Briana Owens

ModifiedTask4Assignment
Spring2017MAED3224

SectionA:ContextforLearning
1.Gradelevel:5th

2.Howmuchtimeisdevotedeachdaytomathematicsinstructioninyourclassroom?The
firsthourofclassisdedicatedtocompletingawarm-up,goingoverhomeworkandlearninga
newskillthatbuildsonwhattheylearnedthepreviousday.Thelasthalfhourisdedicatedto
interventiontimewhenthestudentsbreakupintogroupsbasedontheirmasterylevelsof
whateverskilltheyrereviewingthatdayorthatweek.Groupsarecreatedbasedonwhohas
masteredtheskill,whoalmosthasitandwhoisreallystruggling.Theactivitiesthesegroups
usuallydoinclude:worksheets,usinganonlineprogramonthechromebooksandworkingat
thebacktablewithMrs.Muhammad.Thesegroupsrotateactivitiesthroughouttheweekso
thatthesamestudentsarentalwaysworkingwithMrs.Muhammadordoingworksheets.These
groupsarentalwaysthesame.Astudentcouldbeinthehighergroupforoperationswith
decimalsbutinthestrugglinggroupforgeometry,itsallbasedondataperskill/standard.

3.Identifyanytextbookorinstructionalprogramtheteacherusesformathematicsinstruction.
Ifatextbook,pleaseprovidethetitle,publisher,anddateofpublication.The5thgrademath
teachersusetheCMSpacingguidetoplanfortheyear.TheyusetheInvestigationsMath
Series,theGeorgiaMathematicswebsiteandtheHowardCountywebsiteasresourcestofind
lessons.

4.Fromyourobservations,listotherresources(e.g.,electronicwhiteboard,manipulatives,
onlineresources)theteacherusesformathematicsinstructioninthisclass.Mrs.Muhammad
usestheactiveinspireprogramonherSmartBoardquitefrequently.Iveseenstudentsusetheir
chromebookstoaccessonlineresourcessuchasTenMarksandKahoot.Ivealsoseenrulers
usedduringmeasurementinstructionandminiwhiteboardshavebeenusedafewtimes
throughoutmy9weeksofobservation.Also,giveaspecificexampleincludingtheconceptis
taughtandtheresource(s)thestudentsused.Whenthestudentswerelearningabout
conversionsandmeasurement,theydidanactivitywheretheyusedrulerstomeasure
themselvesandobjectsaroundtheroomsuchastheheightofthedoorandthelengthsofthe
topsoftheirdesks.Thequestionwouldaskforthemtomeasureineitherinches,orfeet,and
thenconvertistoanotherunitofmeasurement.

5.Fromyourobservations,explainhowyourteachermakessurethestudentslearnthe
standard/objectivesconceptuallygivingaspecificexample.Aspecificexampleofstudents
learningconceptuallywouldbewheneverthestandardalgorithmformultiplicationwas
mentioned.Oneofthecrucialstepsofthestandardalgorithmformultiplicationisthatwhenwe
finishmultiplyingbytheonesplace,weputa0asthefirstnumberontherighthandsideofthe
secondrow.This0actsasaplaceholderbecausewethenstartmultiplyingbythetensplace.
WheneverMs.Muhammedworkedoutaproblemontheboardinvolvingthestandardalgorithm
Briana Owens

ofmultiplication,shewouldaskwhydoweputthiszerohere.Theresponsewasalways
becausewearenowmultiplyingbythetensplace.Thisisanexampleofconceptuallearning
becausethestudentsunderstandwhytheydothisparticularstepwhenperformingthis
algorithm.Mrs.Muhammadassessedhowwellstudentsknewthisparticularconceptinavery
formativeway.Assheisworkingoutproblems,sheoftencallsononestudenttotellherwhy
sheneedstoputthezero.Shechoosesadifferentstudenteverytime.Bydoingthis,sheisable
toinformallygaugewhetherornotthatstudentunderstandstheconceptofputtingthezeroas
aplaceholderbecausetheyaremovingandbeginningtomultiplybythetensplace.

6.Whatdidyoulearnmostaboutteachingmathematicsfromobservingthisteacher?The
thingIlearnedmostaboutteachingmathfromobservingthisteacherwouldbethatyoushould
practiceproblemsoverthecourseoftheyearinsteadofjustdrillingitintotheirbrainsatone
time.Idontrememberbeingtaughtelementarymathallthatmuch,butinmyhighschoolmath
classeswewouldlearnanewconcept,havethatdrilledintoourbrainsbydoingathousand
practiceproblemsinclassthatdayandthenevenmoreproblemsthatnight.Thenthenextday
wewouldlearnanewconceptandwouldnttouchthepreviousconceptagainuntilwereceived
thestudyguideforthetest.But,inMrs.Muhammadsclass,theylearnanewconcept,discuss
howitbuildsonpreviousconceptsanddoonlythreeorfourpracticeproblemsinclass.Theydo
constantreview.Throughouttheyeartheyreviewcontentthattheyvelearnedpreviouslysothat
nothingeversettlestothebottomoftheirbrains,theyrealwaysbringingitbackupand
practicing.Thistypeofpracticeisimportantbecauseitgivesstudentsfresh,amplepractice
beforetheunittestorEOGanditcreatesmorepermanent,learnedskillsinsteadofstudents
justmemorizingthematerialandconceptsfortheshorttermtestoreventheEOG.

SectionB:WholeClassLesson
MeetwithyourIMBteacheranddecidewhatyouwillteach.Makesureyourteacher
understandsthatyourlessonmusthaveaconceptualunderstandinginstructionanda
proceduralfluencyand/ormathematicalreasoningcomponent.Youteachjustonelesson.

1.DescribetheCentralFocusofyourlesson(adescriptionoftheimportantunderstandings
andcoreconceptsthatstudentswilldevelopwiththislesson.Thisshouldaddressconceptual
understandings,ANDproceduralfluencyand/ormathematicalreasoning/problemsolvingskills)
Thecentralfocusofmylessonismultiplyinganddividingdecimals.Duringthislesson,students
willpracticereadingwordproblemsandthendeterminethecorrectoperationbyidentifyingkey
wordsandphrasesandwillthensolvetheproblemusingtheappropriatealgorithm.

2.StatetheCCSSMStandardandtheobjectiveforyourwholeclasslesson.Standard:5.NBT.7
Add,subtract,multiply,anddividedecimalstohundredths,usingconcretemodelsordrawings
andstrategiesbasedonplacevalue,propertiesofoperations,and/ortherelationshipbetween
additionandsubtraction;relatethestrategytoawrittenmethodandexplainthereasoningused.
Briana Owens

Objective:Studentswillbeabletodeterminewhetherawordproblemrequiresmultiplicationor
divisionandthensolveaccordinglyusingtheappropriatealgorithm.

3.InstructionalStrategiesandLearningTasks:(summarizethelessonplancomponentsby
brieflydescribingtheinstructionandthelearningtasksyouused.Includethetasksstudentswill
solveduringthelesson.)

Beginbyreviewingthestepsinvolvedformultiplyinganddividingdecimals.
Multiplying:estimate,removethedecimal,multiplyandcheck
Dividingadecimalbyawholenumber:ignorethedecimal,divideasusualand
movethedecimalup.
Dividingadecimalbyadecimal:movethedecimaltomakeitawholenumber,
movethedividendsdecimalpointthesamenumberofspots,divideasusual,
movethedecimalstraightup.
Foreachproblem:Identifywhethertheproblemcallsformultiplicationordivision,how
youknowandsolvetheproblem.
Kennedyran298.5milesthisseasonatcrosscountrypractice.Iftheteam
practiced99.5daysthisseason,howmanymilesdidKennedyrunperday?
Answer:Division.Itgivesusthetotalnumberofmilesandthetotalnumberof
daysandasksustofindthenumberofmilesperday.Kennedyruns3milesper
day.
Jarroddrives15.7mileseveryday.Howmanymileswillhedrivein3.4days?
Answer:Multiplication.Theproblemtellsushowmanymileshedrivesperday
andwantstoknowhowmanyhewilldrivein3.4days.Jarrodwilldrive53.38
milesin3.4days.
Theteacherandstudentswilldiscusshowtheycametotheanswerstheyfoundby
identifyingkeywordsandphrasesintheproblemsandworkingthroughthestepsofthe
appropriateoperationtogether.
Studentswhoarestrugglingwillbepulledintoasmallgroup.Ifstudentsarestruggling
withchoosingthecorrectoperation,thestudentswillworkthroughproblemswiththe
teacherandwillpracticereadingtheproblemsandidentifyingkeywordsandphrases
thatcanmakeiteasiertodeterminethenecessaryoperation.Forstudentswhoare
strugglingwithcomputation,itmaybebeneficialtogivethemtimetomakeflashcards
thatcanhelpthemlearntheirmultiplicationfacts.
Astheirassessment,studentswillrespondtoanexitticketthatwillallowtheteacherto
assessthestudentscomputationskillsaswellastheirabilitytodeterminethecorrect
operationfortheproblem.

4.CreateaformativeassessmentthatassessesconceptualknowledgeANDprocedural
fluencyormathematicalreasoning.PleaseseedocumentinsharedfolderlabeledExitTicket
Key
Briana Owens

5.Defineyourevaluationcriteriaformasteryoftheassessmentinarubric.Makesureyou
defineseparatelyconceptualANDproceduralfluencyormathematicalreasoningpartsofthis
rubric,includingthecorrespondingpoints.

Conceptual ProceduralFluency Problem-Solving Mathematical

Understanding Skills Reasoning

2points 3points 3points 2points

Didstudentschoose Didstudentscome Arestudentsableto Dostudentsidentify

thecorrectoperation upwiththecorrect followthestepsof theiranswerand
tosolvetheproblem? answer? thealgorithmand justifytheiranswer
computeaccurately? withasentence?

Studentswillshowconceptualunderstandingbychoosingthecorrectoperationtouse,
proceduralfluencybycomingtothecorrectanswer,problem-solvingskillsbydemonstrating
theirabilitytofollowtheskillstocarryouttheprocedureandtheirmathematicalreasoningis
determinedbytheirabilitytojustifytheiranswer.

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

Student Conceptual-2 Procedural-3 Problem Reasoning-2 Total:outof

points points Solving-3 points 10points
(Correct (Correct points(Math (identifying
Approach) Answer) Accuracy) andjustifying
theiranswer)

A 2 2 2 1 7/10

B 2 3 2 1 9/10

C 2 1 2 0 5/10
Briana Owens

D 2 3 3 2 10/10

E 2 0 0 1 3/10

F 1 0 0 0 1/10

G 2 3 3 2 10/10

H 2 3 3 2 10/10

I 1 0 1 0 2/10

J 2 3 3 2 10/10

K 2 2 2 2 8/10

L 1 0 0 0 1/10

M 2 3 3 2 10/10

N 2 1 3 0 6/10

O 2 2 2 2 8/10

2.Describecommonerrorpatternsineachoftheareasofpatternsoflearning-conceptual
understanding,proceduralfluency,andreasoning.Refertothegraphictosupportyour
discussion.
Note:Patternsoflearningincludebothquantitativeandqualitativepatterns(orconsistencies)fordifferent
groupsofstudentsorindividuals.Quantitativepatternsindicateinanumericalwaytheinformation
understoodfromtheassessment(e.g.,10outof15studentsor20%ofthestudents).Qualitativepatterns
includedescriptionsofunderstandings,misunderstandings,partialunderstandings,and/ordevelopmental
approximationsand/orattemptsatasolutionrelatedtoaconceptoraskillthatcouldexplainthequantitative
patterns.
Forexample,ifthemajorityofstudents(quantitative)inaclassorderedunitfractionsfromleasttogreatestas
1/2,1/3,1/4,1/5,thestudentserrorshowsthattheybelievethatthesmallerthedenominator,thesmallerthe
fractionandtheyhaveamathematicalmisunderstandingrelatedtothevalueoffractionalparts(qualitative).
Forexample,ifastudenterroroccursinasubtractionproblemthentheunderlyingmathematical
understandingmayincludetradingorregrouping,meaningofsubtraction,and/orsubtractionastheinverseof
addition.Youstartwiththequantityofstudentswhomadethespecificmistakeandyoucontinuewiththe
qualityofthemistakeintermsofthemathematicalmisconception.

ConceptualUnderstanding
3/16ofthestudentsstruggledwithconceptualunderstanding.Conceptualunderstanding
iswhetherornotthestudentschosethecorrectoperation(multiplication)forthisproblem
aswellaswhetherornottheysetupthealgorithmcorrectly.StudentIwascorrectinusing
themultiplicationalgorithmaswellassetbothproblemsupcorrectly.However,the
studentthensubtractedtheproductfromJeanettefromtheproductfromCourtneyand
Briana Owens

identifiedthedifferenceastheanswer.Thisstudentwasntclearofwhatthisquestion
wasasking.StudentFandLalsowereunsureofwhatthequestionwasaskingasthey
bothusedtheincorrectoperationtosolvetheproblem.StudentFpairedupthecorrect
numbers(13.75and16,14.35and14)butshedividedthenumbersinsteadofmultiplying.
StudentLpairedtheamountofmoneyperdayvaluesandthenumberofdaysvaluesand
performedmultiplicationonthosetwopairsofvalues.(13.75x14.35and16x14).Asa
whole,thesestudentsneedassistancewithdeterminingwhataquestionisaskingand
usingthecorrectoperationtosolvetheproblem.

Proceduralfluency
9/16ofthestudentsdidnotreceivefullcreditforproceduralfluency.Pointsforprocedural
fluencyareawardedbasedonwhetherthestudentgotthecorrectproductforboth
problemsandwhetherornottheyidentifiedthatJeanettemademoremoney.Students
whoonlylostonepointinthiscategorymadeanerrorinoneoftheircomputationssoone
oftheirtotalswasincorrect.Studentswholosttwoormorepointswerethesame
studentswholostpointsforconceptualunderstandingbysettinguptheproblem
incorrectly.

Reasoning
8/16studentsdidnotreceivefullcreditforthereasoningsectionoftherubric.Abouthalf
ofthesestudentslostonepointbecausetheyidentifiedtheiranswer,thatJeanettemade
moremoney,butfailedtoincludesomesortofsentencetojustifytheiranswer.Theother
halfofstudentsreceivednocreditbecausetheydidntidentifyananswerofwhomadethe
mostmoneyandsincetheydidntidentifyananswer,theydidnthaveanysortof
sentence.

3.Scanandinsertherethecopiesof2studentsfirstworksamplesasfollows.Choosethe
mostrepresentativeexamplesfromthewholeclassassessment(nostudentnames).Then,
analyzeeachstudentsmisconceptions.
Student1MathematicsWorkSample(studentstruggleswithconceptualunderstanding)
PleaseseefileinsharedfolderlabeledStudentFConceptual

Misconceptions:Thisstudentperformeddivisioninsteadofmultiplication,however,they
correctlypairedeachamountperdaywiththecorrespondingnumberofdays.Ibelievethe
studentusedtheincorrectoperationbecausetheywerentquitesurewhatthequestionwas
askingthemtofind.Ibelievethatthestudentmighthavegottenconfusedandtriedtofindout
whomademoremoneyperdayasopposedtowhohadagreatertotalattheendofthemonth.

Student2MathematicsWorkSample(studentstruggleswithproceduralfluencyorreasoning)
PleaseseefileinsharedfolderlabeledStudentCReasoning

Scanandattachstudentworkhere:
Briana Owens

Misconceptions:Thisstudentlostpointsonthereasoningsectionoftherubricbecausethey
failedtoidentifyananswertothisproblem.Thelackofanidentifiedanswercouldalsobedue
tostudentsnotfullyunderstandingtheproblemornotreadingitthoroughlyenough.Whenthis
studentreadtheproblem,theyprobablythoughttheyjustneededtofindthetotalforeach
personmentionedintheproblem.Itslikelythatthestudentdidntreadtheproblemthoroughly
enoughtoknowthattheywerebeingaskedtocomparethesetwovaluesandfindwhichoneis
larger.

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

A.Describethenumberofstudentsyouwillhaveineachofthesegroups.(Note:ifachild
performedpoorlyinmultiplepartsoftheassessment,thatchildwillstartintheconceptual
group)
Conceptual:3students(F,I,L)
Procedural:4students(A,E,K,O)
Reasoning:3students(B,C,N)
Studentmade100%anddoesnotneedre-engagement:5students(D,G,H,J,M)

Dotwoofthefollowing(BrequiredandthendoCorD)

B.PlantoRe-engageforconceptualunderstanding.
a.Describeyourreengagementlessonforthisgroup(objectivefromCCSSM,learning
tasks,strategies,materials,assessment).
Thisstandardforthislessonwouldbe5.NBT.5(multiplyingmulti-digitwholenumbers
usingthestandardalgorithm)and5.NBT.6(dividingmulti-digitwholenumbersusingthe
standardalgorithm).Sincethesestudentsjustneedpracticewithreadingword
problemsandchoosethecorrectoperation,itsnotnecessaryforstudentstohaveto
workwithdecimals,asthepresenceofadecimalmightthrowthemoffwhentheyneed
tojustfocusonusingthekeywordsandphrasestodeterminethecorrectoperationfor
solvingtheproblem.Learningtasksherewouldincludelookingatwordproblems,
identifyingkeywordsandphrasesintheproblem,identifytheoperationandthensetting
uptheproblemtosolve.Allthematerialsneededwouldbeaworksheetwithproblems
onitandadoccamorsomethingthatwillallowthestudentstoseetheteacherspaper,
thiswaythestudentscanfollowalongwiththeteacherandtheteachercanhelpguide
thembyidentifyingthekeywordsandphrases.Assessmentwouldbeanotherexitticket
Briana Owens

askingstudentstoidentifytheoperationandsetuptheproblemasiftheyweregoingto
solveitandthensolve.
b.Explainwhyyoubelievethisre-engagementlessonwillbeeffectivebasedonthe
errorpatternsyoufoundinthedata.Scoreherewillbebasedonhowwellyoudescribe
theconnectiontothere-engagementlessonandtheerrorpatternsfound,effectiveuse
ofmaterials,andsoundmethodology.Ibelievethatthislessonwillbeeffectivebecause
theseselectedstudentsarereallystrugglingwithchoosingthecorrectapproachtosolve
aproblembasedontheirpreviousexittickets.Thesestudentsjustneedextrapractice
withreadingtheproblemandfindingthecorrectoperationtousewhichiswhattheyll
gainfromthisre-engagementlesson.Bypracticingidentifyingkeywordsandphrasesin
wordproblems,theylleventuallylearnwhichphrasessignalwhichoperation.Word
problemsaretricky,thesestudentsjustneedextrapractice.
c.Explainhowyouwillreassessformasteryoftheconcept.
Iwouldreassessformasteryofthisconceptbycreatinganotherexitticket.Onthisexit
ticketwouldbeaproblemforexample:Jarrodbought70bagsofjellybeans.Eachbag
contains346jellybeans.HowmanyjellybeansdoesJarrodhave?Studentswouldthen
havetoidentifythecorrectoperationforthisproblem,identifythekeywordsorphrases
thatsignaltothemwhatoperationthisis,andthensetuptheproblemandsolve.When
gradingtheexittickets,Iwouldofcourselookattheaccuracyoftheircomputation,but
mymainconcernwouldbetheirabilitytochoosethecorrectoperation,justifyhowthey
knowtheiroperationiscorrect(eitherbyunderliningthekeywords/phrasesorwriting
themout)andsettinguptosolvetheproblemappropriately.

C.PlantoRe-engageforproceduralunderstanding.
a.Describeyourreengagementlessonforthisgroup(objectivefromCCSSM,learning
tasks,strategies,materials,assessment).
b.Explainwhyyoubelievethisre-engagementlessonwillbeeffectivebasedonthe
errorpatternsyoufoundinthedata.Scoreherewillbebasedonhowwellyoudescribe
theconnectiontothereteachlessonandtheerrorpatternsfound,effectiveuseof
materials,andsoundmethodology
c.Explainhowyouwillreassessformasteryofproceduralunderstanding.

D.PlantoRe-engageforreasoning.
a.Describeyourreengagementlessonforthisgroup(objectivefromCCSSM,learning
tasks,strategies,materials,assessment).Theplantore-engagethereasoninggroup
wouldbesimilartotheplantore-engagetheconceptualgroupasbothconceptshavea
strongfocusonbeingabletoidentifywhattheproblemisasking.Thestandardforthis
lessoncouldalsobe5.NBT.5and5.NBT.6becauseforthesakeofthislesson,students
onlyneedtopracticewithansweringthewholeproblemandidentifyingtheiranswer.For
thislesson,learningtaskswouldincludereadingwordproblems,underliningwhatthe
questionisaskingthemathematiciantosolve,solvingthewordproblemandthen
identifytheanswerbycirclingit,andwritingasentencethatbothanswersthequestion
andjustifiestheiranswer.Materialswouldincludeaworksheetanddoccamfor
Briana Owens

studentstofollowalongwiththeteacher.Assessmentwouldbebasedonanexitticket
andwhetherornotstudentsidentifyandjustifytheanswertothewordproblemonthe
exitticket.
b.Explainwhyyoubelievethisre-engagementlessonwillbeeffectivebasedonthe
errorpatternsyoufoundinthedata.Scoreherewillbebasedonhowwellyoudescribe
theconnectiontothereteachlessonandtheerrorpatternsfound,effectiveuseof
materials,andsoundmethodology.Ibelievethisre-engagementlessonwillbeeffective
becausethedatafromthefirstlessonshowsthathalfofstudentsarentansweringthe
fullquestion.Thisre-engagementlessonwillbehelpfulbecausestudentswillgainextra
practiceandtheywillreceivefeedbackontheirabilitytoanswerthewholeproblem.
Practicingthisskillwithstudentswillalsohelptheminotherareasofproblemsolving
becauseitwillgivethemthepowerofnumbersense.Whenstudentsknowwhat
questiontheyretryingtoanswer,theycanbetterchecktheirworkforaccuracy.For
example,intheoriginallesson,thestudentfoundthedifferenceofthetwoproductsand
saidhisanswerwas.50.Hadhereadandunderstoodwholequestion,hewouldknow
that.50didntmakesenseasananswerforwhatthequestionisasking(whomade
moremoneyinthatmonth).
c.Explainhowyouwillreassessformasteryofreasoningskills.
Iwouldgiveanotherexittickettoreassessmasteryofreasoningskills.Thisexitticket
wouldincludeawordproblemsuchas:Jarrodbought12boxesofcrackers,eachbox
contains24crackers.Emilybought14boxesofcrackerswith20crackersineachbox.
Whohasmorecrackers?Howdoyouknow?Asalways,computationaccuracyis
importantbutheretheteacherwillbeassessingmasterybasedonwhetherornotthe
studentclearlyidentifiesJarrodastheonewhohasmorecrackersandwritesa
sentencealongthelinesofJarrodhasmorecrackersbecausehehas288crackers
totalwhichismorethanthe280totalnumberofcrackersthatEmilyhas.Studentswho
justfindthetotalnumberofcrackersforeachpersonanddonotidentifyananswerwill
notmeetmastery.

Briana Owens

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