Solve each problem, explaining your answer. Then, take a look at the attached student work.

Which artifact demonstrates the strongest understanding of fraction representations? Why? Which artifact demonstrates the weakest understanding of fraction representations? Why? How would you address one of the misconceptions demonstrated by one of these responses?

Question 1 SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1992 Mathematics Assessment.

Final Project Participants will receive 1 CPE credit after completing: the pre- & post-tests, all assignments, discussion board threads on the course wiki, the IU1 evaluation, and the Final Project.

Participants can choose to complete one of the Final Project options listed below.

• Unit of Instruction How might you teach early number concepts different based on your learning from this course? Write a unit of instruction to incorporate the number sense strategies into your mathematics instruction. Describe an action plan for implementation.

• Student Work Collect 5 pieces of student work that demonstrate varying levels of place value misunderstandings. Identify the mathematical misconceptions in the work. For each artifact, write and implement an action plan that describes how you are going to use the strategies used in this course to address the misunderstanding. Reflect on the successes and challenges faced when implementing each action plan.

• Self-Study Do you have an idea/topic for a project you’d like to explore which is not listed above? Please discuss your idea with the instructor in order to receive permission to pursue your own line of study.

Solve each problem, explaining your answer.

Then, take a look at the attached student work.

Which artifact demonstrates the strongest understanding of fraction representations? Why?

Which artifact demonstrates the weakest understanding of fraction representations? Why?

How would you address one of the misconceptions demonstrated by one of these responses?

Question 1

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1992 Mathematics Assessment.

For more information on NAEP, please visit http://nces.ed.gov/nationsreportcard/.

Week 1 Assignment Rubric.pdf

Final ProjectParticipants will receive 1 CPE credit after completing: the pre- & post-tests, all assignments, discussion board threads on the course wiki, the IU1 evaluation, and the Final Project.

Participants can choose to complete one of the Final Project options listed below.

• Unit of InstructionHow might you teach early number concepts different based on your learning from this course? Write a unit of instruction to incorporate the number sense strategies into your mathematics instruction.

Describe an action plan for implementation.

Link to PA Standards Aligned System

• Student WorkCollect 5 pieces of student work that demonstrate varying levels of place value misunderstandings.

Identify the mathematical misconceptions in the work.

For each artifact, write and implement an action plan that describes how you are going to use the strategies used in this course to address the misunderstanding.

Reflect on the successes and challenges faced when implementing each action plan.

• Self-StudyDo you have an idea/topic for a project you’d like to explore which is not listed above? Please discuss your idea with the instructor in order to receive permission to pursue your own line of study.

Day 1 PPT

Day 2 PPT