POSITION PAPER

Educational Prototype Position Paper:

Improving Skip Counting Skills for Struggling Second Graders

Submitted by Chelsea Whitehead

Dr. Bruce Mann
Memorial University
February 9th, 2015

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Problem Analysis

Introduction: In 2013, the Halifax Regional School Board (HRSB) elected to overhaul
its Mathematics program beginning with grades Primary to 2. Confronted with
poor math results on board-wide assessments in the past, the HRSB adopted and
implemented the Western and Northern Canadian Protocol (WNCP) curriculum
framework used by seven other provinces and the three territories in Canada
(HRSB, 2013a). This curriculum is divided into five different strands: number,
patterns and relations, measurement, geometry, statistics and probability.
In an effort to improve mathematical understanding as well as engage and motivate
students in mathematical learning, the new curriculum aims to target fewer
topics but cover them in greater depth. As a result, the main focus of student
learning and development in Mathematics for grades Primary to 2 is on
developing number sense. Given that number sense skills are the building blocks
towards solving much more complex concepts down the road, it is important
that educators develop a means to address these challenges early on. Thus, the
purpose of this educational prototype is to help the identified students develop a
stronger sense of number by improving their understanding of skip counting and
their ability to apply appropriate number strategies to effectively solve a variety
of number sequences.
Problem to be Addressed: The new Mathematics curriculum has a strong focus on
numeracy (knowledge about and skills with numbers). As such, one of the key
concepts students in second grade are expected to master is related to number
sequences or the ability to skip count forwards (from any point) up to 100 by 2s,
5s, and 10s. At Ian Forsyth Elementary School (IFES), there are a handful of
second grade students experiencing difficulty mastering this concept. These
students have trouble identifying number patterns and applying useful strategies
for solving number sequencing problems. This prototype is designed to address
this challenge.
Needs Analysis
Current Situation: A select number of second graders at IFES experience great
difficulty stating, solving, extending, and explaining different number sequences
involving numbers up to 100. Despite access to a variety of concrete materials
and hands-on experimentation throughout a four week block of in-class
mathematics instruction dedicated to skip counting and number sequencing, a
small number of students continue to have trouble identifying number patterns
and applying useful strategies to solve number sequence problems. These
students find it difficult to flexibly alternate between solving strategies. They
struggle to effectively use appropriate the skip counting strategy (skip counting
by 2s, 5s, 10s) to solve different number sequences up to 100.

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Ideal Situation: In an ideal world, the identified students would receive uninterrupted,
one-on-one support from the instructor when and where necessary. These
students would also ideally have unrestricted access to the tools and resources
that they need to practice and hone their skills. Unfortunately, time constraints, a
busy classroom, and complex home lives are among the challenges that make it
difficult to achieve this ideal situation.
Overcoming the Obstacles: Through a multimedia website created by the instructor, the
identified students will be given multiple opportunities to learn more about
number patterns and practice different skip counting strategies. The website will
allow the students to work at their own pace, from any location with a computer
and Internet access, and offer a variety of graphical, textual, and audio supports
to aid in their understanding.
Considering the DECL Factors
According to Mann (2005), student learning is affected by a combination of four factors:
Delivery, Environment, Content, and the Learner. To differing degrees, these four factors
overlap, each contributing to the students ability to achieve the intended outcome(s) as
well as the overall success of the educational prototype. Below is an analysis of the
DECL factors affecting the identified students at IFES:
Delivery: The delivery of this multimedia website will be student paced. The website
will be accessed during class computer lab time but may also be accessed by the students
at home. The website will be organized into a series of steps to be followed sequentially.
Students will begin learning to skip count by 2s, 5s, and then 10s. Students must
successfully complete the assessment task for each skip counting interval before moving
on to the next interval. Upon successful completion of the assessment tasks related to all
three skip counting intervals, students will move on to the mastery task. The mastery task
will assess student understanding of all three skip counting intervals combined.
Students will be required to read, listen, answer questions, and complete quizzes to show
mastery of the topic. Students will be provided with multiple opportunities for practice
and have access to audio tutorials about skip counting strategies and number patterns.
Animated pedagogical agents (APAs) will be used to present oral information and
instructions. Where appropriate, graphics will also be used to help explain skip counting
patterns and engage students in mathematical learning. In addition, text supports (written
in student-friendly language) will be used to enhance instruction. The students will also
receive meaningful feedback based on their performance throughout the process and
interactive games will be offered to help students solidify and retain the skills learned.
Environment: The students using this prototype are from one of three, second grade
classrooms at IFES. It is an active classroom with a wide range of academic and
behavioural needs consisting of 22 students (16 boys, 6 girls). Located in a very diverse
community, the students in the classroom come from a variety of cultural, ethnic, and
socioeconomic backgrounds.

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The educational prototype will be accessed in the schools computer lab. IFES has one
computer lab that is shared between 16 classes. As a result, each class has one hour of
assigned lab time per week. That said, there is the possibility of obtaining additional lab
time from other classes who choose not to use their time. The computer lab itself has 25
computers arranged over four separate rows giving each student ample room to work. It
is however not uncommon for three to four computers to be out-of-order at any given
time. Fortunately IFES receives weekly visits from a board-employed technology
specialist to support teachers and repair technology-related issues. The lab also has a
designated teacher computer connected to an overhead LCD projector in the lab that can
be used for guided instruction. All lab computers are connected to a printer and operate
on high-speed, wireless Internet. It is also worth noting that the identified students have
access to two desktop computers in the classroom if necessary.
Content: The content of the educational prototype will centre on skills outlined in the
current Grade 2 Mathematics curriculum for Nova Scotia. The material accessed via the
multimedia website will help the identified students further develop and strengthen their
understanding of numbers and number patterns to 100. After completing the prototype,
students will be able to identify, state, and extend a variety of number sequences by skip
counting forwards by 2s, 5s, and 10s to 100 (HRSB, 2013b). Table 2 below outlines the
mental operations and tasks students will be required to perform in order to successfully
complete the prototype.
Learner: This multimedia website will be introduced to a handful of second grade
students enrolled in an inner-city school located in Dartmouth, Nova Scotia. Each of the
identified students has experienced difficulty applying skip counting strategies to
successfully solve a range of number sequences. The students utilizing this prototype
vary in race, academic ability, attitude, motivation, and computer skills/knowledge. This
group of students includes learners of both European and African Nova Scotian descent
who come from low socioeconomic backgrounds. The level of home support varies
among the students. Of the identified students, four receive daily resource support in the
areas of literacy and mathematics and one is on a behavioural IPP. The student on the
behavioural IPP has a full time EPA and access to the Learning Centre teacher for further
support.
General Goals of the Educational Prototype
Goal Statement: The goal of this educational prototype is to help the identified second
grade students strengthen and expand their understanding of number sense by
teaching them how to solve a variety of number sequence problems by applying
the appropriate skip counting strategy with numbers up to 100.
Table 1- Instructional Analysis

Terminal Performance
Objective

Students will be able to identify, say, and extend a

variety of number sequences while flexibly
applying the appropriate strategies (skip

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counting forward by 2s, 5s, or 10s) to
successfully solve a range of number
sequence problems involving numbers to
100.

Prerequisites

Students should have the basic computer

skills required to navigate the prototype
(know how to: turn on/off the computer, log
on and access the website, use the mouse to
effectively navigate the website)

Students should have the ability to read,

listen, and follow the instructions provided
(text and audio instructions will be presented
in student-friendly language).

Students should have experience completing

multiple choice and short answer questions.

Notes: To help focus the students as well as facilitate

the use and exploration of audio supports and APA
instructions embedded in the prototype, students
should have access to their own headset.

Enabling Objectives

Intellectual Skill Objectives:

Students will view a series of skip counting

tutorials to activate prior knowledge.
Students will identify number patterns for
skip counting by 2s, 5s, and 10s in a 100s
chart.

Students will describe the characteristics of

skip counting by 2s, 5s, and 10s up to 100.

Students will flexibly apply skip counting

strategies to effectively solve a variety of
number sequence problems.

Verbal Information Learning Objective:

Students will summarize in their own words

how skip counting patterns help to solve

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number sequence problems.

Cognitive Strategy Objective:
Students will figure out a way to solve the
given number sequences using appropriate
skip counting strategies and number patterns.
Prior to using the website, students must:

Entry Level Lines

Fail to demonstrate an understanding of

number sequences during regular, in-class
math instruction and subsequent tests.
Demonstrate an ability to focus and remain
on-task for sustained periods of time.

Show a willingness to learn.

Express openness to feedback.

Table 2- Task Analysis

Table 2 outlines the mental operations and tasks that students must perform in order to
successfully complete the prototype.

Task

Input

Action

Output

Task 1

Review design of
multimedia
website

Instructor will project Student will understand

the website
that the
on classroom
website is
computer and
organized into
outline how it
a series of
is to be
sequential
navigated.
steps.

Task 2

Access multimedia
website on
computer

Student will use the

mouse to
access the
Internet and
select
multimedia
website from
classroom

Student will have

website on
their computer
screen.

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webpage.
Task 3

Prepare to explore
multimedia
website

Student will put on

personal
headset and
adjust
volume to
suit personal
preference.

Task 4

View APA video

introducing
topic and
objectives

Student will use the

Student now
mouse to
understands
access
the topic to be
introductory
explored and
APA video
goals of the
explaining
website.
the topic and
objectives.
Student will proceed
Prior knowledge
to the next
activated and
step and view
reinforced.
different APA
tutorial
Student knows where
videos.
to access
tutorials and
Student will listen to
strategies if
an APA
needed for
review one
support in
skip counting
subsequent
interval at a
activities.
time (starting
with 2s). The Student is prepared to
APA will
move onto
explore
practice tasks.
solving
strategies and
number
patterns
associated
with each
interval.

Task 5

Activate prior
knowledge

These strategies will

include: odd

Student is now ready to

navigate the
website.

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Task 6

Engage in practice
tasks

and even
numbers,
importance of
digit in the
ones place,
patterns in
100s chart,
and forward
counting
patterns, etc.
Student will use the
mouse to
Student has completed
access and
specified
complete a
practice tasks.
series of
predetermine
d practice
tasks related
to the
targeted skip
counting
skill. The
practice tasks
will begin
with skip
counting by
2s. The tasks
may include:

Orally skip
counting from
a
predetermined
point, at a
predetermined
interval,
forwards.

Applying
different skip
counting
strategies to fill
various

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number grids
(blank grids,
missing
number grids,
etc.).

Task 7

Assess progress

Identifying
and/or
extending
given number
sequences.

Student will use the

mouse to
access and
complete a
multiple
choice/short
answer quiz
related to the
skip counting
interval
explored in
previous
practice
tasks.

Student will receive

immediate
feedback from
the quiz and
be able to
determine
next steps.
If student passes quiz,
they return
and repeat
Tasks 5-7 with
next skip
counting
interval before
moving on to
Task 8.
If student does not pass
quiz, he/she is
to repeat
Tasks 5-7 with
the same skip
counting
interval.

Task 8

Determine readiness
for mastery
task

Student will receive

elaborate
feedback on
task
performance
from the

Student will use

feedback to
make an
informed
decision on

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adult
overseeing all
skip counting
activities.

Task 9

Task 10

Complete mastery task Student will use the

mouse to
access and
complete a
multiple
choice and
short answer
quiz to
demonstrate
mastery of all
skip counting
strategies
combined.

Reinforce and
consolidate
learning

Student will use the

mouse to
access the
link to a
selection of
online skip
counting
games.

their next step.

Student will
either revisit
specific APA
tutorials and
practice tasks
or proceed to
mastery task.
If student has
demonstrated
achievement
of mastery
task, he/she is
granted access
to a selection
of fun skip
counting
games for
further
reinforcement.
If mastery is not
demonstrated,
student is
redirected
back to
tutorials and
drills for
additional
practice.
Student may
then attempt
mastery task
again and
proceed
accordingly.
Student will have the
opportunity to
further
reinforce and
consolidate
what they
have learned
by exploring a

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variety of
engaging skip
counting
games.
Table 3: Applying Gagnes Levels of Learning Model
Robert Gagnes Nine Levels of Learning Model is regarded as a useful tool for educators
to consult when designing instruction. Gagnes nine steps provide a general
framework aimed at helping educators effectively create and deliver a
successful learning experience (Eyre, n.d.). Because the students targeted in
this prototype have been previously introduced to the topic of skip counting in
class, they require just practice and feedback. As a result, only the final five
steps of Gagnes model will be applied to this prototype. Related to the
Presentation criteria specified under Manns (2005) DECL Delivery
category, Table 3 reiterates much of the task analysis outlined in Table 2 through
the lens of Gagne.

Gagnes Levels of Learning

Model
Level 5: Providing Learning
Guidance

Level 6: Eliciting Performance

Skip Counting Prototype

Students will view APA tutorials that explain the topic
and review skip counting strategies taught in
class.
Students will explore one skip counting interval at a
time (2s, 5s, then 10s) learning about
corresponding strategies and number patterns
that help to solve number sequencing
problems.
Students will advance to a series of predetermined
practice tasks. Students will complete a
separate set of practice tasks for each skip
counting interval. The practice tasks will
include: skip counting orally, completing skip
counting number grids, and identifying a
variety of number sequences.
Students will then repeat similar practice tasks using
the next skip counting interval. After
completing each set of practice tasks,
students will be required to complete a
multiple choice/short answer quiz.

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Level 7: Providing Feedback

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The student will receive immediate feedback from the
quiz and their results will be used to assess
progress and determine next steps. Based on
the feedback, the student will either review
the tutorial and repeat the task or move on to
the next set of practice tasks.
Once all practice tasks have been completed
successfully, the student will receive
elaborate feedback from the instructor or
adult overseeing their progress.
They will discuss with the student their strengths and
challenges as indicated by the results of their
practice tasks.

Level 8: Assessing
Performance

Considering this feedback, the student will decide if

he/she is ready to attempt the mastery task. If
so, he/she will proceed to the mastery task
otherwise, he/she will be redirected back to
the necessary tutorials and practice tasks for
further guidance and instruction.
Students will be expected to independently complete
the final assessment task to demonstrate
mastery.
This task will involve students answering a
combination of multiple choice and short
answer questions. The questions will assess
the students ability to apply a variety of skip
counting strategies and skills to solve a range
of number sequencing problems.

Level 9: Enhancing Retention

and Transfer

Based on their performance, students will have either

demonstrated mastery or be redirected back
to the prototype for further instruction.
Students will have an option to further consolidate and
solidify their knowledge by accessing a
variety of engaging online skip counting
games and activities.
Students will also continue to have access to the
prototype for review in class and at home.

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Conclusion: The prototype itself is designed to allow students the flexibility of moving
forward at their own pace as well as the option to return to previous sections for
review when desired or as needed. Its multimedia design is also intended to help
motivate and engage students throughout the process. Upon completion of this
educational prototype, the identified students will ideally be able to successfully
apply skip counting skills to count numbers up to 100 in a variety of ways.
These students will further be able to demonstrate a solid understanding of
numbers up to 100 and independently employ a range of strategies to flexibly
identify, solve, and explain a variety of different number sequences.

References
Eyre, E. (n.d.). Gagnes nine levels of learning: Training your team effectively. Mind
Tools. Retrieved from http://www.mindtools.com/pages/article/gagne.htm
Halifax Regional School Board. (2013a). Implementation of the Nova Scotia

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mathematics curriculum parent night 2013: Changing perspectives in

mathematics: Grades primary to 3. Mathematics Learning Commons: P-3.
Retrieved from
http://nsvs.ednet.ns.ca/nsps/nsps26/pluginfile.php/80785/course/section/17043/01
_guides_support_docs.html
Halifax Regional School Board. (2013b). Mathematics 2: Implementation draft.
Mathematics Learning Commons: P-3. Retrieved from
http://nsvs.ednet.ns.ca/nsps/nsps26/pluginfile.php/80785/course/section/17044/M
athematics_2_June_2013_Linked.pdf
Mann, B. (2005). Making your own educational materials for the web. International
Journal of Instructional Technology and Distance Learning. Retrieved from
http://itdl.org/Journal/Dec_05/article02.htm