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UB Music Library’s Audio Video Collection

Students should watch a full-length opera from the UB Music Library’s Audio Video Collection. After watching the opera, students should write a 1page report based upon the following information:

What opera did you watch? (include composer’s name, opera name, librettist’s name, director’s name, and location of production, if available)
Choose two pieces from the opera. Relate each piece to another we have heard in class. Describe to the best of your ability what is happening int he scene, including who is singing at the time. Include 3 keywords or ideas from class for each example.

What was your experience of watching a full opera like? What did you especially enjoy? What was your biggest challenge? (Give specifics)
Was there anything that especially surprised you? (Give specifics)


for the composer’s name, opera name, librettist’s name, director’s name, and location of production. Use the information in the picture that i send to you.

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Even and Odd Numbers

During the teaching process, the tutor is obliged to teach learners even and odd numbers by using materials that are either at home or within the classroom, to make the topic easy. The objects and language used should be familiar and relate-able (Artzt, Armour-Thomas, Curcio, & Gurl, 2015). This means that the Math should be taught in the context of preschooler’s everyday lives. The teacher should also help to reinforce the concepts through repetition with different combinations of numbers and even inviting learners to create their own. The children should be allowed to count food items at snack time, create and use a number line, play memory games by looking at a row of three (3) numerals, then have them close their eyes and repeat the numbers they saw in the correct order (Artzt et al. 2015).

Main Activities

During this stage, the teacher should move beyond the numerical recognition and focus on some activities including:
 Recognizing the digits 1 to 40
 Counting to 100
 Skip counting by 5
 Skip counting by 10
If the child can recognize the number 7, they may recognize the symbol but may not truly understand what that number represents without counting the objects presented by the teacher one by one. When asked what 15 is, some children will say 15 is 1 and 5 or will recognize and name it as number 15. The use of 10 frames is the best way to develop numeracy skills, which to a larger extent allows kids who are familiar with board games recognize the patterns and be in a position to tell the difference between numbers.

The Main Goal

The goal is to help children identify odd and even numbers using the aspect of Math language. In an effort to gain the learners’ interest, the teacher can ask for ten pupil’s volunteers to come to the front of the class. The teacher will be required to count the number of learners standing, which in this case is 10. Number 10 will be written on the board under the word ‘even.’ Students should be made aware that the number 10 is an even number. The teacher should also make it clear to the learners that the numbers 8, 6, 4, and 2 are also even numbers. Similarly, they should be informed that numbers 7, 5, 3, and 1 are odd numbers. The aspect of Sort it out enables students to categorize numbers as either odd or even. “Even numbers can be paired up exactly, odd numbers cannot” (Meichenbaum & Biemiller, 2017, pp. 106). If learners can identify odd and even number, the teacher can go ahead to introduce more challenging activities such as adding even and odd numbers, odd and odd numbers, and adding even and even numbers and see whether the results will be an odd or even number.
Based on the guided practice, the teacher will be required to make a color chart, coding odd and even numbers.

On the other hand, based on the independent practice, learners should write the words odd or even on the card and work independently to pair up the dots, in order to determine if the number is even or odd (Meichenbaum & Biemiller, 2017). There is also room for modification and differentiation. In this case, learners who need to be challenged even more can create their own mystery number cards with more significant numbers. Teachers are also required to help students who need extra help in a one-on-one setting.

Blending Math into Language

The teacher should blend Math concepts into language, music, art, and science projects (Turkan & De Jong, 2018). At the end of the lesson, the learner should be able to identify odd and even numbers, place numbers in the correct order, and complete Maths pattern. Other than using visuals, the teacher should find the opportunities to differentiate learning. This means that learners should be given as much time as they need to grasp specific concepts or skills. Also, by allowing learners to explain their own ideas, they will be able to give their opinions and results, and this is likely to have a significant impact on the way they learn. When teaching grade 2 learners, the teacher should incorporate storytelling to make connections to real-world scenarios. For instance, in the identification of odd and even numbers, the use of real objects such as cards can make learners understand where the concept fits and to a considerable extent see the relevance of Math.

Advanced Math Instructions

As the teacher’s approach to Math instructions evolves and expands, they may likely discover more opportunities to prepare preschoolers to succeed “in the number work” (Meichenbaum & Biemiller, 2017). Since preschooler’s love to learn by doing, there is the need for the teacher to engage their minds, connect with their senses, and tap into their enthusiasm. While children appears to learn to read best by mastering skills in a linear fashion, the standard learning curve varies depending on the intellectual ability of the kid (Meichenbaum & Biemiller, 2017). However, teachers need to be aware that some kids seem to understand Math activities without necessarily mastering more straightforward counting and Math related activities.

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