Module 4 Assignment Fraction Lesson Plans and Review Student Grand Canyon University: EED 364 Date Rationale Please explain how the created lesson plans clearly describe carefully planned, plausible reasoning for choices of instructional materials and strategies in light of learning goals and student outcomes. Describe how the plans include engaging instructional activities that stimulate critical thinking and problem solving, use models in fraction tasks, emphasize academic language, and explore equivalent fractions. I would also use academic support. Feel free to use the verbiage on this template PLANNING: Instructional Script and Materials This lesson plans demonstrates well-developed and skillful use of effective, student-centered verbal, nonverbal and electronic media communication tools and techniques to create opportunities for active inquiry, collaboration and supportive interaction. This is demonstrated by… PLANNING: Meeting the Varied Learning Needs of Students The lesson plans have creative, well-developed differentiated instructional activities and supports clearly designed to meet the needs of specific individuals or groups with similar needs. This is demonstrated by… PLANNING: Meeting the Language Needs of Students The lesson plans clearly and comprehensively incorporate content-based vocabulary, targeted instructional support for the use of vocabulary, and additional language demands associated with the language function of the class. This is demonstrated by… PLANNING: Assessments to Monitor Student Learning The lesson s creatively allow for multiple forms of evidence in order to monitor students’ deep understanding and skill development in the content area throughout and at the end of the lesson. They are well aligned with the stated learning targets and standards and include well-crafted modifications for individual students. This is demonstrated by… (Insert Lesson Plans 1, 2, & 3 or you can attach them seperately) Teaching Channel Website Review Reference ECE-206 HW-09A Page 1 of 1 HW-09: C++ - Reversed Integer / Array Usage Draw a flowchart that reverses the digits in an integer and translate the flowchart into a C++ program. Assume that the maximum value of the integer is 99999. Use an array to solve the problem. For example, if the following integers are entered, the outputs are: Integer Output ----------------------------------------- 0 0 10 1 12 21 123 321 7600 67 8015 5108 90000 9 Test your program with the integers given in the example. Submit a copy of the flowchart, C++ program and run output. EED-364 Integrating Science and Mathematics Benchmark Assignment and Rubric Targeted Essential Learning Effective teachers will use research-based, best practices to design, plan, implement, and manage instruction that is aligned to elementary ...

1. Module 4 Assignment
Fraction Lesson Plans and Review
Student
Grand Canyon University: EED 364
Date
Rationale
Please explain how the created lesson plans clearly describe
carefully planned, plausible reasoning for choices of
instructional materials and strategies in light of learning goals
and student outcomes. Describe how the plans include engaging
instructional activities that stimulate critical thinking and
problem solving, use models in fraction tasks, emphasize
academic language, and explore equivalent fractions. I would
also use academic support. Feel free to use the verbiage on this
template
PLANNING: Instructional Script and Materials
This lesson plans demonstrates well-developed and skillful use
of effective, student-centered verbal, nonverbal and electronic
media communication tools and techniques to create
opportunities for active inquiry, collaboration and supportive

2. interaction. This is demonstrated by…
PLANNING: Meeting the Varied Learning Needs of Students
The lesson plans have creative, well-developed differentiated
instructional activities and supports clearly designed to meet the
needs of specific individuals or groups with similar needs. This
is demonstrated by…
PLANNING: Meeting the Language Needs of Students
The lesson plans clearly and comprehensively incorporate
content-based vocabulary, targeted instructional support for the
use of vocabulary, and additional language demands associated
with the language function of the class. This is demonstrated
by…
PLANNING: Assessments to Monitor Student Learning
The lesson s creatively allow for multiple forms of evidence in
order to monitor students’ deep understanding and skill
development in the content area throughout and at the end of the
lesson. They are well aligned with the stated learning targets
and standards and include well-crafted modifications for
individual students. This is demonstrated by…
(Insert Lesson Plans 1, 2, & 3 or you can attach them
seperately)
Teaching Channel Website Review
Reference
ECE-206 HW-09A Page 1 of 1
HW-09: C++ - Reversed Integer / Array Usage
Draw a flowchart that reverses the digits in an integer and

3. translate the flowchart
into a C++ program. Assume that the maximum value of the
integer is 99999. Use
an array to solve the problem.
For example, if the following integers are entered, the outputs
are:
Integer Output
-----------------------------------------
0 0
10 1
12 21
123 321
7600 67
8015 5108
90000 9
Test your program with the integers given in the example.
Submit a copy of the
flowchart, C++ program and run output.

4. EED-364 Integrating Science and Mathematics
Benchmark Assignment and Rubric
Targeted Essential Learning
Effective teachers will use research-based, best practices to
design, plan, implement, and manage instruction that is aligned
to elementary science academic standards. (InTASC 4, 7)
Assessment Tool Selected
Integrated Math and Science Unit Plan
Specific Performance/Task(s)
· Create a standards-based unit plan for an elementary
classroom.
· Identify and use a variety of materials and resources in the
unit plan.
· Use differentiation of instruction to meet needs of diverse
learners.
· Manage materials, equipment, and other resources to affect the
learning environment.
· Model and/or explain skills, concepts, attributes, and critical
thinking processes.
Relevancy of Task to Teacher Candidate
By designing a comprehensive math and science unit plan that
focuses on an elementary science academic standard, teacher
candidates will be able to teach science concepts and processes
that incorporate language arts and mathematics to elementary
students.
General Practicum Information
· This course requires a practicum field experience. Familiarize
yourself with the College of Education Teacher Preparation
Programs Practicum/Field Experience Manual and its associated
forms found on the Student Success Center.
· Students’ practicum experiences should follow the practicum

5. experience requirements, including the diversity and hour
requirements for this course on the Practicum/Field Experience
Observation and Activity Log
· Students should complete the Practicum/Field Experience
Observation and Activity Log, including the names of the
schools and grade levels where the observations took place and
document the hours spent in the classroom. Submit the form to
the course instructor along with your Benchmark Assignment in
Topic 8.
· Spend 20 hours split between two classrooms, grades 4−8. Let
your mentors know that you are working on developing your
lesson planning skills. All observations must be done during the
teaching of math and science lessons. Throughout the
practicum, observe and interview your mentors. Two
observations must be in different grade levels and one
placement must be in a Title 1 school.
Assignment: Student Prompts/Teacher Directions
1. Individual:
0. Benchmark Assignment: Integrating Science and Mathematics
1. Create a unit plan integrating science and math content of
fractions, decimals, and/or percents.
1. Ensure you have listed each of the science (NSES)) and math
(NCTM) standards to include learning goals and objectives.
1. Create the unit plan including the following:
3. Clear-cut objectives that align to standards
3. Relevant materials and resources
3. Differentiation of instruction to address the diverse needs of
students. Name the differentiation strategies for the specific
diverse groups.
3. Problem solving and inquiry strategies
3. The 12 science processes
3. Concrete manipulatives to help develop science and
fraction/decimal sense
3. Informal and/or formal assessment that align with objectives
3. Authentic, formative and/or summative assessments
3. Allow for student reflection

6. 1. Write a narrative of 1,000-1,250-words that addresses the
assignment criteria, gives specific examples from the unit
plan,and state your rationale.
1. Prepare this assignment according to the APA guidelines
found in the APA Style Guide, located in the Student Success
Center. An abstract is not required. Include an appendix to the
paper that is a copy of the unit plan.
1. This assignment uses a rubric. Please review the rubric prior
to beginning the assignment to become familiar with the
expectations for successful completion.
1. Submit the assignment to the instructor by the end of Topic
8. In addition, submit the assignment in Taskstream. Directions
for submitting to Taskstream are found on the College of
Education’s page in the Student Success Center.
Scoring Rubric
Integrating Science and Mathematics (Benchmark Assignment)
Criteria
% value
1: Unsatisfactory
0%
2: Less than Satisfactory
65%
3: Satisfactory
75%
4: Good
85%
5: Excellent
100%
Applying ACEI Standards 15%
1.0 Development, Learning, and Motivation
1.67%

7. Does not know, understand, or use the major concepts,
principles, theories, and research related to development of
children and young adolescents to construct learning
opportunities that support individual students’ development,
acquisition of knowledge, and motivation.
Knows and understands some of the concepts, principles,
theories, and research related to development of children and
young adolescents to construct learning opportunities that
support individual students’ development, acquisition of
knowledge, and motivation, but rarely uses them effectively.
Knows, understands, and effectively uses the major concepts,
principles, theories, and research related to development of
children and young adolescents to construct learning
opportunities that support individual students’ development,
acquisition of knowledge, and motivation.
Knows, understands, and carefully uses the major concepts,
principles, theories, and research related to development of
children and young adolescents to construct learning
opportunities that support individual students’ development,
acquisition of knowledge, and motivation.
Knows, understands, and methodically uses the major concepts,
principles, theories, and research related to development of
children and young adolescents to construct learning
opportunities that support individual students’ development,
acquisition of knowledge, and motivation.
2.2 Science
1.67%
Does not know, understand, or use fundamental concepts of
physical, life, and earth/space sciences. Cannot design or
implement age-appropriate inquiry lessons to teach science, to
build student understanding for personal and social
applications, and to convey the nature of science.
Knows and understands some fundamental concepts of physical,
life, and earth/space sciences, but rarely use them effectively.
Can design, but rarely implements age-appropriate inquiry
lessons effectively to teach science, to build student

8. understanding for personal and social applications, and to
convey the nature of science.
Knows, understands, and effectively uses fundamental concepts
of physical, life, and earth/space sciences. Can effectively
design and implement age-appropriate inquiry lessons to teach
science, to build student understanding for personal and social
applications, and to convey the nature of science.
Knows, understands, and uses fundamental concepts of physical,
life, and earth/space sciences. Carefully designs and implements
age-appropriate inquiry lessons to teach science, to build
student understanding for personal and social applications, and
to convey the nature of science.
Knows, understands, and uses fundamental concepts of physical,
life, and earth/space sciences. Can methodically design and
implement age-appropriate inquiry lessons to teach science, to
build student understanding for personal and social
applications, and to convey the nature of science
2.3 Mathematics
1.67%
Does not know, understand, or use the major concepts and
procedures that define numbers and operations, algebra,
geometry, measurement, and data analysis and probability. Does
not engage in problem solving, reasoning or proof,
communication, connections, or representation.
Knows and understands some of the major concepts and
procedures that define numbers and operations, algebra,
geometry, measurement, and data analysis and probability, but
rarely uses them. Rarely engages in problem solving, reasoning
and proof, communication, connections, and representation.
Knows, understands, and uses the major concepts and
procedures that define numbers and operations, algebra,
geometry, measurement, and data analysis and probability.
Sometimes engages in problem solving, reasoning and proof,
communication, connections, and representation.
Knows, understands, and uses the major concepts and
procedures that define numbers and operations, algebra,

9. geometry, measurement, and data analysis and probability.
Generally engages in problem solving, reasoning and proof,
communication, connections, and representation.
Knows, understands, and uses the major concepts and
procedures that define numbers and operations, algebra,
geometry, measurement, and data analysis and probability.
Consistently engages in problem solving, reasoning and proof,
communication, connections, and representation.
3.1Integrating and Applying Knowledge for Instruction
1.67%
Does not plan or implement instruction based on knowledge of
students, learning theory, connections across the curriculum,
curricular goals, or the community.
Rarely plans or implements instruction based on knowledge of
students, learning theory, connections across the curriculum,
curricular goals, and the community.
Plans and implements instruction based on knowledge of
students, learning theory, connections across the curriculum,
curricular goals, and the community.
Skillfully plans and implements instruction based on knowledge
of students, learning theory, connections across the curriculum,
curricular goals, and the community.
Methodically plans and implements instruction based on
knowledge of students, learning theory, connections across the
curriculum, curricular goals, and the community.
3.2 Adaptation to Diverse Students
1.67%
Does not understand how elementary students differ in their
development and approaches to learning, nor create
instructional opportunities that are adapted to diverse students.
Does not completely understand how elementary students differ
in their development and approaches to learning, and rarely
creates instructional opportunities that are adapted to diverse
students.
Understands how elementary students differ in their
development and approaches to learning, and creates

10. instructional opportunities that are adapted to diverse students.
Understands how elementary students differ in their
development and approaches to learning, and skillfully creates
instructional opportunities that are adapted to diverse students.
Understands how elementary students differ in their
development and approaches to learning, and methodically
creates instructional opportunities that are adapted to diverse
students.
3.3 Development of Critical Thinking and Problem Solving
1.67%
Does not understand or use a variety of teaching strategies that
encourage elementary students’ development of critical thinking
or problem solving.
Understands, but rarely uses a variety of teaching strategies that
encourage elementary students’ development of critical thinking
and problem solving.
Understands and uses a variety of teaching strategies that
encourage elementary students’ development of critical thinking
and problem solving.
Understands and efficiently uses a variety of teaching strategies
that encourage elementary students’ development of critical
thinking and problem solving.
Understands and meticulously uses a variety of teaching
strategies that encourage elementary students’ development of
critical thinking and problem solving.
3.4 Active Engagement in Learning
1.66%
Does not use knowledge and understanding of individual and
group motivation and behavior among students at the K-6 level
to foster active engagement in learning, self-motivation,
positive social interaction and to create supportive learning
environments.
Rarely uses knowledge and understanding of individual and
group motivation and behavior among students at the K-6 level
to foster active engagement in learning, self-motivation,
positive social interaction and to create supportive learning

11. environments.
Uses knowledge and understanding of individual and group
motivation and behavior among students at the K-6 level to
foster active engagement in learning, self-motivation, positive
social interaction and to create supportive learning
environments.
Carefully uses knowledge and understanding of individual and
group motivation and behavior among students at the K-6 level
to foster active engagement in learning, self -motivation, and
positive social interaction and to create supportive learning
environments.
Masterfully uses knowledge and understanding of individual
and group motivation and behavior among students at the K-6
level to foster active engagement in learning, self-motivation,
positive social interaction and to create supportive learning
environments.
4.0 Assessment for Instruction
1.66%
Does not know, understand, or use formal and informal
assessment strategies to plan, evaluate, or strengthen instruction
that will promote continuous intellectual, social, emotional, and
physical development of elementary students.
Knows, understands, but rarely uses some formal and informal
assessment strategies to plan, evaluate, and strengthen
instruction that will promote continuous intellectual, social,
emotional, and physical development of elementary students.
Knows, understands, and uses formal and informal assessment
strategies to plan, evaluate, and strengthen instruction that will
promote continuous intellectual, social, emotional, and physical
development of elementary students.
Knows, understands, and effectively uses formal and informal
assessment strategies to plan, evaluate, and strengthen
instruction that will promote continuous intellectual, social,
emotional, and physical development of elementary students.
Knows, understands, and strategically uses formal and informal
assessment strategies to plan, evaluate, and strengthen

12. instruction that will promote continuous intellectual, social,
emotional, and physical development of elementary students.
5.1 Professional Growth, Reflection, and Evaluation
1.66%
Not aware of and does not reflect on the practice in light of
research on teaching, professional ethics, and resources
available for professional learning; does not evaluate the effects
of their professional decisions and actions on students, families,
and other professionals in the learning community or actively
seek out opportunities to grow professionally.
Rarely aware of and scarcely reflects on the practice in light of
research on teaching, professional ethics, and resources
available for professional learning; seldom evaluates the effects
of their professional decisions and actions on students, families,
and other professionals in the learning community and does not
seek out opportunities to grow professionally.
Aware of and reflects on the practice in light of research on
teaching, professional ethics, and resources available for
professional learning; occasionally evaluates on the effects of
their professional decisions and actions on students, families,
and other professionals in the learning community and seeks out
opportunities to grow professionally.
Aware of and reflects on the practice in light of research on
teaching, professional ethics, and resources available for
professional learning; typically evaluates the effects of their
professional decisions and actions on students, families, and
other professionals in the learning community and seeks out
opportunities to grow professionally.
Aware of and reflects on the practice in light of research on
teaching, professional ethics, and resources available for
professional learning; continually evaluates the effects of their
professional decisions and actions on students, families and
other professionals in the learning community and actively
seeks out opportunities to grow professionally.
Content 70%

13. Standardsand Objectives
17.5%
No standards are mentioned in the lesson. Lesson objectives are
not aligned to standards.
Standards are inconsistently alluded to in the lesson. Lesson
objectives are minimally aligned to standards. Too many or too
few standards are included. Lesson may name many standards
instead of focusing on important, key standards; alternately,
lesson may not name relevant key standards.
Some relevant standards addressed are referenced in the
objectives. Some key standards are identified. Lesson is mostly
influenced by standards.
Relevant standards are referenced in the objectives. Most key
standards are identified. Lesson is clearly aligned to standards.
Key applicable standards are thoroughly referenced in the
objectives. Lesson is guided by and aligned to standards.
12 Science Processes
17.5%
12 science processes are missing.
12 science processes are either missing or incomplete
The 12 science processes are present, but have a cursory
explanation.
All of the 12 science processes are present with a clear
explanation.
All of the 12 science processes are present, and each are
thoroughly explained.
Differentiation and Problem-solving Activities
17.5%
Differentiation and problem-solving activities/strategiesare
absent or unrelated to objectives. No differentiation of
instruction is mentioned.
Many differentiations and problem–solving activities/strategies

14. are extraneous and irrelevant. A limited or unsuccessful attempt
is made to individualize activities for learning styles or
strengths.
Differentiation, and problem -solving activities/strategies relate
to objectives, but some are extraneous. Activities are mostly
accessible to students with different learning styles and
strengths. Lesson plan includes differentiated instruction and
problem-solving activities/strategies, limited to either gifted
students, English language learners, or students with special
needs.
Differentiation and problem–solving activities/strategies
provide a logical path to meeting objectives. Activities are
accessible to students of more than one learning style or
strength. Lesson includes varied differentiated instruction and
problem–solving activities/strategies for gifted students,
English language learners, and students with special needs.
Students of many learning styles and strengths can benefit from
the differentiation, and problem–solving activities/strategies.
Lesson clearly offers appropriate, creative, and well-integrated
challenges for students of all levels, including gifted students,
English language learners, and students with special needs.
Assessments-Informal and/or Formal Assessments that Align
with Objectives
17.5%
Assessments are missing; lesson does not allow for student
reflection.
Some assessments are present; lesson does not allow for student
reflection.
Most assessment types stated in the assignment’s criteria are
present; most align to the objectives; lesson includes student
reflection.
Assessments are complete. Most align with the unit plan
objectives; lesson includes student reflection.
Assessments are comprehensive and are aligned with the unit

15. plan objectives; lesson includes student reflection.
Organization, Format and Mechanics 15%
Organization
5%
There is no unity and coherence. No apparent connections
between paragraphs. Transitions are inappropriate to purpose
and scope. Organization is disjointed.
Organization and structure of the paper detract from the writer’s
message. Introduction is missing. Paragraphs are disjointed and
do not transition ideas smoothly and logically. Conclusion is
missing.
Structure of the paper is not easy to follow. Introduction is
provided but it does not preview all major points. Paragraph
transitions need improvement. Conclusion is provided but does
not flow from the body of the paper.
Structure of the paper is clear and easy to follow. Introduction
provides sufficient background on the topic, and previews major
points. Paragraph transitions are present and logical, and
maintain the flow of thought throughout the paper.
Structure of the paper is clear and easy to follow. Introduction
provides extensive background on the topic, and previews major
points. Paragraph transitions are present and logical, and
maintain the flow of thought throughout the paper. Conclusion
is logical, flows from the body of the paper, and does not
include new information.
Research Citations
5%
No reference page; no citations.
Reference page is present; citation is inconsistently used.
Reference page is included which lists sources used in paper;
sources are appropriately documented, although some errors
may be present.
Reference page is present and fully inclusive of all cited
sources; documentation is appropriate and citation style is

16. usually correct.
In-text citations and a reference page are complete. The
documentation of cited sources is error-free.
Mechanics of Writing (includes spelling, punctuation, grammar,
etc.)
5%
Surface errors are pervasive enough that they impede
communication of meaning.
Frequent and repetitive mechanical errors distract the reader.
Some mechanical errors or typos are present, but are not overly
distracting to the reader.
Prose is largely free of mechanical errors, although a few may
be present.
Writer is clearly in control of standard, written American
English.
© 2014. Grand Canyon University. All Rights Reserved.
Class Profile
Student Name
English Language Learner

17. Socio-economic
Status
Ethnicity
Gender
IEP/504
Other
Age
Reading
Performance Level
Math Performance
Level
Parental
Involvement
Internet Available
at Home
Arturo
Yes
Low SES
Hispanic
Male
No
Tier 2 RTI for Reading
Grade level
One year below grade level
At grade level
Med
No
Bertie
No
Low SES
Asian
Female
No
None
Grade level
One year above grade level

18. At grade level
Low
Yes
Beryl
No
Mid SES
White
Female
No
NOTE: School does not have gifted program
Grade level
Two years above grade level
At grade level
Med
Yes
Brandie
No
Low SES
White
Female
No
Tier 2 RTI for Math
Grade level
At grade level
One year below grade level
Low
No
Dessie
No
Mid SES
White
Female
No
Tier 2 RTI for Math
Grade level
Grade level

19. One year below grade level
Med
Yes
Diana
Yes
Low SES
White
Female
No
Tier 2 RTI for Reading
Grade level
One year below grade level
At grade level
Low
No
Donnie
No
Mid SES
African American
Female
No
Hearing Aids
Grade level
At grade level
At grade level
Med
Yes
Eduardo
Yes
Low SES
Hispanic
Male
No
Tier 2 RTI for Reading
Grade level
One year below grade level

20. At grade level
Low
No
Emma
No
Mid SES
White
Female
No
None
Grade level
At grade level
At grade level
Low
Yes
Enrique
No
Low SES
Hispanic
Male
No
Tier 2 RTI for Reading
One year above grade level
One year below grade level
At grade level
Low
No
Fatma
Yes
Low SES
White
Female
No
Tier 2 RTI for Reading
Grade level
One year below grade level

21. One year above grade level
Low
Yes
Frances
No
Mid SES
White
Female
No
Diabetic
Grade level
At grade level
At grade level
Med
Yes
Francesca
No
Low SES
White
Female
No
None
Grade level
At grade level
At grade level
High
No
Fredrick
No
Low SES
White
Male
Learning Disabled
Tier 3 RTI for Reading and Math
One year above grade level
Two years below grade level

22. Two years below grade level
Very High
No
Ines
No
Low SES
Hispanic
Female
Learning Disabled
Tier 2 RTI for Math
Grade level
One year below grade level
One year below grade level
Low
No
Jade
No
Mid SES
African American
Female
No
None
Grade level
At grade level
One year above grade level
High
Yes
Kent
No
High SES
White
Male
Emotion-ally Disabled
None
Grade level
At grade level

23. One year above grade level
Med
Yes
Lolita
No
Mid SES
Native American/
Pacific Islander
Female
No
None
Grade level
At grade level
At grade level
Med
Yes
Maria
No
Mid SES
Hispanic
Female
No
NOTE: School does not have gifted program
Grade level
At grade level
Two years above grade level
Low
Yes
Mason
No
Low SES
White
Male
No
None
Grade level

24. At grade level
At grade level
Med
Yes
Nick
No
Low SES
White
Male
No
None
Grade level
One year above grade level
At grade level
Med
No
Noah
No
Low SES
White
Male
No
None
Grade level
At grade level
At grade level
Med
Yes
Sharlene
No
Mid SES
White
Female
No
None
Grade level

25. One year above grade level
At grade level
Med
Med
Sophia
No
Mid SES
White
Female
No
None
Grade level
At grade level
At grade level
Med
Yes
Stuart
No
Mid SES
White
Male
No
Allergic to peanuts
Grade level
One year above grade level
At grade level
Med
Yes
Terrence
No
Mid SES
White
Male
No
None
Grade level

26. At grade level
At grade level
Med
Yes
Wade
No
Mid SES
White
Male
No
None
Grade level
At grade level
One year above grade level
Med
Yes
Wayne
No
High SES
White
Male
Learning Disabled
Tier 3 RTI for Math
Grade level
One year below grade level
Two years below grade level
High
Yes
Wendell
No
Mid SES
African American
Male
Learning Disabled
Tier 3 RTI for Math
Grade level

27. One year below grade level
Two years below grade level
Med
Yes
Yung
No
Mid SES
Asian
Male
No
NOTE: School does not have gifted program
One year below grade level
Two years above grade level
Two years above grade level
Low
Yes
© 2014. Grand Canyon University. All Rights Reserved.