Nisath's Personal Learning Path

Grade Level: 1st Standard: NY-1.NBT.2 This standard states,  2. Understand that the two digits of a two-digit number represent amounts of tens and ones.  a. Understand 10 can be thought of as a bundle of ten ones, called a "ten".  b. Understand the numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.  c. Understand the numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). For this standard, students need to understand three components to fully grasp that in 2-digit numbers, there is a tens place and a ones place. For instance, even when explaining an answer or solving one, students need to say "2 tens and 5 ones " if they want to say 25. The place value topic is a vital foundation to instill into students as young as to first graders.  Even now with my third grade while doing student teaching, they are recalling the base ten numbers ...

Grade Level: 3rd  Standard: NY-3.NF.3B This standard states,  Recognize and generate equivalent fractions. Explain why the fractions are equivalent. Objective/Goal: to comprehend how fractions in general as being built out of unit fractions, and use fractions along with visual fraction models to represent parts of a whole. Fractions have always been a favorite topic of mine because you can see them anywhere because shapes are everywhere. So, I decided to challenge myself and complete a worksheet about equivalent fractions based on visual fraction models. This worksheet, Matching Equivalent Fractions  by education.com, included circles and rectangle shape models and required me to draw matching lines from the number to the letter. This worksheet was fun yet challenging because I had to double check if I was simplifying the fractions or not. It also helped writing the fractions on the side of the shape if the image became confusing at times. For this worksheet, it requ...

Grade Level: 3rd  Standard: NY-3.OA.3 This standard states,  "Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities."  I chose this topic because it was one of the first topics within the NYS's Next Generation Standards. Also, I will be completing my student teaching in a 3rd grade level class. Another reason is that I want to better solve equations that involves equal groups using multiplication and/or division. My goal for this lesson is for students to understand how to take word problems and know when to use multiplication or use division and represent it through  drawing or equations. During my initial assessment and looking at lesson plans, I came across educators implementing worksheets, videos, and even games which helped me feel more confident in producing an artifact because of these vast resources.   Objective: Students will be able to represent multiplication and div...