# Science And Math: Decimals

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Objectives

Students will be able to subtract as well as add decimals

Students will be able to multiply decimals

Students will be able to divide decimals

Students will be able to round off decimals

Materials and resources

Stationery

A writing board

Writing material

Illustrational text

Projector

Differentiation of instruction

To effectively differentiate instruction so as to address the diverse needs of students;

I will ensure that I apply a number of strategies to reach out to students with language disabilities in my class. I shall utilize hands on materials to enhance their comprehension of the math concept to be learnt. I shall also use step by step models of solving math problems.

Problem solving and inquiring strategies

Shall include encouraging students to seek clarification in everything the donâ€™t comprehend

Concrete manipulative to help develop science and fraction/decimal sense

The projector shall come in handy to illustrated points that are complex reinforced by graphics.

Narrative

To further enhance the unit of study, I develop the following narrative which addresses the assignment criteria as well as comes up with specific examples from the unit of study while stating my rationale.To begin with, I shall introduce the topic, that is, decimals and ask students what they think decimals are. This is the introductory phase and as Rezba et al. (2002) notes, it is always important to get a feel of how students perceive a given topic way before the actual discussion begins so as to tailor the particular discussion towards the specific concerns raised. I will give the students the writing materials and ask them to write explanatory notes on what hey think decimals are. Next, after reviewing their response, I shall get to understand the specific areas of interest I need to address. It is important to note that dividing the students into groups of say 10 shall be beneficial as far as the introductory phase is concerned.

Assignment criteria

The assessment in this case shall be both formative as well as normative. According to Pettig (2000) normative assessment is critical as far as deriving a judgment with regard to the performance of a student is concerned. In this case, I shall express results fro the summative assessment in grades or percentages. Lee et al.  (2008) notes that normative assessment is critical in availing information to students so hat they can come up with valid assessment of their performance as well as how effective the learning strategies are.  On my part, I shall be able to discern any aspects of the topic that has not been well understood and which needs elaboration as well as more attention so as to ensure that each and every student is moving in the same speed as far as the topic is concerned. It is hence important to note that as far as formative assessments are concerned, timely adjustments can be made so as to take corrective action where one is needed.

A discussion of the science processes used

References

Lee, O., & Buxton, C. (2008). Science Curriculum and Student Diversity: A Framework for Equitable Learning Opportunities. Elementary School Journal, 108 (3), 132-139

Pettig, K. L., (2000). On the road to differentiated. Education Leadership, 6, 4, 16-22.

Rezba, R. J., Sprague, C., & Fiel, R. (2002) Learning and assessing science process skills

(4th Ed). Kendall/Hunt Pub.

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