For this assignment, you will select an appropriate math standard for an age/grade (preschool-3rd grade) that addresses data analysis and probability. Then, you will summarize three activities that can be used to support students’ development in this area. You will NOT be writing lesson plans; rather, the focus will be on the selection and application of quality activities and materials to support overall mathematical thinking, reasoning, and achievement for the young learner.

Review the Data Analysis Activity Rubric (Links to an external site.) to guide your assignment preparation.

Use the following steps to complete this assignment:

Step 1: Identify the targeted audience (age/grade).

Step 2: Select a relevant math standard for the selected age/grade using the appropriate Learning Standards (i.e., Early Learning Standards, AZ Math Standard). Include the fully articulated standard at the top of the document.

Step 3: Review ideas for appropriate activities included in the textbook and lesson materials. Then, based on the course readings/viewings, you will select three aligned activities; one using a virtual manipulative, one using a hands-on manipulative, and one including a math-based read aloud.

Step 4: For each activity, you will include the following information:

On the top of the document, succinctly state a title of the activity, the type of activity (virtual, hands-on, or read-aloud), targeted grade/age and the selected learning standard.
Compose a 1-2 paragraph summary describing the activity, the rationale for selection, and the connection to evidence-based findings supporting the use of the instructional strategies, activities, and/or materials for the targeted learner.
Inclusion of a photograph that reflects the activity. The picture should illustrate your hands-on engagement with the activity.
Your final submission will include three pages all saved as one Word doc, including all three activities that address the same targeted math standard.
Step 5: Submit assignment as one document. Please save as no more than 200×200 pixels and low resolution to comply with file size specifications.

Please submit the assignment by 11:59 p.m. (Arizona time) on the date specified in the course schedule. Before you do, self-evaluate your assignment and verify that you have carefully prepared the components of the assignment according to the Data Analysis Activity Rubric (Links to an external site.). Once finalized, submit your assignment.

Tips for your standards selection and inclusion

Please remember to refer to the Early Learning Standards for activities designed for the pre-k and younger students. When utilizing the AZ Mathematical Content Standards (K-8), remember that they are organized by grade level and then by domains (clusters of standards that address big ideas and support connections of topics across the grades), clusters (groups of related standards inside domains), and the standards (what students should know, understand, and be able to do). Domains are intended to convey coherent groupings of content. All domains are bold and centered. Clusters are groups of related standards. Cluster headings are bolded. Standards define what students should know, understand, and be able to do. Standards are numbered. The standard you select should be written in the proper format and include the specific verbiage, such as: 3.NF.A Understand fractions as numbers. The Learning Standards page (ECD Program Resources) will provide additional information and examples. Please also remember to be cognizant of the Math Standards of Practice that you will include in your activity.

Tips for your virtual manipulatives activity

Recall from the lesson readings, virtual manipulatives represent concrete manipulatives but can be manipulated digitally. As defined by Moyer-Packenham and Bolyard (2016), “Today, virtual manipulatives are presented on computer screens, on touch screens of all sizes (e.g., tablets, phones, white boards), as holographs, and via a variety of different viewing and manipulation devices.” Manipulation can occur via a “mouse, stylus, fingers, lasers,” and other modalities in years to come (Abstract section). Hence, the updated definition of a virtual manipulative is “an interactive technology-enabled visual representation of a dynamic mathematical object, including all of the programmable features that allow it to be manipulated, that presents opportunities for constructing mathematical knowledge.” This revision implies that “a virtual manipulative may: (a) appear in many different technology-enabled environments; (b) be created in any programming language; and (c) be delivered by any technology-enabled device.”

Tips for your hands-on manipulatives activity

This is a great opportunity to make and take actual hands-on manipulatives that you will be able to use to support teaching and learning. If, for example, you are doing addition sentences up to a sum of 10 and you want to make some festive ghost and jack-o-lantern lima beans to use to create a tangible number sentence, you would get a bag of lima beans, lay them out on newspaper or a drop cloth, spray paint one side of all the beans orange, let them dry, then spray the other side white. Add jack-o-lantern faces on the orange side, ghost eyes and mouth on the white side, then the students each get ten beans to toss, creating a number sentence of how many pumpkins plus how many ghosts equal the sum of 10. Viola!