#1:   B H ( response 1)

Why can we not just use drill and memorization in math instruction?   

#2:     S J ( response 2)

The integration of STEM lessons and activities help children develop the skills of problem-solving and critical thinking. This is because STEM brings the students knowledge from different core areas and allows them the opportunities for real life problem-solving and builds their critical thinking skills. High-quality STEM programs allow for inquiry and real-world problem-solving (Catapult Learning, 2018). Growing a plant can be an integrated STEM activity that promotes higher order of thinking for grade level students. In growing a plant, students have the chance to learn about botany, cooking, and geometry of a plants design. If this activity is done outside, such as a garden, teachers can incorporate a lesson on carbon cycles as well. When growing a plant there are several cross curricular lessons that can be taught by an educator to enhance real-world problem-solving or critical thinking skills for students such as having the student create their own recipes for the food they have grown (Bogler, 2018).

Reference

Bogler, M. (2018). 17 Examples of STEM Project Based Learning Activities. Retrieved from https://www.projectpals.com/project-based-learning-blog/17-examples-of-stem-project-based-learning-activities

#3:     M J  ( response 3)

I have heard a lot of teachers complain about not having the time in their schedule to integrate STEM into their lessons. When thinking about the concept of STEM and trying to figure out how to incorporate it into lessons, we shouldn't see it as a hassle. A STEM project does not have to be an activity that takes up the entire class period. This can be a simple time allotted concept that allows the teacher to observe students critical thinking and allows them to participate in a hands on activity at the same time. Inegrating STEM in the classroom is a great way to allow the students to work together and critical think to complete an assignment. In the school system I work at, each year, the fifth grade students get to go on a STEM field trip and participate in different hands on job activities and other things that allow the students to get a feel for things they may not even know that they are good at. 

A great introduction stem project for the students to begin with is breaking the students up in pairs and giving them uncooked spaghetti noodles and marshmellows. Have the students then create a pyramid using the spaghetti noodles and marshmellows. Explain to the students that their goal is to work together and use as many marshmellows as they can to create a standing pyramid with their given noodles and marshmellows. This creates a competition and has the students work together diligently. This is a great introduction activity that will allow the teacher to observe how the students do with it and will also allow the teacher to see who they shouldn't pair together potentially in the future. Integrating STEM is a great way to allow the students to use their own ways of thinking and opens up opportunity to get the students away from pencil/paper work for a short amount of time. 

#4:    NJ  ( response 4)

In your opinion, are all standards a good fit for collaboration?  Explain your thought process.

#5:     S A  ( response 5) 

The Arizona mathematics standard: K.CC.A.1, is the Kindergarten standard for counting to 100 by ones and tens (ADE, 2016). This means that before students leave kindergarten, they should be able to count by ones and tens all the way to 100. A collaborating activity that I may use in my classroom would be to have students working in a group, count out colored beads making sets of ten to form 100 beads.

Having students work together fosters problem-solving and critical thinking by encouraging the students to think aloud and share ideas amongst peers. They can share processes and opinions and help those that may need some help with counting. There are always those students that can master counting quickly and can show peers how to do it faster or easier encouraging more discussion and critical thinking.

Arizona Mathematical Standards (2016). Arizona Department of Education: High academic standards for students. Retrieved from:

http://www.azed.gov/standards-practices/k-12standards/mathematics-resources/

#6:     Step J   ( response 6)

One of the Wisconsin state standards for third grade math is that students develop an understanding of fractions as whole numbers. This is the lesson I have chose for my benchmark assignment building from last weeks lesson plan we created. In the first lesson I taught the students to identify numerators and denominators by having them watch a video on the materials, create a fraction of their own in a cookie activity and determine where the numerator and denominator are in a fraction through several forms of practice including use of hands-on manipulatives such as legos, worksheets, math game apps, and small group instruction time. For my second lesson, I plan to teach the student how to recognize and generate simple equivalents of fractions, meaning that the students will be able to identify ½ and 4/8 as the same fraction. To start this lesson, I plan to write several fractions on the board such as, ½, 3/6, 4/8, 5/10 and ask the student what all these fractions have in common. The students will use the think-pair-share strategy during the beginning lessons discourse. I will have them journal their answers then talk amongst their small group station before having each group give me an answer. This allows the student crucial critical thinking time to come up with the answers before teaching the lesson. this allows me to see what student know about fractions and activate their prior knowledge of the first lesson in this unit as well. By allowing student the time to use strategies such as think-pair-share, teachers are creating opportunities for students to work together and foster problem-solving and critical thinking skills. In this activity, students have the ability to come up with their own conclusions about what each fraction means and gives them the opportunity for discourse with their peers. It can create agreements amongst students or rationales to defend their thoughts.