Micro Lesson 1 Reflection

Assessing Prior Knowledge and Planning Instruction
-Students will need background in mathematics with multiplying whole, decimals, classrooms items, and shopping for items online using classroom resources.
-An assessment during online investigating of materials while shopping will be done in a formative manner.
-Information based on previous knowledge will help map how students will navigate and acquire lesson requirements.
-Using technology at the third grade level meets the standard to find relevant information and ideas. Students should have the ability to use a search engine in an effort to find specific items found in the classroom. Using the shopping cart as a template to identify multiplication of quantity of items by cost, will create a real world scenario for students to relate too.
-Objectives are using multiplying whole numbers by decimals which aligns with quantitatively reasoning using decimals.
-A lesson of this nature should be introduce late in the school term. Students will need to develop a multiplication foundation in order to transition from whole number multiplication to decimal integration.

Designing Instruction (InTask Standards 7 and 8):
-By using a research method to relate an unbeknown familiar concept will allow students to get a feel for estimation of multiply whole and decimals numbers within a budget.
-Research method allows students to discover answers without having to provide direct, step by step instruction. It provides students the opportunity to explore previous knowledge of real world industries.
-Students will be asked to provide materials for the entire classroom. In doing so, students will be estimating, using technology, guess and checking. Each group will be provided differentiated materials based on their abilities.

Planning Assessment (InTask Standard 6):
-The produced worksheet material demonstrates students ability to complete the objective by producing a screen shot of purchased bulk items.
-This form of assessment does not necessarily produce a successful learning of content. It creates a platform for students to reference, however, does not guarantee conceptual understanding.
-Using differentiated instruction to help balance out work loads, including taking a small group for intervention, allows the educator to manipulate students needs pending their learning level.

How does your lesson meet each of the ISTE NETs Standards?
-Standard 1: Using the internet is always engaging for students. Allowing them the ability to dictate which site they will do research through help produce a buy in factor. Students must develop creativity when balancing out which materials they will need to produce sufficient materials in bulk. Not having one specific outcome give students options and facilitate their own experience.
-Standard 2: Students will learn how to screen shot materials to produce an artifact that aligns with a digital-age experience.
-Standard 3: The lesson does not meet requirements for this standard.
-Standard 4: Digital citizenship will be embedded through two of the four strands. With some tweaking of provisional outlines, can meet three. Students will be given opportunities to explore the world wide web using safe portals protected through a monitoring system. Diverse learners will be guided by learning stations, and also with lower levels of multiplication problems. Cultural understanding, global awareness, etiquette and responsibility will not be covered during this lesson. Instructors could use different parts of the world to outline different classroom needs for students. An example would be investigating third world education systems and procuring a materials list for students to secure. Introduction of classroom diversification will give students better cultural understanding helping them to become better rounded individuals.