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Rationale\n\n● Students need to know that the CCSS for Grade 4 are organized into five domains:Operations and Algebraic Thinking,Number and Operations in Base Ten,Number andOperations-Fractions,Measurement and Data,and Geometry.  \n● NJSLA technology-enhanced Type I items are designed to measure concepts,proceduralskills and fluency.There are constructed-response and selected-response items.Knowinghow to reason is very important.In order to assure that students perform at their personalbest,students need to understand the concepts within the CCSS and the format of theitems,and develop strategies for responding to each type of item with accuracy andefficiency.  \n## Goals\n\n● To introduce the CCSS domains and standards  \n● To identify the style of NJSLA Type I technology-enhanced items which present thegreatest challenge for each student and the class as a whole  \n## Objectives\n\n● Students will learn that there are five domains.  \n● Students will classify NJSLA Type I questions by domain.  \n● Students will identify math vocabulary within the questions.  \n● Students will identify areas of strength and difficulty.  \n## Materials\n\n● Investigate the Domains,Student page,1 per student  \n● Question sheets cut into individual cards,1 set per group of students  \n● Vocabulary Board,1 per group of students  \n● Personal Journals  \n● Class Folder Labeled:Lesson 1:Identify the Domains.(At the end of the lesson,placethe class papers in the folder.If students used “scratch”paper,please have studentsattach the “scratch”paper to their Mathematics Items handout.)  \n## Procedures\n\n● Say,\"This year,you will be taking the math NJSLA Assessment.It will test all of thethings you have learned this year in math in order to find out if you have mastered theconcepts or if you stillneed more practice.Today we will be learning about what you willneed to know for the test.You will determine what is easy for you and what ischallenging for you.We will then work on a plan for improving the areas which aredifficult for you right now.”  \n● Assign students to groups of 2 or 3.Give them the question cards and the Investigate theDomains Student Page.Tell students that the question on each card represents one thingthat they will be expected to know for the test  \n● Introduce the five domains.Ask them to take a look at their investigation card and thinkabout what the question is asking them to do.They should then try to determine in whichdomain their card would belong.Have them work as a group to sort the cards by domain.  \n● Encourage the students to use the vocabulary board,identifying key vocabulary wordswithin the questions and relating the words to the domains.  \n● Have students share the questions and domains.Help them to reach a consensusregarding the proper domain for each card.(Some Operations and Algebraic Thinkingquestions may seem as though they could also fit into Number and Operations in BaseTen.Discuss the difference between the two.)  \n● Tell students that they will now look at each question and then rate it(individually)ontheir Investigate the Domains chart as easy,medium or difficult,based upon the style ofthe question.They should then solve the problem as a group.  \n● While the students are working,circulate the room and monitor students'approaches.Note patterns of difficulty and/or errors  \n● When students have finished,ask them to share their answers to the questions.  \n● After reviewing all of the answers,have students look at their charts and determine whichstyles are the easiest for them and which present more ofa challenge.  \n● Have each student share one thing that they learned about themselves during the lesson.Did they identify a specific type of item or domain that will be the most difficult for themto answer?Did they find that they made errors even though they knew the content?  \n## Assessment or Check for Understanding\n\n● Journal writing:in the last 2-3 minutes of clas","cbCaif3dSaVVYG0J","https://ap.wps.com/l/cbCaif3dSaVVYG0J","pdf",554534,"English","# Rationale\n# Goals\n# Objectives\n# Materials\n# Procedures\n# Assessment or Check for Understanding\n# Follow-up\n# Investigating the Domains\n## Operations and Algebraic Thinking\n## Number and Operations in Base Ten\n## Number and Operations - Fractions\n## Measurement and Data\n## Geometry\n# Lesson 1: Identify the Domain - NJSLA Type I Answer Key","[{\"question\":\"What are the five CCSS domains students learn to identify in this lesson?\",\"answer\":\"The lesson lists five domains: Operations and Algebraic Thinking, Number and Operations in Base Ten, Number and Operations-Fractions, Measurement and Data, and Geometry.\"},{\"question\":\"How does the lesson help students handle NJSLA Type I technology-enhanced items?\",\"answer\":\"Students learn the item format, practice reasoning, identify key vocabulary, and develop strategies to respond accurately and efficiently to different selected-response and constructed-response styles.\"},{\"question\":\"What process do students use during the activity to sort and rate questions?\",\"answer\":\"In groups, students sort question cards into domains using an investigation student page, then individually rate each item as easy, medium, or difficult before solving as a group.\"}]","NJSLA Grade 4 Mathematics - Lesson 1 - Identify the Domains - Answer Key | PDF",1790805253,25]