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Task 1 – Using the Snipping Tool

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Task 2 – Working with Files and Folders

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Task 3 – Using and Sending Emails through CWI account

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Task 4 – USING WORD ONLINE

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Justin Bittick

Professor Scott Straub

19FA-EDUC-150-001W

03 August 2019

MLA Style Format Essay

The first paragraph would be your introductory paragraph. This is where you will

introduce the topic or question at hand based on the topic of the paper. You will then give a brief

on-look to what this paper is going to be about. At the end of the introductory paragraph you

need to have your thesis statement which will give your stance on the topic at hand and sets the

hook for the reader of the paper.

Now that you have caught the attention of the reader and have set the mood of the paper

you must now introduce the topic as a whole. You may start in text citations and references to

material at this point and throughout the paper. Be sure to lead up to the quote and cite it

properly.

At the end of the paper you will want to insert a page break after the last paragraph of the

essay or paper. After the page break you will add your citations under a works cited page. Be

sure they are cited in the proper format for MLA at this point. There are subtle differences in

citations from various paper formats. Be sure that they match up to the style of paper requested

or desired.
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Task 6 – Announcement

Who: Seniors Class of 2022

When: Friday May 5th 2022

Where: Long Beech, Wa.

Time to celebrate our graduating class

Please be on the look-out for the permission slip in the coming week.
Justin Bittick: 1(234)567-8910 Email: justinbittick@justinbittick.edu
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Task 8 – Trip Permission Slip

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Task 9 – Weekly Schedule

Class Schedule for John Doe Week of 9-9-99

Period Monday Tuesday Wednesday Thursday Friday

Math Math Math Math Math

1st 8:15 - 9:15 8:15 - 9:15 8:15 - 9:15 8:15 - 9:15 8:15 - 9:15

Social Studies Social Studies Social Studies Social Studies Social Studies
2nd 9:20 – 10:20 9:20 – 10:20 9:20 – 10:20 9:20 – 10:20 9:20 – 10:20

Computers Computers Computers Computers Computers

3rd 10:25 – 11:25 10:25 – 11:25 10:25 – 11:25 10:25 – 11:25 10:25 – 11:25

11-25 – 12:15 11-25 – 12:15 11-25 – 12:15 11-25 – 12:15 11-25 – 12:15
Lunch

English English English English English

4th 12:20 – 1:20 12:20 – 1:20 12:20 – 1:20 12:20 – 1:20 12:20 – 1:20

P.E. P.E. P.E. P.E. P.E.

5th 1:25 – 2:25 1:25 – 2:25 1:25 – 2:25 1:25 – 2:25 1:25 – 2:25

Band Band Band Band Band

6th 2:30 – 3:30 2:30 – 3:30 2:30 – 3:30 2:30 – 3:30 2:30 – 3:30
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5E Lesson Plan
Task 10 – Lesson Plan
Teacher(s): Justin Bittick

Date: 9-6-19
Subject / grade level: Mathematics Grade Level 1
Materials: Pre-done problems, scratch paper, scissors, counting blocks.

State Standards: Operations and Algebraic Thinking – 1.0A

Lesson objective(s):
 Represent and solve problems involving addition and subtraction.
 Understand and apply properties of operations and the relationship between addition and subtraction.
 Add and subtract within 20.
 Work with addition and subtraction equations.

Differentiation/Accommodation strategies to meet diverse learner needs:

 A student might have problems counting in a number format on paper. A relationship to actual objects will be made with building blocks for them to
count and move physically.
 I can adapt the object to pictures on paper for those that might feel aggressive and want to throw or vary off track.
 If a student has a reading disability or sight impairment the use of physical objects to relate to at this age will help then feel confident in completing
the work.

ENGAGEMENT
 I will capture their attention by using building blocks of various colors and use them as counting materials.
 The students will be able to ask themselves how many objects are needed to finish building the tallest tower of blocks and be able to add to what they
have currently. The concept of overall quantity one has will be accomplished.

EXPLORATION
 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and
comparing, with unknowns in all positions.
 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20.
 Apply properties of operations as strategies to add and subtract.
 Understand subtraction as an unknown-addend problem.
 Relate counting to addition and subtraction
 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10.
 Understand the meaning of the equal sign and determine if equations involving addition and subtraction are true or false.
 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers.

EXPLANATION
 The use of pictured objects on paper and the reasoning why addition and subtraction can benefit them in finding the end result.

ELABORATION
 Show them how knowing how many students in a classroom by adding can insure the proper amount of lunches from cafeteria.

EVALUATION
 A sheet will be handed out as well as a cut out of square pieces of paper that student can cut out the objects and count how many it took to fill up the
pre-determined are on assignment sheet.
 Homework of 5 problems involving the counting of various objects and subtracting objects with end result.