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1.

Instructional Designers: Emily Atkins, Lauren Houston, Susan McCurry

2. Client Information-
Name: Jennifer Ford
Title: 3rd grade teacher
Organization: King Springs Elementary, Cobb County School District
Email Address: jennifer.ford@cobbk12.org
Needs: Mrs. Ford wants to offer the students in her classroom the opportunity to review
one of the key standards in 3rd grade math, multiplication and division strategies. She
wants her students to be able to practice independently in preparation for state
standardized testing in mid-April. Mrs. Ford wants to offer her students the ability to
review at home without the need for parent assistance. Her concern is that when parents
do help with multiplication, they often skip right to memorization because that’s how
they were taught. They neglect to understand the importance of knowing what
multiplication is, the strategies for solving multiplication problems, and how to solve
unknown factors.
Mrs. Ford also has the 3rd grade ELL (English Language Learners) population
her in two classes and the parents of these students often struggle to assist their children
due to the language barrier. She hopes this course will give her ELL students an
opportunity to have self-paced review with immediate feedback without needing much
help from their parents. Finally, many of her students (about 15 out of 40) are in ASP
(After School Program) and have access to iPads and computers but not tutors, she thinks
this course would be helpful for their review. They have times set aside during ASP for
homework and a block of technology time daily, Mrs. Ford feels that students could use
either of these periods of time to review, using the course we are designing for her. The
ASP Teachers aren’t certified teachers, so she feels more comfortable with the students
using this course rather than asking the ASP Teacher to review with the students. This
way the ASP teachers can assist with the technology but don’t need to understand or
teach the actual curriculum.

3. Target Audience: 3rd grade students in both of her 3rd grade math classes (40 student, two
classes of 20 students)
o General Characteristics:
▪ Age: 8 and 9 year olds
▪ Gender: Equally split between boys and girls, approximately 20 of each
▪ Ethnicity: Mostly Caucasian and African American students. However,
she also has about 3 ELL students in each of her sessions that are Hispanic
and Indian.
▪ Education: Both of her classes are considered EIP Reduced Class Size
Models, where there are general education students, gifted students, and
EIP (Early Intervention Plan) students with approximately equal numbers
of each.
▪ Reading Level: reading levels vary from beginning 1st grade to end of 5th
grade reading levels.
▪ Attitude Toward Learning: Most of Mrs. Ford’s students love to learn.
The EIP and ELL population (which makes up more than 1/3 of the
students) often struggle to work independently and have little support at
home.
▪ Relevant Knowledge: The students in Mrs. Ford’s classes should already
have a basic understanding of multiplication. However, Mrs. Ford felt
very strongly they most could benefit from a refresher course as state
standardized testing neared. She noted that multiplication is one of four
areas in math that are focused on during testing.

o Relevant Knowledge and Skills:


▪ Students are expected to have an understanding of odd and even numbers;
▪ Skip counting by twos, threes, fives, and tens;
▪ Estimating and the reasonability of solutions;
▪ Commutative, associative, and identity properties of addition;
▪ Basic addition and subtraction facts;
▪ Varying ways to make 10;
▪ Place value for ones, tens, hundreds, and thousands;
▪ Modeling numbers using base ten blocks; and
▪ Using addition to find the total number of objects in a rectangular array.
o Additionally:
▪ Students have an understanding of how to access content on an iPad as
well as on a computer.
▪ Students will need training on how to navigate the learning management
system and what the expectations are to ensure success.

4. Instructional Objectives:
▪ Upon completion of this course, the learners will be able to:
● Explain the meaning of the product and factors. (Module 1)
● Solve multiplication word problems within 100 constructing
models using equal groups, arrays, and measurement quantities.
(Module 1)
● Explain the meaning of the quotient. (Module 2)
● Solve division word problems within 100 constructing models
utilizing partition models and measurement (repeated subtraction)
models as they examine in detail fact families and how to use the
modeling process to solve division problems. (Module 2)
● Evaluate, solve for, and find the unknown whole number (variable)
in a multiplication equation. (Module 3)
● Evaluate, solve for, and find the unknown whole number
(variable) in a division equation. (Module 4)

5. Instructional Strategies and Tools


Instructional Approach and Justification:
The content was designed using Gagné’s Hierarchical Sequence as there is a learning hierarchy
involved with this content. We analyzed what the students needed to know prior to engaging
with this content, and then developed content modules that would allow for reinforcement of the
instruction the children have already received in the classroom. As evidenced in the learner
analysis, many of the students in the clients class qualify for Early Intervention Program and/or
English for Speakers of Other Languages services. It is important that the course design include
a connection to skills previously learned and helps them connect commonalities in the concepts.
Using a self-paced online learning approach allows students to work through the content in a
manner that suits their individual needs in regard to pacing. The ability to go back and watch
videos multiple times in addition to being able to rework the guided practice problems as needed
allows the learners to solidify their understanding of the strategies presented. Having teacher
created videos, online resources like LearnZillion, and engaging hook videos within the modules
supports student motivation and helps keep students interested in the modules. This allows
struggling students to have multiple attempts at the lesson or teaching session and work towards
mastery. In order to move to the next module, students need to receive a grade of eighty percent
on the quizzes. The teacher created videos will have realistic scenarios so that students can see
the relevance of the content in their lives. Students can also work from any place that has access
to technology and internet. Technology in general, through anecdotal observation, is a
motivational factor for students.

Motivational Strategies:
The learning modules will follow the ARCS model to keep students motivated throughout the
learning process. Each module will start with a short video to grab student attention using the
concreteness strategy. As stated in Keller (1987), concreteness includes examples of
instructionally important concepts and visual representations. The hook videos will be a brief
introduction that will prepare students for the content to be explained in the module. The design
of the hook videos are engaging for young learners and provide a jumping off point for the
instructional videos. The instructional videos will include modeling and visual representations
that will allow students to have a point of reference to relate back to later.

The modules will include scenarios so that the students will see why the learning is relevant to
them. The first module helps students connect back to previous learning, using the experience
strategy. According to Keller (1987), this relevance strategy states explicitly how the instruction
builds on existing schema and pulls in the learner’s interests. The use of arrays, number lines,
and skip counting for addition is an example of another relevance strategy of future usefulness.
The subsequent use of repeated addition and array modeling as a strategy for solving
multiplication problems will make more sense when connected in this manner. The story
problems and relationships throughout the modules will allow students to see the real-world
application for the math, along with coming up with their own examples.

The primary confidence strategy of focus in these modules is learning requirements. Keller
(1987) suggests that when evaluation criteria is clearly explained and the learning goals are
incorporated into instructional materials students will build confidence. The instructional videos
will provide a plan of work that will help them (expectations strategy) and students will be
allowed to test their knowledge without fear of failure (self-confidence strategy). The ability to
do work and check their answers, and do so again if needed will build confidence throughout the
program. Finally, the difficulty strategy will be employed as the practice problems will offer
opportunities for the learners to attack increasingly more difficult problems. The student will
begin by observing, then working and checking, reviewing concepts through Quizlet, and then
the final quiz to see how well they can apply what they have learned. This will help students to
feel successful before moving on to the next module.

Students are then able to get satisfaction when they take the quiz at the end of the module using
positive outcomes. Given the predictable format of the Quizlet activities in each module and
their gamelike nature, students are provided praise for successes as they progress. They will also
receive feedback so that they can see how they did through the module before moving on to the
next one. This allows students to apply what they have learned through the module and receive
the feedback quickly. The logical sequence that the students work through in the modules
provides them reinforcement and feedback on their learning, and the teacher is provided
feedback on student progress in realtime.

Assessment Strategies: For each of our modules, we have chosen to both formatively
and summatively assess students. For a formative assessment, students will use digital
flashcards created in Quizlet that can be used in a variety of ways including a matching review
card game. This matching game will facilitate a review of terms and concepts, and practice
solving multiplication and division problems. The goal of the game is to match all the questions
with the correct answers. If the students match the question and the answer incorrectly, the
virtual cards will not go away, they will remain on the playing field. This gives the students
immediate feedback on their answers. If they correctly match the question and the answer, the
cards will clear the field. The goal of the game is to clear all the cards. The students will be able
to play the memory game as many times as needed, before moving onto the summative
assessment.
As a summative assessment for each module, students will complete a quiz using
Socrative. Questions will be a mix of multiple choice and true false, and features will be enabled
so the learner has immediate feedback of their score. Mastery of the course will be shown
through the students’ ability to correctly complete the Socrative quiz with a score of eighty
percent or higher.
Development Tools:
- Quizlet- A resource for digital learning tools and flashcards to assist students in studying.
(www.quizlet.com)
- Socrative- A student assessment system that allows students to quickly take quizzes on a
variety of devices. (www.socrative.com)
- EduCreations-A community that turns your tablet or web browser into a recordable,
interactive whiteboard. (www.educreations.com)
- Study Jams- a digital community of short videos used to engage and teach students math
and science topic through animated demonstrations.
(http://studyjams.scholastic.com/studyjams/index.htm)
- LearnZillion- A website that hosts a library of interactive lessons.
(https://learnzillion.com)Weebly-website designer. ( www.weebly.com)
- AdaptedMind- A website that teaches through games and adapts to the child’s strength
and weaknesses. (www.adaptedmind.com)

6. Course Outline

Module 1: It’s Faster than Adding!

Content 1. This introductory module will quickly review scaffolding


Description concepts of addition arrays, adding with a number line,
and skip counting.
2. The students will then be introduced to a quick Study
Jams video that overviews multiplication and its
properties.
3. Students will then view and interact with the
Educreations tutorial video which will review
vocabulary, and present the student with a real world
scenario to solve and guided practice problems that
review the multiplication strategies of using a number
line, arrays, area models, and drawing groups and equal
objects in each group.
4. The students will then review vocabulary through
Quizlet.
5. Finally, students will take a short quiz on the content
which will include multiple choice and short answer
questions. A grade of 80% is required for the student to
move onto Module 2.

Media Objects 1. A short narrated video with images and mathematical


Original representations of addition concepts and vocabulary and
the relationship to multiplication and multiplication
strategies.
2. Educreation video that explains concepts and provides
instruction with guided practice.
3. Quizlet review deck.
4. Socrative quiz.

Media Objects 1. Study Jams Multiplication video


External 2. LearnZillion Review Video

Practice or 1. Quizlet review deck


Assessment 2. Socrative Quiz

Module 2: We Are a Family!

Content In this second module, students will engage in activities that


Description develop an awareness of the relationship between multiplication
and division. Students will use the same familiar concepts
outlined and reviewed in module 1 to utilize partition models and
measurement (repeated subtraction) models as they examine in
detail fact families and how to use the modeling process to solve
division problems. Students need to recognize the operation of
division in two different types of situations. One situation
requires determining how many groups and the other situation
requires sharing (determining how many in each group).
Students should be exposed to appropriate terminology (quotient,
dividend, divisor, and factor).

1. Students will view an Adapted Math video on division.


2. Students will then view and interact with the
Educreations tutorial video which will review
vocabulary, and present the student with a real world
scenario to solve and guided practice problems that
review the division strategies of partition models and
measurement (repeated subtraction) models
3. The students will then review vocabulary through
Quizlet.
4. Finally, students will take a short quiz on the content
which will include multiple choice and short answer
questions. A grade of 80% is required for the student to
move onto Module 3..

Media Objects 1. A short narrated video with images and mathematical


Original representations of the relationship between multiplication
and division strategies.
2. Educreation video that explains concepts and provides
instruction with guided practice.
3. Quizlet review deck.
4. Socrative quiz.

Media Objects 1. Adapted Math Division video


External 2. LearnZillion Review Video

Practice or 1. Quizlet review deck


Assessment 2. Socrative Quiz

Module 3: Families are There to Help You!

Content In Module 3, students will engage with different types of


Description multiplication and division problem structures. The easiest
problem structure includes Unknown Product (3 x 6 = ? or 18 ÷ 3
= 6). The more difficult problem structures include Group Size
Unknown (3 x ? = 18 or 18 ÷ 3 = 6) or Number of Groups
Unknown (? x 6 = 18, 18 ÷ 6 = 3). This focus goes beyond the
traditional notion of fact families, by having students explore the
inverse relationship of multiplication and division.
1. Students will view an Study Jams video on the inverse
relationship of multiplication and division.
2. Students will then view and interact with the
Educreations tutorial video which will review
vocabulary, and present the student with a real world
scenario to solve and guided practice problems that
present varying multiplication and division problem
structures.
3. The students will then review vocabulary through
Quizlet.
4. Finally, students will take a short quiz on the content
which will include multiple choice and short answer
questions. A grade of 80% is required for the student to
move onto Module 4.

Media Objects 1. A short narrated video with images and mathematical


Original representations of multiplication and division problem
structures and vocabulary.
2. Educreation video that explains concepts and provides
instruction with guided practice.
3. Quizlet review deck.
4. Socrative quiz.

Media Objects 1. Study Jams video


External 2. LearnZillion Review Video

Practice or 1. Quizlet review deck


Assessment 2. Socrative Quiz

Module 4:

Content In Module 4, students will create story problems for given


Description equations. When creating story problems, they will engage the
strategies of the previous models and carefully consider the
question(s) to be asked and answered to write an appropriate
equation. Students may approach the same story problem
differently and write either a multiplication equation or division
equation.
1. Students will view a LearnZillion video on solving
multiplication and division story problems.
2. Students will then view and interact with the
Educreations tutorial video which will review
vocabulary, and present the student with a real world
scenario to solve and guided practice problems that
present varying multiplication and division problem
structures and how all problems can be actually presented
as a multiplication or division story.
3. Finally, students will their last quiz on the content which
will include multiple choice and short answer questions.
A grade of 80% is required for the student to be finished
with the remediation unit.

Media Objects 1. A short narrated video with images and mathematical


Original representations of multiplication and division problem
structures and vocabulary.
2. Educreation video that explains concepts and provides
instruction with guided practice.
3. Quizlet review deck.
4. Socrative quiz.

Media Objects 1. LearnZillion Review Video


External

Practice or 1. Quizlet review deck


Assessment 2. Socrative Quiz
-
7. References
An, Y.J. (2018). Analysis [PDF document]. Retrieved from CourseDen website:
https://westga.view.usg.edu/d2l/le/content/1531925/viewContent/25921298/View
An, Y.J. (2018). Design [PDF document]. Retrieved from CourseDen website:
https://westga.view.usg.edu/d2l/le/content/1531925/viewContent/25921299/View
Georgia Department of Education. (2017). Unit 2, Mathematics Georgia standards of excellence
(GSE) K-5. Retrieved from Georgia Standards: https://www.georgiastandards.org/Georgia-
Standards/Pages/Math-K-5.aspx
Keller, J. M. (1987). Development and use of the ARCS model of motivational design. Journal
of Instructional Development,10(3), 2-10.