Modified Task 4 Assignment

Fall 2017 MAED 3224

Rachel Barrier
Section A: Context for Learning
1. Grade level: 4th Grade

2. How much time is devoted each day to mathematics instruction in your classroom? About 1 hour and
30 minutes

3. Identify any textbook or instructional program the teacher uses for mathematics instruction. If a
textbook, please provide the title, publisher, and date of publication. I was placed in KCS and did not see
any textbooks.

4. From your observations, list other resources (e.g., electronic whiteboard, manipulatives, online
resources) the teacher uses for mathematics instruction in this class. Provide one example of how a
resource was used to teach a concept.

During the time I was there, it was the end of the quarter. The students were reviewing for their next
check in. The teacher used PowerPoints, white board, IPad, apps, etc. The students participated in
rotations. When the students were at the technology station, they would each get an IPad and participate
through Dreambox. This is an app that helps students practice basic math.

5. From your observations, explain how your teacher makes sure the students learn the
standard/objectives conceptually giving a specific example.

Since my students were reviewing, they each participated in the same rotations. The teacher differentiated
for each group. They had a station that was Teacher Time where the students came to her and they
practiced their work. They worked on factoring. The students would use their expo markers and write on
the table to show their work. The groups were very small (4 students) so the teacher could focus on those
specific needs.

6. What did you learn most about teaching mathematics from observing this teacher?

My teacher had several behavior problems. Most classes teach reading in the morning and math in the
afternoon. After lunch, my students usually had break downs. She had to switch up the schedule and have
math in the morning to keep them focused. Unfortunately I only was able to observe the rotations and did
not get to witness any teaching of new topics. I learned that you must focus on the students that are in
your group but also be aware of the rest of the class. My teacher stood up and checked on everyone,
regularly.

Section B: Whole Class Lesson

Meet with your IMB teacher and decide what you will teach. Make sure your teacher understands that
your lesson must have a conceptual understanding instruction along with both procedural fluency and
problem solving components. You teach just one lesson.

1. Describe the Central Focus of your lesson (a description of the important understandings and core
concepts that students will develop with this lesson)
Students were multiplying 2 two digit numbers using the box method.
2. State the CCSSM Standard and the objective for your whole class lesson.
4.NBT.5 Multiply a whole number of up to four digits by a one-digit whole number, and
multiply two two-digit numbers, using strategies based on place value and the properties
 of operations. Illustrate and explain the calculation by using equations, rectangular arrays,
and/or area models.
3. Instructional Strategies and Learning Tasks: (summarize the lesson plan components by briefly
describing the instruction and the learning tasks you used. Include the tasks students will solve during the
lesson.)

Opening: Okay boys and girls, today we are going to work on multiplying two digit numbers. Has
anyone ever used the box method? Students will answer yes or no, possibly say where they have used it
at. I will do two double digit multiplication problems on the board using the box method. 15X14 and
25X16. I will show students step by step how to complete the problems using this method. The students
will watch me break the numbers apart and where to place them in the box. This may be review for some
students.

Rotations: Students will then begin their rotations. Okay students, we will begin our rotations now.
When you go to the Hands on station please work quietly and complete the multiplication maze.
Remember to check your work. You can use a scrap sheet of paper to work out the problems. Please
staple the scrap sheet of paper to the back of the maze. Feel free to color the maze. Once you are done
turn it in. When you go to the technology station, you will go on Dreambox. Practice the multiplication
games. Use your headphones so that you do not distract the other students. Then when you go to at your
seat, you will play the dice game and create your own numbers and practice using the box method. You
will each roll the dice 4 time to get 4 numbers. For example if you roll a 1, 5 ,2, & 8, you will multiply 15
X 28. When you come to teacher time, we will be working on some problems and practicing the box
method.

Teacher Station: When the students come to my station (teacher time) we will complete about 5
problems. 14x10, 18x22, 25x19, 21x18, & 26x15. If we do not have time to complete all 5 problems, it is
okay. I will have a timer set on the iPad. We will stop at about 5 minutes left in the station. I will be there
to work the problems out with the students and ask them questions like What should we do first? Then
what? Okay now tell me what to do now. For students who excel, and find the problems to be easy. I
will switch the problems to three digit by two digit such as, 321x 15 or 214x12. The students will
continue to use the box method. For students who struggle. We will begin with two digit by one digit such
as 15x5 or 18x6 and then we will work our way up to the double digit multiplication.

4. Create a formative assessment that assesses conceptual knowledge, procedural fluency, and problem
solving. Insert a copy of the assessment with your solutions here
5. Define your evaluation criteria for mastery of the assessment in a rubric. Make sure you define
separately conceptual understanding, procedural fluency, and problem solving parts of this rubric,
including the corresponding points.

Numbers broken up correctly (Problem 1 pt

Solving)

Numbers in each box are correct (Problem 1 pt

Solving)

Adding numbers correctly (Procedural) 1 pt

Correct answer (Procedural) 1 pt

Use box method (Conceptual) 1 pt

I graded the exit ticket out of five points. The table above shows what the students were
rewarded for.
Section C: Results of Whole Class Assessment
1. Create a graphic showing class performance of conceptual understanding, procedural fluency, and
problem solving of the objective. This can be pie charts, tables, bar graph etc. but must show performance
in each of the above areas separately, according to each students performance in the formative
assessment. (provide a table and color code green/yellow/red based on mastery)

G- 4,5
Y- 2,3
R- 0,1
Student Conceptual understanding/ Drawing Procedural fluency/ Problem solving Total
(1 pt) correct (2)
(2 pts)

A 1 1 1 3

B 1 1 1 3

C 1 2 1 4
D 1 1 1 3

E 1 2 2 5

F 1 2 2 5
G 1 2 2 5

H 1 2 2 5

I 1 2 2 5
J 1 2 1 4

K 1 0 0 1

L 1 1 1 3

3. Describe common error patterns in each of the areas of patterns of learning - conceptual
understanding, and procedural fluency. Refer to the graphic to support your discussion. (3
separate paragraphs, one per each pattern of learning)

Procedural Fluency: Procedural Fluency is defined at the steps taken to get the correct answer. In my
exit ticket, students had to create a box diagram to multiply multi digit numbers. The procedural parts
would be getting the correct answer and adding correctly. 7 out of 12 students found the correct answer.
11 out of 12 students did add their numbers correctly. Unfortunately the numbers they were adding were
incorrect. I still gave them that point because they showed their work and tried to continue with the
problem. One student did not add at all.

Conceptual Understanding: Conceptual Understanding is defined by the pictures or sentences

draw out for students to find their solution. Unfortunately students were not required to draw a
picture. They were required to use the box method and draw the box. I chose to give all students
a point that did follow directions a use the method. This way students are still earning points. All
12 students used the box method.

Problem Solving: Problem Solving is defined as the steps taken to solve the problem. In my exit
ticket, students were required to break the numbers that were being multiplied up into friendly
numbers. For example, instead of 16, we can break that up into 6 & 10. The students received
one point for breaking the numbers up correctly, like I had showed them. Student also got points
for multiplying the correct boxes and putting the correct numbers in each box. Many students
had problems with this. I had told them when multiplying they should focus on over and up.
Students began multiplying the wrong numbers at the wrong time and had them very confused.
Only 5 students out of 12 students multiplied the correct numbers and placed the correct products
in the correct boxes. Students did get points taken off if the numbers were incorrect.
Note: Patterns of learning include both quantitative and qualitative patterns (and consistencies) for different groups of
students or individuals. Quantitative patterns indicate in a numerical way the information understood from the assessment
(e.g., 10 out of 15 students or 20% of the students). Qualitative patterns include descriptions of understandings,
misunderstandings, partial understandings, and/or developmental approximations and/or attempts at a solution related to a
concept or a skill that could explain the quantitative patterns.
For example, if the majority of students (quantitative) in a class ordered unit fractions from least to greatest as 1/2, 1/3,
1/4, 1/5, the students error shows that they believe that the smaller the denominator, the smaller the fraction and they
have a mathematical misunderstanding related to the value of fractional parts (qualitative).
For example, if a student error occurs in a subtraction problem then the underlying mathematical understanding may
include trading or regrouping, meaning of subtraction, and/or subtraction as the inverse of addition. You start with the
quantity of students who made the specific mistake and you continue with the quality of the mistake in terms of the
mathematical misconception.

3. Scan and insert here the copies of 2 students first work samples as follows. Choose the most
representative examples from the whole class assessment (no student names). Then, analyze each
students misconceptions.

Student 1 Mathematics Work Sample (student struggles with conceptual understanding)

Since my students didnt really have any drawing to do, I chose this student who had the biggest issues
across the board. Student K was having a bad day and was not applying himself. In the work that he has
shown, he has broken the numbers up for the box method but has placed them in incorrect places. He has
placed two 10s on top. There should be a 10 and a 6 on top and a 10 and a 4 on the side. When student
K began multiplying, he really did not. He placed two 10s and two 6s inside of the box. The student
multiplied 10 and 6 and then multiplied 10 and 4. He did not finish the problem and never gave an
answer.
Student 2 Mathematics Work Sample (student struggles with procedural fluency or problem solving)

Student L had a strong start to the problem. He broke the numbers up correctly and had them in the
correct place. Student Ls down fall was incorrect multiplication. He multiplied the top row correctly but
not the bottom row. The bottom right box, he added 10 & 4 together to get 14 and then multiplied that by
10. He should have gotten 40, so I do understand how he got 140. The bottom right square, I believe the
student was confused and added 6 + 6 from the 6 and the 60. He then added a 0 to the 12 making 120. He
added all of the numbers correctly, only multiplied incorrectly.

Section D: Plan for Re-Engagement

Assessment results are irrelevant if you do not act on them. Thus, you are to create a plan to use the
results you described in Part C. You do not have to actually re-engage the students but you must show
that you understand what to do with these results. Thus, based on the assessment results you described
above, group each of your students into one of these groups:
Group 1 - re-engage for conceptual
Group 2 - re-engage for procedural
Group 3 - re-engage for problem solving
Group 4 - mastery/ready to move on
1. Describe the number of students you will have in each of these groups. (Note: if a child
performed poorly in multiple parts of the assessment, that child will start in the conceptual group)

Group 1 consists of 3 students K, B, & L

Group 2 consists of 2 students A & D
Group 3 consists of 2 students J & C
Group 4 consists of 5 students E, F, G, H, & I

2. Plan to re-engage for conceptual understanding.

a. Describe your re-engagement lesson for this group (objective from CCSSM, learning tasks,
strategies, materials, assessment).
Group 1
For these students, there struggles seem to be multiplication errors, placement errors, and
comprehension errors. I will begin my re-teaching the material for the students. Once I am
finished, we will practice on single digit numbers multiplied by double digit numbers 12x3, 14x5,
16x6. This way the students can re learn this skill and understand where the placement of these
products are supposed to go. We will then practice our simple multiplication. Before re-assessing
them we will walk through the exit ticket that we have already done. Hopefully, the children will
see where their mistakes came from and apply their new knowledge. I will assess them on a very
similar problem of 15x12.

b. Explain why you believe this re-engagement lesson will be effective based on the error
patterns you found in the data. Score here will be based on how well you describe the connection
to the re-engagement lesson and the error patterns found, effective use of materials, and sound
methodology.
Based on the data, it is clear that the students were unsure about basic multiplication, and possibly
over whelmed by the double digit multiplication. I think that starting with the double my single
digit multiplication with the box method, will ease the students mind.

c. Explain how you will reassess for mastery of the concept.

After going over the mistakes from the previous exit ticket, students will complete a similar exit
ticket to apply their new skills.
Choose to do either 3a OR 3b:

3b. Plan to Re-engage for problem solving.

Describe your re-engagement lesson for this group (objective from CCSSM, learning tasks, strategies,
materials, assessment).
Students J & C seem to have difficulties with placement in the box method. These students
did get the correct answer but seem to place the numbers in incorrect boxes. First, since the
students are getting the correct answer, I will challenge them with a slightly more difficult
problem. 28X16. Doing this I can observe to see where in fact they are misunderstanding
where the products go. Once I figure this out, I can continue. I always tell them to multiply
over and up. We will practice a couple problems and I will reinforce this rule.
 b. Explain why you believe this re-engagement lesson will be effective based on the error
patterns you found in the data. Score here will be based on how well you describe the connection
to the re-engagement lesson and the error patterns found, effective use of materials, and sound
methodology.
I believe that these students just need a little more guided practice to perfect their skill. I know
that they are trying very hard, once I can pin point where there misconception is, I can help them
be successful.
c. Explain how you will reassess for mastery of the concept.
Depending on how these students do with the harder problems will determine what kind of exit
ticket I give them. I would like to give them a little harder problem, only because I know that they
can handle it. If the problems are slightly over whelming, I will give these students a similar exit
ticket like they had before. 18x14 or 32x26

Scoring Rubric
Possible Points

Section A: Context for Learning 1

A1 1
A2 1
A3 5
A4 5
A5 5
A6

Section B: Whole Class Lesson 1

B1 1
B2 10
B3 8
B4 10
B5

Section C: Results of whole class assessment 10

C1 14
C2 6
C3

Section D: Plan for re-engagement 2

D1 10
D2 10
D3a or D3b
Total of all scores: 100