MikalaMuskelly

ModifiedTask4Assignment
MikalaMuskelly
Spring2017MAED3224

SectionA:ContextforLearning
1.Gradelevel:Secondgrade

2.Howmuchtimeisdevotedeachdaytomathematicsinstructioninyourclassroom?

1.5hourseachday

3.Identifyanytextbookorinstructionalprogramtheteacherusesformathematicsinstruction.
Ifatextbook,pleaseprovidethetitle,publisher,anddateofpublication.

TheteacheroftenreferencestheInvestigations2012CommonCorecurriculumbook.

4.Fromyourobservations,listotherresources(e.g.,electronicwhiteboard,manipulatives,
onlineresources)theteacherusesformathematicsinstructioninthisclass.Also,givea
specificexampleincludingtheconceptistaughtandtheresource(s)thestudentsused.

Theteacheralsousesfoamshapemanipulatives,coloredtiles,red-yellowcounters,rulers
(inchesandcentimeters),onlineresources(dreambox),SMARTprojector,anddocument
camera.InthelessonIobservedonMarch20,theteacherwasreviewinginterpretingbargraphs
withherclass.Thestudentsuseddifferentcoloredpencilssothattheycouldrepresenteach
barindifferentcolors.Theteacherdisplayedacopyoftheworksheetunderherdocument
camerasothatallthestudentscouldseewhatshewastalkingaboutwhenshepointedtoa
partofthedocument.Fortheirwarmupearlierthatday,studentsreviewedcomparisonof
measurementsandweregiventhechancetouserulerstodraweachline.Theycouldthen
visuallyseethedifferencebetweenthelengthsofthelines.

5.Fromyourobservations,explainhowyourteachermakessurethestudentslearnthe
standard/objectivesconceptuallygivingaspecificexample.

Everytimemyteacherasksaquestionofherstudents,shealwaysexpectsthemtorespond
withafullexplanation,notjustanumericalanswer.Sherequiresthemtolabeltheirnumerical
answerssothattheyunderstandwhatthenumbersmeanorrepresent.Also,herquestionstend
tobehigherorderthinkingquestionsthatgetstudentsthinkingaboutwhydoesthiswork?and
requiresthemtoprovetheiranswers.

6.Whatdidyoulearnmostaboutteachingmathematicsfromobservingthisteacher?

Ilearnedfrommyteacherthatmultipleexposurestoaconceptisessentialforstudentstobe
abletomasteraconcept.Herintroductorylessonstoaconcepthavethestudentsworking
mostlyinwholegrouporinsmallgroups,ratherthanontheirown,becausetheybenefitfrom
hearingtheconceptexplainedbytheteacherorfellowstudents.Thensheeasestheminto
 MikalaMuskelly

workingmoreindependently,astheyhavemoreexperiencewiththeconceptandcanhandle
moreofachallenge.Shealsobuildsreviewopportunitiesintothemathlessonbyhavingtheir
warmupalwaysreflectpast,ratherthancurrent,lessons.Whilesheisteachingbargraphs,she
mighthavethestudentsdotheirwarmuponmeasurementortimesothattheydontlosepast
mathskills.

SectionB:WholeClassLesson

MeetwithyourIMBteacheranddecidewhatyouwillteach.Makesureyourteacher

understandsthatyourlessonmusthaveaconceptualunderstandinginstructionanda

proceduralfluencyand/ormathematicalreasoningcomponent.Youteachjustonelesson.

1.DescribetheCentralFocusofyourlesson(adescriptionoftheimportantunderstandings

andcoreconceptsthatstudentswilldevelopwiththislesson.Thisshouldaddressconceptual

understandings,ANDproceduralfluencyand/ormathematicalreasoning/problemsolvingskills)

Thecentralfocusofthelessoniscollectingmeasurementdataandusingalineplottoorganize

thedata,analyzetheit,andusethegraphtoanswerquestions.

2.StatetheCCSSMStandardandtheobjectiveforyourwholeclasslesson.

2.MD.9Generatemeasurementdatabymeasuringlengthsofseveralobjectstothe

nearestwholeunit,orbymakingrepeatedmeasurementsofthesameobject.Showthe

measurementsbymakingalineplot,wherethehorizontalscaleismarkedoffin

whole-numberunits.

Objective:

Performance-Studentswillbeabletocollectmeasurementdataandusealine

plottoorganizeandanswerquestionsaboutthedata.Ontheexitticket,students

willbeabletoplotthedatagivenandanswerquestionsusingthelineplot.

Conditions-Studentsareexpectedtoworkindependentlyontheirexitticket.
 MikalaMuskelly

Criteria-Studentsareexpectedtoearn8outof10pointsontheexitticketto

showmastery.

3.InstructionalStrategiesandLearningTasks:(summarizethelessonplancomponentsby

brieflydescribingtheinstructionandthelearningtasksyouused.Includethetasksstudentswill

solveduringthelesson.)

Engage:Studentswillt akeouttheirrulersandmeasurethelengthoftheirpencils(in

inches)tothenearestwholenumberandwritethenumberdownonapieceofpaper.I

willthentake10examplesoftheirpencilmeasurementsandwillplotitonalineplot

usingXs.Afterfinishing,IwillexplaintothestudentswhatIdid,showingthemwhata

lineplotisanddefiningitspurpose.Studentswillthenbeguidedthroughusingtheline

plottoanswerquestionsaboutthedata.Iwillaskquestionsthatrequiretheuseoftheir

lineplotandpromptthemtojustifytheiranswersusingthelineplot.

Explore:Studentswillbeusingtheirpriorknowledgeofmeasuringininchesandapplying

thisskillbymeasuringvariouspaperfishthatareposteduparoundtheroom.Students

willbecalleduptotheboardplotanXonthenumberlinetohelpincreatingourlineplot

forthedataset.Iwillthenfacilitateadiscussionaboutwhatpatternsorqualitiesofthe

datathattheynoticed.Wewillalsotalkaboutwhatthenumbersontheaxisrepresent

andwhateachXplottedonthelinerepresents.

Explain:Aftercreatingthelineplottogether,Iwillaskquestionsaboutthelineplot(and

astheyrespondwiththeirthoughts,Iwillusethestudentswordstodefinethemath

conceptsandfurtherelaborate).Thequestionswillbeasfollows:

Howmanyfishwere2incheslong?Howdoweknow?

Howmanyfishwerelessthan6incheslong?Howdoweknow?
 MikalaMuskelly

Whatisthemostcommonlengthofthefish?Howdoweseethisontheline

plot?

Whichlengthhastwofishofthatlength?

Elaborate:Studentswillbeaskedtousewhattheyknowaboutmeasurementandline

plotstocompletetheworksheetactivity.Theywillneedtoplotthemeasurementsonthe

lineplotandanswerthefollowingquestionsusingthelineplot.

4.CreateaformativeassessmentthatassessesconceptualknowledgeANDprocedural

fluencyormathematicalreasoning.Insertacopyoftheassessmentwithyoursolutionshere.
 MikalaMuskelly

Linktotheworksheetongoogledrive:

https://docs.google.com/document/d/1_hlGDW2J1lSfCORA53DgDmWpGtmCxZgdiq7kYNYmuiA/

edit?usp=sharing
 MikalaMuskelly

5.Defineyourevaluationcriteriaformasteryoftheassessmentinarubric.Makesureyou

defineseparatelyconceptualANDproceduralfluencyormathematicalreasoningpartsofthis

rubric,includingthecorrespondingpoints.Insertthisrubrichere.

Summativeassessment:Thelineplotworksheetwillbetakenupasasummativeassessment
andwillgradedoutof10points.
Rubric:
4pointsforplottingthedatacorrectly,
6pointsforthequestions(2pointseach)
DoesnotMeet PartiallyMeets MeetsExpectations

Plottingthedata 1point 2points 4points

points (plotscompletely (plotspartialcorrect (plotscompletely
(Conceptual) incorrectdatapoints datapointsonthe correctdatapoints
onthelineplot) lineplot) onthelineplot,
includingthetwonew
datapointsaddedin
question3)

Question1 0points 1point 2points

(Proceduraland (providesnoanswer (providesonlya (providesacorrect
Conceptual) oranincorrect correctnumerical numericalanswer
answer) answerwithno andanexplanationof
explanationor howtheycameto
labeling) theiranswer)

Question2 0points 1point 2points

(Proceduraland (providesnoanswer (providesonlya (providesacorrect
Reasoning) oranincorrect correctnumerical numericalanswer
answer) answerwithno andanexplanationof
explanationor howtheycameto
labeling) theiranswer)

Question3 0points 1point 2points

(Procedural, (providesnoanswer (providesonlya (providesacorrect
Reasoning, oranincorrect correctnumerical numericalanswer
Reasoning) answer) answerwithno andanexplanationof
explanationor howtheycameto
labeling) theiranswer)

Total ______/10points

SectionC:ResultsofWholeClassAssessment
 MikalaMuskelly

1.Createagraphicshowingclassperformanceofconceptual,proceduraland/orreasoningof
theobjective.Thiscanbepiecharts,tables,bargraphetc.butmustshowperformanceineach
oftheaboveareasseparately,accordingtoeachstudentsperformanceintheformative
assessment.

(Takenfromasampleof10studentswhofinishedtheassignment.Notallstudentswereable
tofinishtheworksheetbecauseofthetimeconstraintandalsobecauseofalargeamountof
confusionaboutthesecondquestion,thathadtobeaddressedandworkedthroughasawhole
class.)

Student Plottingthedata Question1 Question2 Question3 TotalPoints

points (Procedural (Procedural (Procedural,
(Procedural) and and Reasoning,
Conceptual) Reasoning) Reasoning)

Student 4 0 0 0 4/10Canplot
1 databut
cannot
interpretit

Student 4 2 2 2 10/10
2 Mastery

Student 4 2 2 2 10/10
3 Mastery

Student 4 1 2 1 8/10
4 Candothe
processbut
cantexplain
her
reasoning.

Student 4 1 0 1 6/10
5

Student 4 2 0 1 7/10
6

Student 4 0 0 1 5/10Canplot
7 thedatabut
cannot
interpretit

Student 3 0 0 0 3/10Canplot
8 data(except
thetwo
 MikalaMuskelly

pointsadded
inquestion3)
butcannot
interpretit

Student 4 2 1 2 9/10
9

Student 3 1 2 1 7/10Needs
10 more
practice
explaining
reasoning

2.Describecommonerrorpatternsineachoftheareasofpatternsoflearning-conceptual
understanding,proceduralfluency,andreasoning.Refertothegraphictosupportyour
discussion.

Conceptualunderstanding:Conceptualunderstandingwastherootoftheproblemforall
threeofthequestions.Studentshadadifficulttimedifferentiatingthedifference
betweenthemeaningofthelengthmeasurementsontheaxisandthemeaningoftheXs
plottedonthelineplot.Theycouldnotfigureoutifthequestionwantedtoknowabout
thenumberofworms(Xs)orifitwantedtoknowsomethingaboutthelength
measurements(numbersonthenumberline).Inquestion1,studentswerebetterableto
providetothecorrectanswerthantheywereabletoarticulatehowtheyfoundit.Also,I
noticedthatifstudentsdidnotusuallylabelthecorrectansweras2inches,butjustas2,
showingthattheydidnotunderstandexactlywhatthetwoontheaxisofthelineplot
stoodfor.Inquestion2,therewasnotapiecetothequestionthataskedforwhy,butin
myobservationofstudentsworking,Inoticedthattheydidntunderstandthatthey
neededtocountthenumberofwormsthatwerelongerthan4incheslong,butinstead
thatthattheywerelookingforthenumberoflengthsonthenumberlinethataregreater
than4inches(meaning5inches,6inches,7inches...etc.).Inquestion3,students
generallyunderstoodthataddingthetwoextradatapointstothelineplotchangedthe
mostcommonlengthofthewormsbecausenowtherewouldbemorewormsthatare5
inchesthantherearewormsthatare2inches(whichwaspreviouslythemostcommon
lengthofworm).
Proceduralfluency:Proceduralfluencywasthehighestforquestion3andthenfor
question1,whilequestion2wasnotansweredcorrectlybymostoftheclass.Question
3involvedthestudentsreferencingthelineplottosaywhetherornotthemostcommon
lengthofthewormswouldchangeafterplottingthetwonewdatapoints.The
proceduralfluencyaspectofthisquestionwaseitherayesorano;however,they
struggledtothenjustifyandexplainhowtheygottheiranswer.Question1askedstudent
tofindthemostcommonlengthofthewormsbyreferencingthedataonthelineplot
andfindingwhichlengthhadthemostXs.Theythenhadtoexplainhowtheyusedtheir
 MikalaMuskelly

lineplottofindtheanswer.ThecommonmisconceptionthatIsawwasstudentslisting
thelengthmeasurementsthatallhadthesamenumberofwormsthatwerethatlength.
Onestudentsaidthatsince1inches,3inches,and6inchesallhavesamenumberof
wormsthatthisisthemostcommonlength.Thestudentwasconfusingthatthe
numberlineisthelengthsandthattheXsareindividualworms.Inquestion2,students
wereaskedtofindtheanswertohowmanywormsaregreaterthan4incheslong?
Theystruggledtogetthecorrectanswerforthisquestionbecausetheydidnot
conceptuallyunderstandwhatthequestionwasaskingfor.Manyofthemsaidthatthe
answerwas2insteadofthecorrectanswer,whichis4worms.Theywereprovidingthe
numberofmeasurementlengthsonthelineplotthataregreaterthan4inches(5inches
and6inches).
Reasoning:Ineachofthethreequestions,studentswereaskedtointerpretthedataand
toanswerquestionsusingtheirlineplotasthesourceoftheirinformation.Afairlygood
portionofthestudentsdidchoosetoreferencethelineplottoanswertheirquestions;
however,theydidnotuseitcorrectly.Inquestionnumber2,forexample,studentshadto
referencethelineplottofindouthowmanywormswerelongerthan4inchesanda
majorityoftheclasssaid2.Theanswershouldhavebeen4wormsbuttheysaid2,
referringthethenumbers5and6onthelineplotbothbeinglargerthanthenumber4.

3.Scanandinsertherethecopiesof2studentsfirstworksamplesasfollows.Choosethe
mostrepresentativeexamplesfromthewholeclassassessment(nostudentnames).Then,
analyzeeachstudentsmisconceptions.
Student1MathematicsWorkSample(studentstruggleswithconceptualunderstanding)
Student1struggleswithconceptualunderstandingwithallthreequestions,butmostlywith
questionnumber2.Inquestion1,sheunderstoodthat2inchesdidhavethelargestnumberof
worms,butthendecidedthat5inchesdidalso.Thisissuemayhavecomefromherdrawingthe
Xsataninconsistentdistancefromeachother,sohergraphwasvisuallymisleading.In
questionnumber3,shedidprovidethecorrectanswer,butthenshedidnotproperlystatehow
shenewthattheymostcommonlengthchangedwhenthenewdatapointswereaddedtothe
lineplot.Question2istheproblemquestionthatmoststudentsinthatclassmissedona
consistentbasis.Shehadtroubledifferentiatingthedifferencebetweenthemeaningofthe
lengthmeasurementsontheaxisandthemeaningoftheXsplottedonthelineplot.She
believedthatsincethelengths5inchesand6inchesarelongerthan4inches,thattheanswer
was2.However,shedidnotunderstandthatthequestionwantedtoknowaboutthenumberof
worms(Xs)notthelengthsonthenumberline.
 MikalaMuskelly

Student2MathematicsWorkSample(studentstruggleswithproceduralfluencyorreasoning)
Student2wasstuckonthebeliefthatthemostcommonlengthonthelineplotwas1inch
becauseshewasinterpretingquestionnumber1asaskingwhatisthemostcommonnumber
ofwormsbelongingtoeachmeasurementlength.Therefore,shesaid1inches,3inches,and6
inchesallhavesamenumberofworms.Shethencarriedthisideaintonumberquestion
number2whenshesayszerowormsaregreaterthan4inches.Shebelievesthat4inches
meansthenumberofXsaboveeachnumberonthelineplotanddoesntnumberunderstand
thattheXsrepresenteachindividualwormthatis4inches.Inquestion3,shethinksthat
questionisasking,afterplottingthetwonewdatapoints,nowwhatisthemostcommon
numberofwormsforeachlengthmeasurementtohave.
 MikalaMuskelly

SectionD:PlanforRe-Engagement
Assessmentresultsareirrelevantifyoudonotactonthem.Thus,youaretocreateaplanto
usetheresultsyoudescribedinPartC.Youdonothavetoactuallyre-engagethestudentsbut
youmustshowthatyouunderstandwhattodowiththeseresults.Thus,basedonthe
assessmentresultsyoudescribedabove,groupeachofyourstudentsintooneofthesegroups:
1)re-engageforconceptual,2)re-engageforproceduralor3)re-engageforreasoning.

1.Describethenumberofstudentsyouwillhaveineachofthesegroups.(Note:ifachild
performedpoorlyinmultiplepartsoftheassessment,thatchildwillstartintheconceptual
group).
Iwouldreengagetheentireclassinthelesson,becauseonlytwostudentsoutoftheclass
showedfullunderstandingofplottingthedataandofinterpretingthedata.

Dotwoofthefollowing(BrequiredandthendoCorD)
 MikalaMuskelly

2.PlantoRe-engageforconceptualunderstanding.
a.Describeyourreengagementlessonforthisgroup(objectivefromCCSSM,learning
tasks,strategies,materials,assessment).
CCSS:2.MD.9Generatemeasurementdatabymeasuringlengthsofseveralobjectsto
thenearestwholeunit,orbymakingrepeatedmeasurementsofthesameobject.Show
themeasurementsbymakingalineplot,wherethehorizontalscaleismarkedoffin
whole-numberunits.
Learningtasks:Toreengagestudentsinthelessonandhelpthemtobetterunderstand
whatthenumbersonthelineplotmeanasopposedtowhattheXsabovethenumbers
mean,Iwouldhavethemusethesetsoffishfromtheengagephaseoftheprevious
lesson.Firsttheywouldmeasureeachfishandwritethelengthmeasurementonthefish
inmarker.Theywouldcreatetheirownnumberlineongiantchartpaperandplotthefish
themselvesonthenumberline.
Materials:chartpaper,markers,paperfishfromlesson1,andrulers.
Assessment:Summativeassessmentwouldcomeintheformofanexitticketthatasks
WhatdotheXsonthelineplotrepresent?
Whatdothenumbersonthenumberlinestandfor?
Howmanyfishare4incheslong?
b.Explainwhyyoubelievethisre-engagementlessonwillbeeffectivebasedonthe
errorpatternsyoufoundinthedata.Scoreherewillbebasedonhowwellyoudescribe
theconnectiontothere-engagementlessonandtheerrorpatternsfound,effectiveuse
ofmaterials,andsoundmethodology.
Seeingtheactualfishonthenumberline,insteadoftheXs,willhelpthestudentsto
understandthateachXrepresentsonefish.Also,labelingeachfishwithits
measurementandthenplottingitovertheappropriatenumberontheline,willconnect
thenumbersonthenumberline(thelengthmeasurements)totheirtruemeaning.
Studentswillseethateachfishovereachmeasurement,isafishthatwasplacedthere
becauseitmeasurestobethatlength.
c.Explainhowyouwillreassessformasteryoftheconcept.
Assessment:Summativeassessmentwouldcomeintheformofanexitticketthatasks
WhatdotheXsonthelineplotrepresent?
Whatdothenumbersonthenumberlinestandfor?
Howmanyfishare4incheslong?Howdoyouknow?
Iwillassesswhetherornotthestudentscanarticulatetheiranswersandinawaythat
explainsthereasoningfortheiranswerandshowsmethattheyseeacleardistinction
betweenthedifferentaspectsofalineplot.
3.PlantoRe-engageforproceduralunderstanding.
a.Describeyourreengagementlessonforthisgroup(objectivefromCCSSM,learning
tasks,strategies,materials,assessment).
b.Explainwhyyoubelievethisre-engagementlessonwillbeeffectivebasedonthe
errorpatternsyoufoundinthedata.Scoreherewillbebasedonhowwellyoudescribe
 MikalaMuskelly

theconnectiontothereteachlessonandtheerrorpatternsfound,effectiveuseof
materials,andsoundmethodology
c.Explainhowyouwillreassessformasteryofproceduralunderstanding.

4.PlantoRe-engageforreasoning.
a.Describeyourreengagementlessonforthisgroup(objectivefromCCSSM,learning
tasks,strategies,materials,assessment).
CCSS:2.MD.9Generatemeasurementdatabymeasuringlengthsofseveralobjectsto
thenearestwholeunit,orbymakingrepeatedmeasurementsofthesameobject.Show
themeasurementsbymakingalineplot,wherethehorizontalscaleismarkedoffin
whole-numberunits.
Learningtasksandstrategies:Tohelpstudentsbetterunderstandthequestionsbeing
askedaboutthedataandthelineplot,wewillpracticecreatingourownquestionsabout
thedata.Wewilltakethedatasetofthepaperfishfromlesson1andthelineplot
createdintheconceptualunderstandingreengagementlessontoworkwith.Iwould
thenfacilitateadiscussionbetweenstudentsaboutthelineplot.First,Iwillgivean
exampleofaquestionthatIwanttoknowaboutthelineplot.Then,studentswillworkin
pairstocreatetheirownquestionsandwillwritethemonchartpaper.Thegroupswill
thenswapchartpaperandanswertheothergroupsquestions(Iwillcheckfirstthatthe
questionsarelegitimate).Theywilllearnhowtofocustheirquestionswitheitherthe
numbersonthenumberline(thelengthmeasurements)ortheXs(theindividualfish).
Materials:chartpaper,markers,paperfishfromlesson1,andrulers.
Assessment:Theassessmentwillcomefromboththestudentsabilitytocreatetheir
ownquestions,aswellastheirabilitytoanswerthequestionsprovidedbytheother
group.
b.Explainwhyyoubelievethisre-engagementlessonwillbeeffectivebasedonthe
errorpatternsyoufoundinthedata.Scoreherewillbebasedonhowwellyoudescribe
theconnectiontothereteachlessonandtheerrorpatternsfound,effectiveuseof
materials,andsoundmethodology
Studentswillbenefitinthislessonfromusingtheirownwordstocreatequestionswhile
Ifacilitatethediscussionandhelpthemturntheirwordsanddefinitionsintothe
mathematicaltermsthattheywillseeonfutureassessmentsandinfuturelessons.This
lessonwithengagetheirpriorknowledgeandstartwiththewordstheyalreadyknowand
theconceptsthattheyalreadyunderstandtofurtherexpandtheirknowledgetonew
concepts.IfIcangetthemtousetheirownwordstoexplainaconcept,thentheywill
assimilatethenewvocabularywords(data,plot,lineplotgraph,measurements,lengths,
Xs)
c.Explainhowyouwillreassessformasteryofreasoningskills.
Iwillreassessformasterybyassessingthequestionsthatstudentsmakeontheirchart
paper(onequestioncreatedbyeachpartnerinthepair)andthenbytheirabilityto
answerthequestionscreatedbyanothergroup(onequestionansweredbyeachpartner
inthepair).Studentsneedtoaddressthecorrectsubjectintheiranswer,includeproper
labels,andexplaintheirreasoningforeachanswer.
 MikalaMuskelly

ScoringRubric
Possible
Points

SectionA:ContextforLearning
A1 1
A2 1
A3 1
A4 5
A5 5
A6 5

SectionB:WholeClassLesson
B1 1
B2 1
B3 10
B4 8
B5 10

SectionC:Resultsofwholeclassassessment
C1 10
C2 14
C3 6

SectionD:Planforre-engagement
D1 2
D2 10
D3orD4 10

Totalofallscores: 100