentence structure are used.

    **3. Approaching**

    2.41 points

    Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.

    **## RequiredResourceforweek3homeworkassignment.docx**

    **Elementary and Middle School Mathematics**

    **Required**

    Van De Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2022).
    _Elementary and middle school mathematics_ (11th ed.). Pearson. ISBN-13:  9780136818038

    How to Improve Mathematical Discourse in Your Classroom

    **Required**

    Read “How to Improve Mathematical Discourse in Your Classroom,” by Todd, located on the Sadlier website (20

    … Read More

    https://www.sadlier.com/school/sadlier-math-blog/how-to-improve-classroom-discourse-in-your-math-classroom

    Asking Questions and Promoting Discourse

    **Required**

    Read “Asking Questions and Promoting Discourse,” located on the National Council of Teachers of Mathematics

    … Read More

    https://www.nctm.org/Conferences-and-Professional-Development/Tips-for-Teachers/Asking-Questions-and-Promoting-Discourse/

    Math Talk

    **Required**

    Read “Math Talk,” located on the National Council of Teachers of Mathematics website.

    https://www.nctm.org/uploadedFiles/Conferences_and_Professional_Development/Institues/Pre-K_Grade_12_Common_Core_Series/Ben_handouts.pdf

    Orchestrating Mathematical Discourse to Enhance Student Learning

    **Required**

    Read “Orchestrating Mathematical Discourse to Enhance Student Learning,” by Kersaint, located on the Traini

    … Read More

    https://ttaconline.org/Document/zxbIhX_YCJNP0qvIYsAjT0x-qdzE3VlX/WP-Curriculum_Associates%20Orchestrating_Mathematical_Discourse.pdf0.pdf

    Using the 5 Practices in Mathematics Teaching

    **Required**

    Read “Using the 5 Practices of Mathematics Teaching,” by Nabb et al, from
    _Mathematics Teacher_(2018).

    … Read More

    https://www.nctm.org/Publications/Mathematics-Teacher/2018/Vol111/Issue5/mt2018-03-366a/

    Evidence-Based Strategies: Mathematical Discourse

    **Required**

    View “Evidence-Based Strategies: Mathematical Discourse,” located on YouTube (2020).

    https://www.youtube.com/watch

    **## week3assignmentwithRubric.docx**

    Requires Lopeswrite

    Assessment Description

    Mathematical discourse is the mathematical communication that takes place in the classroom. Practical discourse happens when students share and explain their own mathematical ideas and seriously consider their peers' perspectives to construct mathematical understandings. Educators play a crucial role in facilitating such discourse through questioning and other effective strategies. The Mathematical Practice Standard this assignment will focus on is Practice 3: “Construct viable arguments and critique the reasoning of others.”

    **Part 1: FAQ Document**

    For the first part of this assignment, create a Frequently Asked Questions (FAQ) document about mathematical discourse and the instructional strategies to promote mathematical discourse in the classroom. Include the strategy name and a brief description explaining what it is and how it supports mathematical discourse and helps K-8 students develop critical thinking and problem-solving skills. You can organize this document in any way you choose. You will need at least eight instructional strategies/ideas that promote practical mathematical discourse. You must include the following as part of your eight instructional strategies/ideas:

    · Questioning strategies

    · Math vocabulary development

    · Classroom discussion norms

    **Part 2: Mathematical Discourse Reflection**

    In 250-500 words, use strategies from your FAQ document in your plan and explain how you will address the following discourse in your classroom:

    · Teacher-to-student

    · Student-to-student

    Support the assignment with 3-5 scholarly resources.

    **_Note:_** _This assignment may be added as an artifact to the teacher toolkit you created in ELM-555._

    While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

    This assignment uses a rubric. Review the rubric before 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.

    **Rubric Criteria**

    **Questioning Strategies**

    6.5 points

    **Criteria Description**

    Questioning Strategies

    **5. Target**

    6.5 points

    Questioning strategies/ideas provide new insight into promoting effective mathematical discourse and developing students’ critical thinking and problem-solving skills.

    **4. Acceptable**

    5.66 points

    Questioning strategies/ideas clearly explain how effective mathematical discourse is promoted and students’ critical thinking and problem-solving skills are developed.

    **3. Approaching**

    4.81 points

    Questioning strategies/ideas vaguely explain how effective mathematical discourse is promoted and students’ critical thinking and problem-solving skills are developed.

    **No Submission**

    0 points

    Not addressed.

    **Math Vocabulary Development**

    6.5 points

    **Criteria Description**

    Math Vocabulary Development

    **5. Target**

    6.5 points

    Math vocabulary development strategies/ideas provide new insight into promoting effective mathematical discourse and developing students’ critical thinking and problem-solving skills.

    **4. Acceptable**

    5.66 points

    Math vocabulary development strategies/ideas clearly explain how effective mathematical discourse is promoted and students’ critical thinking and problem-solving skills are developed.

    **3. Approaching**

    4.81 points

    Math vocabulary development strategies/ideas vaguely explain how effective mathematical discourse is promoted and students’ critical thinking and problem-solving skills are developed.

    **No Submission**

    0 points

    Not addressed.

    **Classroom Discussion Norms**

    6.5 points

    **Criteria Description**

    Classroom Discussion Norms

    **5. Target**

    6.5 points

    Classroom discussion strategies/ideas provide new insight into promoting effective mathematical discourse and developing students’ critical thinking and problem-solving skills.

    **4. Acceptable**

    5.66 points

    Classroom discussion strategies/ideas clearly explain how effective mathematical discourse is promoted and students’ critical thinking and problem-solving skills are developed.

    **3. Approaching**

    4.81 points

    Classroom discussion strategies/ideas vaguely explain how effective mathematical discourse is promoted and students’ critical thinking and problem-solving skills are developed.

    **No Submission**

    0 points

    Not addressed.

    **Additional Strategies**

    19.5 points

    **Criteria Description**

    Additional Strategies

    **5. Target**

    19.5 points

    Strategies/ideas provide new insight into promoting effective mathematical discourse and developing students’ critical thinking and problem-solving skills.

    **4. Acceptable**

    16.97 points

    Strategies/ideas clearly explain how effective mathematical discourse is promoted and students’ critical thinking and problem-solving skills are developed.

    **3. Approaching**

    14.43 points

    Strategies/ideas vaguely explain how effective mathematical discourse is promoted and students’ critical thinking and problem-solving skills are developed.

    **No Submission**

    0 points

    Not addressed.

    **Reflection**

    16.25 points

    **Criteria Description**

    Reflection

    **5. Target**

    16.25 points

    A thorough and in-depth explanation of how to address teacher-to-student and student-to-student discourse in the classroom is provided.

    **4. Acceptable**

    14.14 points

    A detailed and logical explanation of how to address teacher-to-student and student-to-student discourse in the classroom is provided.

    **No Submission**

    0 points

    Not addressed.

    **Organization**

    3.25 points

    **Criteria Description**

    Organization

    **5. Target**

    3.25 points

    The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea.

    **4. Acceptable**

    2.83 points

    The content is logically organized. The ideas presented relate to each other. The content provides the audience with a clear sense of the main idea.

    **3. Approaching**

    2.41 points

    The content is not well organized even though it provides the audience with a sense of the main idea.

    **No Submission**

    0 points

    Not addressed.

    **Supporting Research and Documentation of Sources**

    3.25 points

    **Criteria Description**

    Uses appropriate designated style and formatting to document sources in citations and references.

    **5. Target**

    3.25 points

    Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

    **4. Acceptable**

    2.83 points

    Supporting research is credible and relevant. Sources are documented, as appropriate to assignment and style, and format is mostly correct.

    **3. Approaching**

    2.41 points

    Supporting research is minimal and somewhat inaccurate. Sources are documented, as appropriate to assignment and style, although several minor formatting errors are present.

    **No Submission**

    0 points

    Not addressed.

    **Mechanics of Writing**

    3.25 points

    **Criteria Description**

    Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.

    **5. Target**

    3.25 points

    No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.

    **4. Acceptable**

    2.83 points

    Few mechanical errors are present. Suitable language choice and sentence structure are used.

    **3. Approaching**

    2.41 points

    Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.

    – 1
    – 2

  • [Solved] wk3elm537

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    – ## wk3elm537.pdf **## wk3elm537.pdf** Imagine you are a science teacher for a 4th grade life science lesson. Your principal has asked you to develop a formative assessment tool for a science lesson and present it to your colleagues at the next in-service. Choose a science topic for a lesson releva…

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    Assignment Prompt & Instructions

    – ## wk3elm537.pdf

    **## wk3elm537.pdf**

    Imagine you are a science teacher for a 4th grade life science lesson. Your principal has
    asked you to develop a formative assessment tool for a science lesson and present it to
    your colleagues at the next in-service.

    Choose a science topic for a lesson relevant to this grade level.

    Select an appropriate standard from your state or Next Generation Science Standards
    (NGSS).

    Develop a formative assessment tool that can be used to assess students learning this
    lesson.

    Create a 12- to 15-slide presentation about your formative assessment tool.

    Include the following in your presentation:
    The grade level for the formative assessment (5 pts)
    The selected standard (5 pts)
    A brief summary of the lesson topic for your proposed formative assessment (10 pts)
    The alignment to your selected standard (5 pts)
    An explanation of the elements you will use in the assessment (10 pts)
    A description of how timely, effective feedback will be provided (10 pts)
    How you will use the assessment data to inform your instruction (For example, 45% of your
    students did not meet the learning objective for the lesson. How would you change the
    lesson to differentiate for student learning needs?) (20 pts)
    An overview of how this formative assessment would support the summative assessment
    for this unit (20 pts)
    APA format & title page (5 pts)
    Submit your assignment.

    [https://www.nextgenscience.org/search-standards](https://www.nextgenscience.org/search-standards)

    [https://www.nextgenscience.org/search-standards](https://www.nextgenscience.org/search-standards)

    **## wk3elm537.pdf**

    Imagine you are a science teacher for a 4th grade life science lesson. Your principal has
    asked you to develop a formative assessment tool for a science lesson and present it to
    your colleagues at the next in-service.

    Choose a science topic for a lesson relevant to this grade level.

    Select an appropriate standard from your state or Next Generation Science Standards
    (NGSS).

    Develop a formative assessment tool that can be used to assess students learning this
    lesson.

    Create a 12- to 15-slide presentation about your formative assessment tool.

    Include the following in your presentation:
    The grade level for the formative assessment (5 pts)
    The selected standard (5 pts)
    A brief summary of the lesson topic for your proposed formative assessment (10 pts)
    The alignment to your selected standard (5 pts)
    An explanation of the elements you will use in the assessment (10 pts)
    A description of how timely, effective feedback will be provided (10 pts)
    How you will use the assessment data to inform your instruction (For example, 45% of your
    students did not meet the learning objective for the lesson. How would you change the
    lesson to differentiate for student learning needs?) (20 pts)
    An overview of how this formative assessment would support the summative assessment
    for this unit (20 pts)
    APA format & title page (5 pts)
    Submit your assignment.

    [https://www.nextgenscience.org/search-standards](https://www.nextgenscience.org/search-standards)

    [https://www.nextgenscience.org/search-standards](https://www.nextgenscience.org/search-standards)

  • [Solved] assitant needed N

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    please see attachment – ## DietAnalysisAssignment.html **## DietAnalysisAssignment.html** Unit 1 — Designing a Healthy Diet Diet Analysis Project Overview: In this project, you will (1) track your intake for 24hrs, (2) enter that data into an analysis software and (3) summarize your experience with …

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    Assignment Prompt & Instructions

    please see attachment

    – ## DietAnalysisAssignment.html

    **## DietAnalysisAssignment.html**

    Unit 1 — Designing a Healthy Diet

    Diet Analysis Project

    Overview:  In this project, you will (1) track your intake for 24hrs, (2) enter that data into an analysis software and (3) summarize your experience with this / reflect on your diet.  Please make sure this is a "typical day" for you!

    Instructions:

    Part I:  Recording your diet

    Pick a day that is most typical of your eating.  Write down EVERYTHING that crosses your lips (water, snacks, meals, etc).  Note: please know that 1 day cannot fully capture your diet quality – this is simply an exercise so don't put too much value on it.  Be as complete and accurate as possible in your recording.  Please write down what you actually eat – I will not really be looking at this – just that you did it and your report – I will be looking at your reflection more than anything – so please be honest with yourself! You are not graded/judged on what you eat!

    **Do write it down (studies show trying to remember it all later means you will under-report what you consume / miss things) – you'll need to turn in your intake log either way.  Format doesn't matter as long as you are sure to record everything you consume.

    **Don't forget beverages!  And the little things you add (cream, butter, sugar….)

    *Don't include supplements (even when the software asks for it) – even if you took them, we want to look at what your diet is without them.

    *Do your best to estimate portion sizes.

    *The database has many mixed dishes and many fast food data so do your best to match it

    Tips for Estimating Portion Sizes:

    – Use common household measures, such as cups, teaspoons, tablespoons; or estimate amounts using the ounces listed on a package. If you’re not sure what unit of measure to use, just record both so you’ll have the information.

    – 1 slice of cheese = about 1 ounce = ¼ cup shredded

    – 1 tablespoon = 3 teaspoons

    – 1 pat of butter = 1 teaspoon

    **You will turn in your food record/meal plan, and you will be graded on whether or not details about amounts and types of foods are included. You will NOT be graded on what you ate.

    ![This is a table that shows illustrations on how to estimate portion sizes. For example, a fist is equivalent to a cup of pasta or fruit; a palm equivalent to 3 ounces of meat; a handful equivalent to an ounce of nuts or raisins; 2 handfuls is equivalent to an ounce of chips or popcorn; a thumb equivalent to an ounce of peanut butter or hard cheese; and a thumb tip is equivalent to a teaspoon of oil or sugar.](https://www.sweetstudy.com/questions/assitant-needed-n)

    Part II:  Analyzing Your Diet

    The day after you record everything, go into the National Cancer Institute's "ASA24", a free diet analysis application (this platform has stronger data behind it than some of the free apps so we'll use this):
    [https://asa24.nci.nih.gov/demo/](https://asa24.nci.nih.gov/demo/)     We'll be using the ASA24-2020 Demo so launch that.

    Enter yesterday's date (the date you recorded the food for).

    You can review the "User's Orientation"

    Enter all your foods/beverages. Start by clicking "Report a Meal".  Create the meal and then enter the food for THAT meal by entering them in the Search Box (you'll enter the foods and then report on the serving size later).  Continue until you've created all meals and entered all foods for the day.  Then, hit next.

    You'll then be guided through the process to report your serving sizes and other details about each food / beverage you declared.

    You'll be prompted for any "commonly forgotten foods".

    Then – IMPORTANT!!!! – You'll be asked if you would like to view your nutrition profile for the day you just reported on.  Click YES!!!!   This system does NOT save so if you say no or close out, you will need to start over!!!!

    Print your Nutrition Profile and save it as a PDF.  You will submit this along with your diet intake record from Step 1 above (and your reflection from Step 3 below).

    Step III:  Reflection

    Please write a 1/2 to 1 page paper (typed, double-spaced) reflecting on this experience and your diet. Was this 1 day about average for you?  What surprised you?  What did you already know you might need to work on?  What areas were you strongest in (again, keeping in mind that this is just 1 day)?  What area(s) of your diet might you need to improve a little?  What could you do to improve those areas?  Did you find this experience helpful?

    To receive full points for this assignment, you will need to submit all THREE documents:  your intake record, the PDF of your diet analysis from ASA24 and your Reflection!

    **## DietAnalysisAssignment.html**

    Unit 1 — Designing a Healthy Diet

    Diet Analysis Project

    Overview:  In this project, you will (1) track your intake for 24hrs, (2) enter that data into an analysis software and (3) summarize your experience with this / reflect on your diet.  Please make sure this is a "typical day" for you!

    Instructions:

    Part I:  Recording your diet

    Pick a day that is most typical of your eating.  Write down EVERYTHING that crosses your lips (water, snacks, meals, etc).  Note: please know that 1 day cannot fully capture your diet quality – this is simply an exercise so don't put too much value on it.  Be as complete and accurate as possible in your recording.  Please write down what you actually eat – I will not really be looking at this – just that you did it and your report – I will be looking at your reflection more than anything – so please be honest with yourself! You are not graded/judged on what you eat!

    **Do write it down (studies show trying to remember it all later means you will under-report what you consume / miss things) – you'll need to turn in your intake log either way.  Format doesn't matter as long as you are sure to record everything you consume.

    **Don't forget beverages!  And the little things you add (cream, butter, sugar….)

    *Don't include supplements (even when the software asks for it) – even if you took them, we want to look at what your diet is without them.

    *Do your best to estimate portion sizes.

    *The database has many mixed dishes and many fast food data so do your best to match it

    Tips for Estimating Portion Sizes:

    – Use common household measures, such as cups, teaspoons, tablespoons; or estimate amounts using the ounces listed on a package. If you’re not sure what unit of measure to use, just record both so you’ll have the information.

    – 1 slice of cheese = about 1 ounce = ¼ cup shredded

    – 1 tablespoon = 3 teaspoons

    – 1 pat of butter = 1 teaspoon

    **You will turn in your food record/meal plan, and you will be graded on whether or not details about amounts and types of foods are included. You will NOT be graded on what you ate.

    ![This is a table that shows illustrations on how to estimate portion sizes. For example, a fist is equivalent to a cup of pasta or fruit; a palm equivalent to 3 ounces of meat; a handful equivalent to an ounce of nuts or raisins; 2 handfuls is equivalent to an ounce of chips or popcorn; a thumb equivalent to an ounce of peanut butter or hard cheese; and a thumb tip is equivalent to a teaspoon of oil or sugar.](https://www.sweetstudy.com/questions/assitant-needed-n)

    Part II:  Analyzing Your Diet

    The day after you record everything, go into the National Cancer Institute's "ASA24", a free diet analysis application (this platform has stronger data behind it than some of the free apps so we'll use this):
    [https://asa24.nci.nih.gov/demo/](https://asa24.nci.nih.gov/demo/)     We'll be using the ASA24-2020 Demo so launch that.

    Enter yesterday's date (the date you recorded the food for).

    You can review the "User's Orientation"

    Enter all your foods/beverages. Start by clicking "Report a Meal".  Create the meal and then enter the food for THAT meal by entering them in the Search Box (you'll enter the foods and then report on the serving size later).  Continue until you've created all meals and entered all foods for the day.  Then, hit next.

    You'll then be guided through the process to report your serving sizes and other details about each food / beverage you declared.

    You'll be prompted for any "commonly forgotten foods".

    Then – IMPORTANT!!!! – You'll be asked if you would like to view your nutrition profile for the day you just reported on.  Click YES!!!!   This system does NOT save so if you say no or close out, you will need to start over!!!!

    Print your Nutrition Profile and save it as a PDF.  You will submit this along with your diet intake record from Step 1 above (and your reflection from Step 3 below).

    Step III:  Reflection

    Please write a 1/2 to 1 page paper (typed, double-spaced) reflecting on this experience and your diet. Was this 1 day about average for you?  What surprised you?  What did you already know you might need to work on?  What areas were you strongest in (again, keeping in mind that this is just 1 day)?  What area(s) of your diet might you need to improve a little?  What could you do to improve those areas?  Did you find this experience helpful?

    To receive full points for this assignment, you will need to submit all THREE documents:  your intake record, the PDF of your diet analysis from ASA24 and your Reflection!

  • [Solved] assitant needed

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Please see attachment – ## historyofN.docx **## historyofN.docx** **History of Public Health, Health Education, and Health Promotion (aka History Project)** The purpose of this assignment is to inform yourselves and the rest of the class of the major events, discoveries, advancements, and/or develop…

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    Assignment Prompt & Instructions

    Please see attachment

    – ## historyofN.docx

    **## historyofN.docx**

    **History of Public Health, Health Education, and Health Promotion (aka History Project)**

    The purpose of this assignment is to inform yourselves and the rest of the class of the major events, discoveries, advancements, and/or developments in public health and health ed./prom.

    · Working in groups of 3-4, students will be assigned a time period in history (Year 0-2024).

    · Time periods will be assigned during the second week of the course.

    · Students will research 5-6 major discoveries, advancements, developments, and/or events specifically related to public health, health ed./prom, and/or medicine.

    ·
    **Students must explain how these things helped shape the fields of public health, health ed./prom, and/or medicine (both then and now) and our current understanding of health.**

    · Students will prepare a
    _Powerpoint®_ presentation and present their findings to the class (10-12 minutes).

    · Students will be required to submit their
    _Powerpoint®_ slides to D2L for the class to review, as this will be testable material.

    · The week of the presentations are noted on the syllabus, however individual presentation days will be chosen at random.

    · A rough draft bullet-point outline of your 5-6 major discoveries, advancements, developments, and/or events specifically related to public health, health ed./prom, and/or medicine will be due to the instructor on the noted due date for approval by the instructor.

    ·
    **Students who are not present on the day of their presentation will not receive credit for the project.**

    · All citations on the draft and on the final
    _Powerpoint®_ should be done in proper APA format.

    **## historyofN.docx**

    **History of Public Health, Health Education, and Health Promotion (aka History Project)**

    The purpose of this assignment is to inform yourselves and the rest of the class of the major events, discoveries, advancements, and/or developments in public health and health ed./prom.

    · Working in groups of 3-4, students will be assigned a time period in history (Year 0-2024).

    · Time periods will be assigned during the second week of the course.

    · Students will research 5-6 major discoveries, advancements, developments, and/or events specifically related to public health, health ed./prom, and/or medicine.

    ·
    **Students must explain how these things helped shape the fields of public health, health ed./prom, and/or medicine (both then and now) and our current understanding of health.**

    · Students will prepare a
    _Powerpoint®_ presentation and present their findings to the class (10-12 minutes).

    · Students will be required to submit their
    _Powerpoint®_ slides to D2L for the class to review, as this will be testable material.

    · The week of the presentations are noted on the syllabus, however individual presentation days will be chosen at random.

    · A rough draft bullet-point outline of your 5-6 major discoveries, advancements, developments, and/or events specifically related to public health, health ed./prom, and/or medicine will be due to the instructor on the noted due date for approval by the instructor.

    ·
    **Students who are not present on the day of their presentation will not receive credit for the project.**

    · All citations on the draft and on the final
    _Powerpoint®_ should be done in proper APA format.

  • [Solved] B vs L

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    In-depth study guidance and analytical solution covering B vs L.

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    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] reading

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    In-depth study guidance and analytical solution covering reading.

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    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] Education homework

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    In-depth study guidance and analytical solution covering Education homework.

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    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] group talk 6

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    In-depth study guidance and analytical solution covering group talk 6.

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    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] D prompt

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    In-depth study guidance and analytical solution covering D prompt.

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    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] Education Homework

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    Hello. Is there anyone that can assist me with my homework. I will have the instruction attached below. – ## ResearchthewatercrisesinMexico.docx **## ResearchthewatercrisesinMexico.docx** Research the water crises in Mexico. Then Write an editorial (3 paragraphs) on how Mexico City is tackling its w…

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    Hello. Is there anyone that can assist me with my homework.  I will have the instruction attached below.

    – ## ResearchthewatercrisesinMexico.docx

    **## ResearchthewatercrisesinMexico.docx**

    Research the water crises in Mexico. Then Write an editorial (3 paragraphs) on how Mexico City is tackling its water challenges. Use one research quotation and correct MLA citation for this written assignment.

    **## ResearchthewatercrisesinMexico.docx**

    Research the water crises in Mexico. Then Write an editorial (3 paragraphs) on how Mexico City is tackling its water challenges. Use one research quotation and correct MLA citation for this written assignment.