Augmentative and Alternative Communication Devices

Augmentative and Alternative Communication Devices
Name
Institutional Affiliation

Augmentative and Alternative Communication Devices
Teacher Candidate:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title 5
I. Planning
Lesson summary and focus: The objective of this lesson is the incorporation of communication devices to facilitate the understanding and comprehension of the measurement and data domain in mathematics.
Classroom and student factors: The classroom is comprised of a diverse ethnic group, and the group of four students will encompass the diversity. The group will be comprised of two females, White and Asian, and two males African American, and Hispanic. Their skills in mathematics vary in their reading and comprehension skills from reading at a grade level, to below grade level, and different tiers in mathematics. The students also come from a different economic background, from low to medium earners, and different parent involvement levels.
National / State Learning Standards: 5.MD.A.1: Covers the conversion of common units of measurement used in mathematics, as used in different models of measurement, in words as well as using measurement tools
5.MD.B.2: Addresses the interpretation of data from one depiction to the next, such as in fractions and in decimals, and how the form or display of measurement can be used in solving problems.
Specific learning target(s) / objectives:
The students in the group are expected to engage in measurement and data operations, instrumentally being in a better position in communicating through an augmentative method through the use of technology as an alternative channel in communication.

Teaching notes:
The students need the inclusion of a tool to help them in their studies, particularly on the operations with measurements and data. The children have different demands and the need help from each other and therefore an activity that incorporates their participation in the development of skills is instrumental to the development of analytical skills.
Agenda:
The lesson shall be developed through several phases of interaction between members of the group. The plan shall incorporate (1) introduction where the teacher introduces the lesson, (2) background on the principles of measurement and data, (3) discussing the application of measurement in life, from an academic and practical perspective, (4) group activities which encourage the interaction of students through games and worksheets (personal and groups), (5) Adjournment a summary on what was learned by the students, a personal perspective on the learnt content. Formative assessment:
The students shall be engaged in group activities, where answers on measurement and data are incorporated in the games and worksheets. A peer-to-peer evaluation shall be incorporated in the analysis where the students will be asked to contribute on the strengths and weaknesses they have learnt of their fellow members in the group.
Academic Language: Key vocabulary:
The main objective of the teaching shall focus on “measurement” and “data.” The approach shall consider the role played by the two components in mathematics, and how it is applied in life, where the objectives of interacting and manipulation are different.
Function:
The purpose of the language will encompass, the sourcing and operations of measurements and data, highlighting applications and their importance. The teaching will draw examples and simulations where measurement and data play a role in life, historic, present and future. Students shall provide answers to questions as well as include examples as part of their understanding of the lesson. Form:
The lesson shall be designed to include exercises that help students relate the content to real-world applications. The approach shall integrate cultural, economic, social, and academic backgrounds to develop the ideas of measurement and data in mathematics as a core subject. Implementing a shop simulation in the classroom environment where the students can take turns being the shopkeeper can facilitate their understanding of measurements and data as applied in a practical world, where mathematical concepts are also inherited and used.
Instructional Materials, Equipment and Technology: The measurement and data concepts applied in the classroom require the use of worksheets, both group and personal, mathematical cards, tangible counts (which can be common household items such as cereals (e.g. Beans), tablets with access to the internet and access to fifth grade material and sample questions. Since the groups will be composed of four members, tables to facilitate the group work are needed, and in their absence, individual desks can be moved to form a collective table where the discussions can be conducted. An activity table where the shop can be set up is also needed in the set-up, allowing the participants the opportunity to employ their gained skills. A scale is also needed to support the activity of the students, with weights needed for the mechanical scales.
Grouping: The grouping done in the activity demands the inclusion of skills of different capabilities. The diversity in the group is meant to encourage sharing of experiences, which allows leaning of new concepts, as well as establishing the common interest for the different backgrounds the students represent. Different academic qualities highlights different understanding, and perspectives of the students on the various concepts, strategies, methodologies and understanding of the lessons on measurement and data. The employed approach incorporates students on different tiers in understanding mathematics, as well as incorporates gender balancing, which is another pillar in society by which bias is drawn, and in this case it is meant to highlight the strengths in women in mathematical subjects and lessons.

Summary
Measurement and data in mathematics is a core lesson, especially where communication, language and comprehension in the classroom is necessary. Although measurements may be similar, in application as well as method. It is important to note the role that the community plays in the use of the lesson’s principles (Martin, et al., 2016). The group activity is aimed at helping the students understand the application of measurement and data in mathematics, as well as the real world, based on interactions with various systems (Martin, et al., 2016). the students are expected to understand concepts such as coding used as a measurement system and establish the boundaries that are played by different measurements, as well as realize the universal language used in the global community (Reys, Lindquist, Lambdin, & Smith, 2014). The coverage of the lesson is meant to challenge the students in analyzing the systems around them, common and unique to cultures and understand the measurements as well as data adopted to quantify the systems and their components.
The lesson is based on the concept that the students already have an understanding of measurement systems, but the approach employed is meant to emphasize the role that data plays in measurement. The students experience different depictions of measurement, their equality and similarity, what they mean and how they can be interpreted for different settings (Siegler et al., 2010). The students shall learn the role of conversion in the relation of one system to the other, as a means of having a common platform, as well as the adoption of different measurement and data systems in the development of a common platform. Choosing a diverse student group will highlight the importance of addressing matters over a universal system.

References
Martin, Gary E., et al. (2016). School leader internship: Developing, monitoring, and evaluating your leadership experience. Routledge.Reys, R. E., Lindquist, M., Lambdin, D. V., & Smith, N. L. (2014). Helping children learn mathematics. Hoboken, NJ: John Wiley & Sons.Siegler, R. S., Carpenter, T., Fennell, F., Geary, D. C., Lewis, J., Okamoto, Y., … & Wray, J. (2010). Developing effective fractions instruction for kindergarten through 8th grade.