Final Paper - Technological Pedagogical Content Knowledge(TPACK 1 Running Head TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE(TPACK Technological

Final Paper - Technological Pedagogical Content...

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Technological Pedagogical Content Knowledge (TPACK) 1 Running Head: TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) Technological Pedagogical Content Knowledge (TPACK) Ashley Verle Ashford University
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Technological Pedagogical Content Knowledge (TPACK) 2 Title Operation/Algebraic Thinking Grade/Demographics Grade Level: 1 st Subject Area: Mathematics Number of Students: 23 14 girls, 9 boys 2 special needs students 4 English Language Learners Lesson Overview Each day my students are given the opportunity to work on a variety of levels matching, sorting, adding, subtracting, number sense, one to one correspondence and learning problem solving strategies while doing so at their own individual levels. Each student learns at their own speeds which call for differentiated learning. The students are given opportunities to work on these skills with teacher instructions as well as independently by working in their workbooks and working on Khan Academy. Instruction is differentiated, based on each students IEP goals and benchmarks. Students are assessed on a daily basis according to their individual progress, either through individualized exams and group testing and participation. At the end of the lesson there will be a summative assessment to determine if the student is ready to move on to the next lesson. This lesson will take approximately a week to complete and each lesson is about sixty minutes long. Materials
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Technological Pedagogical Content Knowledge (TPACK) 3 Computer with internet access (Computer lab time) Access to Khan Academy Smart board Workbooks Pencils Deck of cards Blocks A bag of small dried beans Common Core Standards Common Core Standard Definition CCSS.Math.Content.1.OA.A.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. CCSS.Math.Content.1.OA.A.2 Solve word problems that all for addition of three whole numbers whose sum is less than equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. CCSS.Math.Content.A.OA.B. 3 Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is unknown, then 3 + 8 = 11 is also unknown. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.) CCSS.Math.Content.1.OA.B.4 Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8.
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  • Fall '10
  • JamesYoung
  • Educational Psychology, Technological Pedagogical Content Knowledge, Technological Pedagogical Content, pedagogical content knowledge

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