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nterdisciplinary connections are important for creating instruction that is meaningful to students. Teachers can use both project-based and problem-based learning to integrate cross-curriculum content. For this week's first assignment, we will focus on how to implement P.E. and Social Studies standards into math instruction. There are multiple ways that this task can be completed. For example, students can practice math standards through the use of a physical activity. Students could also practice math concepts through a historical lens. For example, students can practice graphing population changes over time. For this assignment, I will be using the math standard CCSS.Math.Content.2.NBT.A.1 "Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones." For the first activity, I will use the standard CCSS.SS.2.1 "Locate on a simple letter-number grid system the specific locations and geographic features in their neighborhood or community." For this activity I will explain the concept of place value (each number represents a value). The goal of this activity is to explain the importance of understanding each number represents something. Students will identify popular landmarks in the community and create a three digit number that reflects that location. For example the park could be 315 (3 picnic tables, 1 playground, 5 benches). Students will then map their landmark, including the number aspects, on a letter-number grid system. This activity will serve as an introductory activity to help students understand that the numbers in three digit numbers represent something. For the activity that involves a P.E. standard, I will be using the standard CCSS.PE.2.LM.1.6 "Skip and leap, using proper form." To integrate these two standards, I want to create a relay-race. Students would be put into teams to complete the race. Students will complete a series of movements to get across a section of the field. For example, they will skip for a portion, leap from one line to the next, and finish out with hopscotch. At the end of the field, students will look at a card with a three-digit number and explain the place values. They will then go back through the relay to tag the next teammate.

Week 3 Assignment

While working on this assignment, I learned a lot about how students learn this mathematical concept (adding and subtracting). I was able to practice implementing components of the key instructional practices! My lesson included manipulatives and drawings to help students understand addition and subtraction.