Key Assessment Part I: Identification of Learning Problem

General Audience
The primary audience consists of pre-kindergarten students. In order to get into the prekindergarten classroom, each student must be four years of age by September 1, 2013. In
Georgia, pre-kindergarten classrooms follow standards created by Bright from the Start
which are called Georgia Early Learning and Development Standards (GELDS). None of
the students have been in an elementary school environment, although most of the
students have been in a public daycare or childcare facility.
Problem Identification
Bright from the Start is in the process of switching from the old pre-kindergarten content
standards, to the new Georgia Early Learning and Development Standards (GELDS).
This year is a trial year for the GELDS, but should be in effective use for the school year
2014-2015. The students will receive one of three levels of mastery including not yet, in
process or proficient. These ratings will be assessed for each student by collecting data
for all GELD standards.
The new GELD standards used for the pre-kindergarten classroom are changing
significantly and are becoming very detailed and precise. The students will need to
provide or show the teachers that they have mastered each comprehensive standard in
order to receive an assessed rating of proficient. When assessing the students, the teacher
will collect observational notes, take photos, create matrixes, and use students work
samples.
As I was going through the new GELD standards, I have noticed that the measurement
standard under the math domain was difficult for my students to grasp. The students had
trouble comparing objects using two or more attributes, such as length, weight and size
(CD-MA3.4b). As the teacher collects data on each student, a goal to keep in mind is that
each student needs to show growth throughout the school year. There are three levels of
mastery for each of the domains, but having each student at the proficient level is the
ideal goal.
Instructional Goals

Students will be able to compare objects length at an in process or proficient

level.
Students will be able to compare objects weight at an in process or proficient
level.
Students will be able to compare objects size at an in process or proficient
level.
Students will be able to compare objects based on capacity at an in process or
proficient level.

Students will be able to reach an in process or proficient level for each of the
measurement standards in the math domain before leaving pre-kindergarten.

Key Assessment Part II: Learner Analysis

Introduction
The group of students that is pursued is from a Pre-K class at East Broad Street
School (PK-8 school), in Savannah, Georgia. The students are from ages four to five
years of age, 90% of the class is African Americans and 10% are Caucasians. There are
nine boys and thirteen girls that make up the class profile. Three of the students have an
Individualized Education Plan (IEP) for communication disabilities out of whom two of
those students are girls and one is a boy. There are twenty-two students in the classroom
of which 32% of them come from a two-parent family. The rest of the students come
from a single parent home, where the student lives with their mother full time. In the
classroom, 90% of the students receive government assistance like Peach Care, Medicaid,
or Food Stamps. To obtain this information about the students it was completed by
reviewing each students Pre-K registration form. The Pre-K registration form explains if
the student receives government assistance, the students race, age, and gender, and
establishes who has legal guardianship over the student.
Entry Skills: Prerequisite Skills and Knowledge

Have basic computer skills, using a mouse, keyboard.

Understand picture clues and audio context
Follow simple clear directions from the audio context.

Prior Knowledge

Recognize numbers and understand whether the number is more or less

Collect data using manipulatives and measuring tools
Represent/Write about data collected using simple graphs.

The information was gathered by collecting a variety of work samples and by

accumulating observational notes. After analyzing this work I can determine that 50% of

the students can recognize numbers and write this type of data without assistance from
the teacher.
Attitudes Towards Content & Academic Motivation
Majority of the students understand the value and importance of learning
numbers and simple math skills. There were 10% of the students that did not understand
why math skills were important at this time. 90% of the students seemed eager to
establish a better understanding of measurement skills. It was explained to the students
that they would be able to use technology for this project/skills and the students were
very excited. These results were gathered by small group observations and interviews.
Educational Ability Levels
The students have not completed any formal testing, but data has been collected
on each student using work sampling online. Using this process to collect educational
data, the students are rated with not yet, in process or proficient with each
domain/standard. This design will be taking a closer look at the measurement standards
for Pre-K students. During the first semester of the school year data was collected for the
measurement standards. 18% of the students are in the not yet category, whereas 82%
of the students are in the in process category. None of the students have reached the
proficient rating yet for the measurement standards. All of the students require the use
of manipulatives, tools, and highly interactive experiences to acquire the needed
information.
General Learning Preferences
The students prefer to have interactive experiences and hands on activities. The
students enjoy using a variety of tools and textures (like water, sand, soap, etc.) with their
hands on activities. This information was gathered by small group conversations and
observations with the learners.

Attitude Toward Teachers and School

The majority of the students has respect and is very comfortable around their
classroom teachers. There is one student that gravitates more to the paraprofessional
teacher. The students are very comfortable and eager to come to school; the students
enjoy interacting in the centers and attending school functions/field trips. When the
students were asked about how they felt about coming to school, the students are
intrigued with school functions. This information was gathered from student
conversations and interviews.
Group Characteristics
East Broad Street School is located in downtown Savannah, Georgia. This school
is considered an inner city school and is the number one Title I school in Savannah
Chatham County school district. The school district comes to this conclusion, since 99%
of the school receives free and reduced lunch. The students that are in this class are age
appropriate for a Pre-K classroom. According to new deadline criterias students must be
four years of age before September 1, 2013 in order to attend Pre-K this school year. The
majority of the students in the classroom are African Americans and all of them speak
English. The students are required to wear uniforms according to the school colors. The
majority of the class is appropriately dressed for the weather; their clothes are clean, and
fit appropriately. There is one student that does not dress according to the weather, her
clothes are usually not clean, and her clothes are either too big or too small. The teacher
keeps a close eye on this student and her appearance. The majority of the students have
the supplies they need for their Pre-K class. The students are usually arranged in four
small groups of five to six students in each group. The students are engaged and eager to
use interactive technology, tools, and manipulatives. The students can stay on task for an
appropriate length of time according to their age.

Key Assessment Part III: Task Analysis

Task Analysis
I conducted the task analysis by completing a topic analysis and a procedural analysis to
ensure that all information was covered. In the topic analysis I was able to outline the
facts, concepts, and principals that would be needed in order to complete the final
instructions towards the problem of pre-kindergarten students mastering a measurement
standard. I was able to get two types of information when completing the topic analysis;
able to focus on the content needed for instruction and determine the key components
related to the content. In the procedural analysis I have included step-by-step plans on
what is expected when using measurement tools and manipulatives.
In this task analysis outline I listed all of the knowledge and skills needed in order to
understand the measurement concepts aligned for pre-kindergarten students. The content
structures identified in the topic analysis include the facts (recognizing numbers and
quantity), the concepts (comparisons of measurement, establishing more or less), and the
principles (benefits of measurement tools and manipulatives have when pre-kindergarten
students are learning how to measure). I included the benefits into the topic analysis and
procedural analysis, to encourage students to use hands on materials, manipulatives, and
tools as they hold onto the understanding of measurement. The topic analysis and
procedural analysis outlines were combined together into one outline for the task
analysis. The combined outline is below.
Task Analysis Outline
1.0 Numbers and determine its quantity
1.1 All numbers have a many representations
1.1.1 The spelling word for the number (two)
1.1.2 The number representation (2)
1.1.3 The roman numeral (II)
1.1.4 A symbol and/or shape (**)
1.2 Quantity is different based on every number
1.2.1 Quantity is recognize through counting
1.2.2 Quantity is based on the number displayed
1.2.3 Each manipulative is one unit/quantity of one
1.2.4 Each measuring tool has units of quantity displayed on that tool
2.0 Manipulative Objects
2.1 Manipulatives for measurement
2.1.1 Use object A to show comparisons of length between objects B and
2.1.2

C
Use object A to show comparisons of sizes between objects B and
C

2.1.3

Use object A to show comparisons of weight between objects B

2.1.4
2.1.5

and C
Use object A to establish more, less, same between objects B and C
Comprehend that each manipulative is one non-standard unit of

2.1.6

measurement
Grasp concepts using hands on activities

3.0 Manipulative Objects

3.1 Cube Blocks/Unfix Cubes
3.2 Links
3.3 Counting Bears
3.4 Attribute Shapes (Compare Sizes between objects A, B, or C)
4.0 Tools
4.1 Measurement Tools
4.1.1 Use object A to show comparisons with different capacities, sizes,
4.1.2

weight, and length between objects B and C.

Use object A to establish more, less, same between objects B and

4.1.3

C.
Comprehend that each measuring tool has its own quantity

number
4.1.4 Grasp concepts using hands on activities
5.0 Measurement Tools
5.1 Measuring Cups
5.2 Set of Scales
5.3 Measuring Tapes
6.0 Fine Motor Growth
6.1 Hands-on objects with precision
6.1.1 Able to pick up and set down small objects
6.1.2 Able to line up the manipulative objects to measure
6.1.3 Able to collect water or sand to a specific line using measuring
tools
Subject Matter Expert (SME)
I (Alice Lasseter) and Amanda Drought (the Pre-K Assistant Director) will aid as the
SME for this instructional plan. My formal education consists of a bachelors degree in
Early Childhood Education from Armstrong Atlantic State University in Savannah,
Georgia. I am currently pursuing a masters degree in Instructional Technology from

Georgia Southern University in Statesboro, Georgia. Amanda Droughts formal

education consists of a bachelors degree in Early Childhood Education from Armstrong
Atlantic State University in Savannah, Georgia.
My primary qualifications to aid as the SME, is that I am currently the lead certified
teacher in a Pre-Kindergarten classroom. I have two years of experience with this age
group as a certified teacher. My job consists of me providing effective, meaningful
instruction, positively communicating with students, families, and co-workers,
collaborating with other educator professionals, and the ability to create an engaging
classroom environment. This will give me the opportunity to use my early childhood
skills and classroom experience to benefit the needs of the students.
Amanda Drought has been teaching for nine years, eight of them have been in Pre-K.
When she was in the Pre-K classroom as a full time teacher she would provide effective
instruction, communicate efficiently with students, families, and co-workers, and she can
create an engaging classroom full of exciting children. This year she has begun a new job
title, which is Pre-K Assistant Director. She helps schools with audits, personal records,
and paperwork, she assist teachers that may need help with instruction, differentiation,
and behavior issues, and she ensures that each pre-k teacher within the district has their
need materials from the state.
Flowchart
https://bubbl.us/?h=1d61df/3d41fa/19rlVfbo2fv2M

Key Assessment Part IV

Terminal Objective 1: Recognize different numbers.
Enabling Objectives:
1A: Identify numbers with different representations.
1B: Describe the different forms of representations.
1C: Recite the different numbers based on the representations.
Terminal Objective 2: Use hands-on activities to motivate students.
Enabling Objectives:
2A: Discuss the purpose for using measurement tools and manipulatives.
2B: List advantages for incorporating measurement tools and manipulatives into a pre-k
classroom.

2C: Identify hands-on activities for students to complete.

Terminal Objective 3: Select the best manipulatives and measurement tools to use for a
specific purpose.
Enabling Objectives:
3A: Identify examples of manipulatives and measurement tools.
3B: Compare sizes, lengths and weights for measurement purposes.
3C: Identify measurement terms used for measurement purposes.

Classification of Instructional Objectives:

Performance
Content
Fact
Concept
Principles
Procedure
Interpersonal
Attitude

Recall
1, 2B, 1C
1A, 2C, 3A, 3B, 3C
2
3

Application
1B
2A

Relationship between Instructional Objectives and Standards:

Instructional

Georgia Early Learning Development Standards (GELDS)

Objectives
1
1A

CD-MA2.4c
Practices combining, separating, and naming quantities.

1B
1C
2
2A
2B
2C
3
3A
3B

CD-MA3.4a
Uses mathematical terms to describe experiences involving
measurement.
CD-MA3.4c
Uses a variety of techniques and standard and non-standard tools to
measure and compare length, volume (capacity) and weight.

3C

CD-MA3.4a
Uses mathematical terms to describe experiences involving
measurement.

Key Assessment Part V: Assessments

Table: Design of Instruction
Instructiona

Goals

Objectives

UDL

Assessments

l Strategies
Lesson 1:

Identifies

Objective 1:

Multiple means

Students will

The students

different

The students

of representation

take an online

will identify

numbers

will be able to

are used.

number

numbers and a

and amount

recognize

Students can use

recognition

variety of

representati

different

audio that reads

quiz of

representations,

ons.

numbers.

the questions to

numbers up to

by using flash

1A: The

them and use

10 using the

cards and

students will

picture cues.

following link:

number sense

identify

Headphones can

Number

activities.

numbers with

be provided. The

Representation

different

students need a

Quiz

representations.

variety of

1B: The

representations

students will

of number

describe

identification to

different forms

strengthen their

of

skills; some

representation.

students can

1C: The

identify numbers

students will

by symbols,

recite the

tallies, the

different

number, or the

numbers based

number word.

on the

The audio is

representations.

meant to read the

questions to each
student. This
discussion meets
the principles of
multiple means
of engagement
and action or
expression.
Students can
communicate
with each other
as they complete
the online
discussion; this
fosters
community
within the
classroom and
helps students

reflect on their
Lesson 2:

Identify

Objective 2:

learning.
Multiple means

Students will

The students

digital

The students

of representation

complete an

will complete

materials

will use digital

are being used.

online

measurement

that can be

materials, to

Students can use

assessment of

activities, as

used to

complete

audio that reads

comparing size

they use digital

complete

measurement

the questions to

measurements.

materials,

measureme

activities.

them and use

The students

manipulatives,

nt activities. 2A: The

picture cues.

will determine

students will

Headphones can

length

discuss the

be provided. The

(tall/short)

purpose of

students need a

using the

using

variety of digital

following link:

measurement

materials to

Length

tools and

strengthen their

Assessment

manipulatives.

skills; some

2B: The

students can

students will

identify lines,

list advantages

arrows, or

for

objects of

incorporating

different lengths.

measurement

These digital

tools and

materials provide

manipulatives

audio and visuals

into the

for students to

classroom.

practice their

2C: The

measurement

students will

skills. The audio

identify digital

is meant to read

activities that

the questions to

and tools.

can be used for

each student.

measurement.

This discussion
meets the
principles of
multiple means
of engagement
and action or
expression.
Students can
communicate
with each other
as they complete
the online
discussion; this
fosters
community
within the
classroom and
helps students
reflect on their

Lesson 3:

Select the

Objective 3:

learning.
Multiple means

The students

best

The students

of representation

will compare

will use

measureme

will select the

are being used.

size

measurement

nt tools to

best

Students can use

measurements

tools to

use to

manipulatives

audio that reads

of height,

compare height, measure for

and

the questions to

weight, and

weight, and

a specific

measurement

them and use

capacity using

capacity of

purpose.

tools to use for

picture cues.

the following

different

a specific

Headphones can

link:

objects.

purpose.

be provided. The

Comparing

The students

3A: The

students need a

Sizes

students will

variety of

Assessment

identify

pictures and

examples of

audio to compare

manipulatives

different

and measuring

measurements;

tools.

some students

3B: The

can compare

students will

weights, lengths,

compare

or heights. The

lengths, sizes,

visual images are

and weight for

beneficially for

measurement

younger students

purposes.

to have as they

3C: The

make

students will

comparisons.

identify

The audio is

measurement

meant to read the

terms used for

questions to each

measurement

student.

purposes.

Lesson 1: Whats your Number?

Objective 1: The students will be able to recognize different numbers.
Objective 1A: The students will identify numbers with different representations.
Objective 1B: The students will describe different forms of representation.
Objective 1C: The students will recite the different numbers based on the
representations.

Assessment: Students will take an online number recognition quiz of numbers up to 10

using the following link: Number Representation Quiz.
UDL Principles: Multiple means of representation are used. Students can use audio that
reads the questions to them and use picture cues. Headphones can be provided. The
students need a variety of representations of number identification to strengthen their
skills; some students can identify numbers by symbols, tallies, the number, or the number
word. The audio is meant to read the questions to each student. This discussion meets
the principles of multiple means of engagement and action or expression. Students can
communicate with each other as they complete the online discussion; this fosters
community within the classroom and helps students reflect on their learning.
Lesson 2: Get Active with Measuring
Objective 2: The teachers use hands-on activities to motivate students.
Objective 2A: The students will discuss the purpose of using measurement tools
and manipulatives.
Objective 2B: The students will list advantages for incorporating measurement
tools and manipulatives into the classroom.
Objective 2C: The students will identify hands-on activities for students to
complete.
Assessment: Students will complete an online assessment of comparing size
measurements. The students will determine length (tall/short) using the following link:
Length Assessment.
UDL Principles: Multiple means of representation are being used. Students can use audio
that reads the questions to them and use picture cues. Headphones can be provided. The
students need a variety of digital materials to strengthen their skills; some students can
identify lines, arrows, or objects of different lengths. These digital materials provide
audio and visuals for students to practice their measurement skills. The audio is meant to

read the questions to each student. This discussion meets the principles of multiple
means of engagement and action or expression. Students can communicate with each
other as they complete the online discussion; this fosters community within the classroom
and helps students reflect on their learning.
Lesson 3: Lets Measure!
Objective 3: The students will select the best manipulatives and measurement tools to
use for a specific purpose.
Objective 3A: The students will identify examples of manipulatives and
measuring tools.
Objective 3B: The students will compare lengths, sizes, and weight for
measurement purposes.
Objective 3C: The students will identify measurement terms used for
measurement purposes.
Assessment: The students will compare size measurements of height, weight, and
capacity using the following link: Comparing Sizes Assessment.
UDL Principles: Multiple means of representation are being used. Students can use
audio that reads the questions to them and use picture cues. Headphones can be provided.
The students need a variety of pictures and audio to compare different measurements;
some students can compare weights, lengths, or heights. The visual images are
beneficially for younger students to have as they make comparisons. The audio is meant
to read the questions to each student.

Assessment Examples
Objective 1 Assessment
Number Recognition Assessment (Numbers up to 10)
Here is a link that provides number recognition questions: Number Representation Quiz.
A sample quiz of questions from this link.
1. Which choice has 6 stars?
a. ****
b. ***
c. ******
2. Which choice is the number four?
a. 4
b. 6
c. 2
3. Which number represents this many symbols? ###
a. 1
b. 4
c. 3
4. Which choice has 10 apples?
a.

b.
c.
5. Which choice has 4 tallies?
a. l
b. lll
c. llll
Number Recognition Assessment (Numbers up to 10)- Answer Key
1. Which choice has 6 stars? (C)
a. ****
b. ***
c. ******
2. Which choice is the number four? (A)
a. 4
b. 6
c. 2
3. Which number represents this many symbols? ### (C)
a. 1
b. 4
c. 3
4. Which choice has 10 apples? (C)
a.
b.
c.
5. Which choice has 4 tallies? (C)
a. l
b. lll
c. llll
Objective 2 Assessment
Comparing Length Assessment (tall/short)
Here is a link that provides questions to determine different lengths of tall/short of
different objects Length Assessment.
A sample quiz of questions from this link.
1. Which line is shorter?
A. ----------B. ---------------------------2. Which cylinder is taller?
A.

B.

3. Which arrow is shorter?

A.
B.
4. Which line is shorter?
A. _________________________________________
B. ___________________
5. Which shape is
A.

taller?
B.

Objective 2 Assessment- Answer Key

1. Which line is shorter? (A)
A. ----------B. ---------------------------2. Which cylinder is taller? (A)
A.
B.

3. Which arrow is shorter? (A)

A.
B.

4. Which line is shorter? (B)

A. _________________________________________
B. ___________________
5. Which shape is taller? (B)
A.
B.

Objective 3 Assessment
Comparing Sizes Assessment (Height, Weight, Capacity)
Here is a link that provides questions to determine different heights, weights, and
capacities of different objects Comparing Sizes Assessment.
A sample quiz of questions from this link.
1. Which cylinder holds more water?
A.
B.

2. Which weighs more?

A. COW

B. Eraser

3. Which lamp is taller?

A.

B.

4. Which cup holds more orange juice?

A.
B.

5. Which object weighs more?

A. Water

B. Key

Objective 3 Assessment- Answer Key

1. Which cylinder holds more water? (B)
A.
B.

2. Which weighs more? (A, Cow)

A. COW
B. Eraser

3. Which lamp is taller? (A)

A.
B.

4. Which cup holds more orange juice? (A)

A.
B.

5. Which object weighs more? (A, Water)

A.

Water

B. Key

Key Assessment Part VI

Instructional Sequence
Sequence

Description

Objective

Recognize different numbers

Complete online measurement activities

Determine terms and tools needed for

measurement.
This sequence content is based on five student-learning concepts, called learning related
sequence (Morrison, 2012). The learner will proceed through instruction first; the
instructor will determine the prerequisites that the learner needs in order to proceed to the
next task. Secondly, the instructor needs to teach the familiar versus the unfamiliar terms
and concepts. Then the instructor will increase difficulty, involve student interest and
prepare sequence as they complete the learning related content. This sequence allows the
learner to use their imaginations, hand-on experiences, develop their number sense and
strengthen their measurement skills.
Lesson 1: Whats your Number?
Objective 1: The students will be able to recognize different numbers.
Objective 1A: The students will identify numbers with different representations.
Objective 1B: The students will describe different forms of representation.
Objective 1C: The students will recite the different numbers based on the
representations.
Initial Presentation: The instructor will give the students a discussion prompt: What are
some things that we can count? When counting what can you use or write to represent an
amount? The students can work individually to gather their ideas. Children gather
number sense around the age of two to four years (Way, 2013). Number sense can be
identified by five components, according to the National Council of Teachers. The five
components are number meaning, number relationships, number magnitude, operations

involving numbers and referents for a number, and referents for numbers and quantities.

UDL: Multiple means of representation are used. Students can use audio that
reads the questions to them and use picture cues. Headphones can be provided.
The students can use a paper-based computer pen assistive technology to help
them write and gather ideas on the computer. The students need a variety of
representations of number identification to strengthen their skills; some students
can identify numbers by symbols, tallies, the number, or the number word. The
audio is meant to read the questions to each student.

Generative Strategy: The students will divide into groups, five students in each group
and collectively put their ideas together. The students can create a list of ways to
represent amounts. Students can identify numbers or representation of numbers by using
flash cards online. Children need to see a variety of context when representing numbers
(Burns, 2007). The flash cards include number recognition, counting dots, using tally
groups, or counting symbols.

UDL: Multiple means of representation are used. Students can use audio that
reads the questions to them and use picture cues. Headphones can be provided.
The students need a variety of representations of number identification to
strengthen their skills; some students can identify numbers by symbols, tallies, the
number, or the number word. The audio is meant to read the questions to each
student.

Motivational Strategy: In an online discussion, ask the students What would happen if
we had no numbers to show the representation of an amount. What would we need to
do? Encourage students to use their imaginations to think of possibilities. The instructor
can question how students reason numerically. This should be done when the students
are correct or incorrect, this helps them communicate (write) and value their ideas
(Burns, 2007).

UDL: This discussion meets the principles of multiple means of engagement and
action or expression. Students can communicate with each other as they complete
the online discussion; this fosters community within the classroom and helps
students reflect on their learning. The students can use a paper-based computer
pen assistive technology to help them write and gather ideas on the computer.

Lesson 2: Get Active with Measuring

Objective 2: The students will complete measurement activities, as they use digital
materials, manipulatives, and tools.
Objective 2A: The students will discuss the purpose of using measurement tools
and manipulatives.
Objective 2B: The students will list advantages for incorporating measurement
tools and manipulatives into the classroom.
Objective 2C: The students will identify digital activities for students to complete
for measurement.
Initial Presentation: The instructor will give the students a discussion prompt: What are
some hands-on activities that students like to do in the classroom? What are some
materials that you like to use? The students can come up with ideas that support their
interest, this type of encouragement helps motivate student learning (Koklanaris, 2005).

UDL: Multiple means of representation are used. Students can use audio that
reads the questions to them and use picture cues. Headphones can be provided.
This discussion meets the principles of multiple means of engagement and action
or expression. Students can communicate with each other as they complete the
online discussion; this fosters community within the classroom and helps students
reflect on their learning. The students can use a paper-based computer pen
assistive technology to help them write and gather ideas on the computer. The
students need a variety of digital materials to strengthen their skills; some students
can identify lines, arrows, or objects of different lengths. These digital materials

provide audio and visuals for students to practice their measurement skills. The
audio is meant to read the questions to each student.
Generative Strategy: The students can work with a group, five students in each group.
The students will practice measurement activities using the following link: Measurement
Activities. A proven way to motivate students is to support each childs learning style
and find things that interest the students (Koklanaris, 2005). Motivating students in
mathematics by using technology can be diverse in the way the instructor teaches them
and has them complete the lesson.

UDL: Using multiple means of representation; the auditory learner can use audio
to read the questions to them, the visual learner can use picture cues, graphs, or
displays with the reading descriptions, the kinesthetic learner can learn by doing
and keep their hands/fingers moving as they use the computer (Rose, 2012). The
mathematical content can be displayed using themes that interest the students in
each group. The students need a variety of digital materials to strengthen their
skills; some students can identify lines, arrows, or objects of different lengths.
These digital materials provide audio and visuals for students to practice their
measurement skills. The audio is meant to read the questions to each student.

Motivational Strategy: In an online discussion, ask the students What would happen if
we could bring technology to school in preschool? What technology would you bring?
According to the Horizon Report, Mobile Learning is a part of most schools K-12. This
is where the students can bring their own technology (BYOT) to school, to use to assist
them in the classroom (Johnson, 2013).

UDL: Multiple means of representation are used. Audio assistive technology can
read to the students in each group (headphones can be provided, if needed). Along
with audio the students can use picture of different technologies, so the students
can click on the technology they would like to use in the classroom. The students
need a variety of digital materials to strengthen their skills; some students can

identify lines, arrows, or objects of different lengths. These digital materials

provide audio and visuals for students to practice their measurement skills. The
audio is meant to read the questions to each student.
Lesson 3: Lets Measure!
Objective 3: The students will select the best manipulatives and measurement tools to
use for a specific purpose.
Objective 3A: The students will identify examples of manipulatives and
measuring tools.
Objective 3B: The students will compare lengths, sizes, and weight for
measurement purposes.
Objective 3C: The students will identify measurement terms used for
measurement purposes.
Initial Presentation: The instructor can have the students identify measurement terms.
The students can work with a group, five students in each group. Some measurement
terms that are used are length, capacity, weight, area, temperature, and time (Exploring
Early Math, 2012). The students can identify measurement tools; students can use
pictures and words to help them identify different tools to measure with. The students can
use a paper-based computer pen assistive technology to help them gather their ideas.

UDL: Multiple means of representation are used. Audio assistive technology can
read to the students in each group (headphones can be provided, if needed). Visual
displays and word descriptions can help students pick measurement tools or
determine measurement terms. The students need a variety of pictures and audio
to compare different measurements; some students can compare weights, lengths,
or heights. The visual images are beneficially for younger students to have as
they make comparisons. The audio is meant to read the questions to each student.

Generative Strategy: The instructor can use the discussion prompt to gather the students
answers. The students can list measurement tools and terms in a discussion. The students
can make comparisons and order between objects, along with make estimations
(Exploring Early Math, 2012). Using the following webpage, the students can strengthen
their measurement skills to determine sizes and compare objects. Measurement Activities.
The students can use the audio clip, for the questions to be read out loud to them. The
students will need to click the circle beside the answer of their choice.

UDL: The questions provide audio and picture representations, which is using
multiple means of representations. The students need a variety of pictures and
audio to compare different measurements; some students can compare weights,
lengths, or heights. The visual images are beneficially for younger students to
have as they make comparisons. The audio is meant to read the questions to each
student.

Motivational Strategy: In an online discussion, ask the students What objects would you
compare? How would you measure those objects? The instructor can create an online
scavenger hunt for the students to enhance their measurement skills (Exploring Early
Math, 2012). The students can understand measurement when they can objects side-byside.

UDL: Multiple means of representation is used with the online scavenger hunt. It
includes audio and visual cues to assist the students with reading/listening to the
question and visualizing the image. The students need a variety of pictures and
audio to compare different measurements; some students can compare weights,
lengths, or heights. The visual images are beneficially for younger students to
have as they make comparisons. The audio is meant to read the questions to each
student.

Resources:
Burns, M. (2007). About teaching mathematics. K-8 Resource, 3. Math Solutions.

Johnson, L. (2013). Nmc horizon report. 2013 K-12 Edition, doi: New Media
Consortium.
Koklanaris, M. (2005). Seven proven ways to motivate students to do better in school.
doi: The Parent Institute. http://www.iowanationalguard.com/Family%20and
%20Services/Youth%20Programs/Documents/Youth_Documents/7%20Ways%20to
%20Motivate%20Children%20in%20School.pdf
Morrison, G. (2013). Designing effective instruction. 7 ed., p124. John Wiley & Sons.
Rose, D. (2012). Curricular opportunities in the digital age. The Students at Center
Series.
Way, J. (2013). Number sense series. Early Learning Number Sense, doi: University of
Cambridge. NRICH enriching mathematics.
http://nrich.maths.org/2477/index
Exploring Early Math Concepts through Books. Online Parent Learning Series. Raising
Readers in Story County. (2012). Retrieved from http://www.raisingreaders.org/documents/filelibrary/familyprograms/ExploringMeasurementPreschool_CC
A406D1BCD67.pdf

Key Assessment Part VII: Design of Instruction

Instructional

Goals

Objectives

UDL

Assessments

Strategies
Lesson 1:

Identifies

Objective 1:

Multiple means Students will

The students

different

The students

of

take an online

will identify

numbers and

will be able to

representation

number

numbers and a

amount

recognize

are used.

recognition

variety of

representations.

different

Students can

quiz of

representations,

numbers.

use audio that

numbers up to

by using flash

1A: The

reads the

10 using the

cards and

students will

questions to

following link:

number sense

identify

them and use

Number

activities.

numbers with

picture cues.

Representation

different

Headphones

Quiz

representations.

can be

1B: The

provided. The

students will

students need a

describe

variety of

different forms

representations

of

of number

representation.

identification

1C: The

to strengthen

students will

their skills;

recite the

some students

different

can identify

numbers based

numbers by

on the

symbols,

representations.

tallies, the
number, or the
number word.
The audio is
meant to read

the questions
to each student.
This discussion
meets the
principles of
multiple means
of engagement
and action or
expression.
Students can
communicate
with each other
as they
complete the
online
discussion; this
fosters
community
within the
classroom and
helps students
reflect on their
Lesson 2:

Identify digital

Objective 2:

learning.
Multiple means Students will

The students

materials that

The students

of

complete an

will complete

can be used to

will use digital

representation

online

measurement

complete

materials, to

are being used.

assessment of

activities, as

measurement

complete

Students can

comparing size

they use digital

activities.

measurement

use audio that

measurements.

materials,

activities.

reads the

The students

manipulatives,

2A: The

questions to

will determine

and tools.

students will

them and use

length

discuss the

picture cues.

(tall/short)

purpose of

Headphones

using the

using

can be

following link:

measurement

provided. The

Length

tools and

students need a

Assessment

manipulatives.

variety of

2B: The

digital

students will

materials to

list advantages

strengthen their

for

skills; some

incorporating

students can

measurement

identify lines,

tools and

arrows, or

manipulatives

objects of

into the

different

classroom.

lengths. These

2C: The

digital

students will

materials

identify digital

provide audio

activities that

and visuals for

can be used for

students to

measurement.

practice their
measurement
skills. The
audio is meant
to read the
questions to
each student.
This discussion
meets the

principles of
multiple means
of engagement
and action or
expression.
Students can
communicate
with each other
as they
complete the
online
discussion; this
fosters
community
within the
classroom and
helps students
reflect on their
Lesson 3:

Select the best

Objective 3:

learning.
Multiple means The students

The students

measurement

The students

of

will compare

will use

tools to use to

will select the

representation

size

measurement

measure for a

best

are being used.

measurements

tools to compare specific

manipulatives

Students can

of height,

height, weight,

and

use audio that

weight, and

and capacity of

measurement

reads the

capacity using

different

tools to use for

questions to

the following

objects.

a specific

them and use

link:

purpose.

picture cues.

Comparing

3A: The

Headphones

Sizes

students will

can be

Assessment

purpose.

identify

provided. The

examples of

students need a

manipulatives

variety of

and measuring

pictures and

tools.

audio to

3B: The

compare

students will

different

compare

measurements;

lengths, sizes,

some students

and weight for

can compare

measurement

weights,

purposes.

lengths, or

3C: The

heights. The

students will

visual images

identify

are beneficially

measurement

for younger

terms used for

students to

measurement

have as they

purposes.

make
comparisons.
The audio is
meant to read
the questions
to each student.

Key Assessment Part VIII: Assessment of My Design

Brief Description: As students complete their assessments, I can get detailed

performance reports of their quizzes with a membership. The performance reports give
me details of students abilities, students trouble areas, and grade level proficiency.
There are two surveys: one for the students and one for the SME. There are two types of
surveys. The students have a survey where they will rate the measurement design using
three faces. The SME has a survey where she can rate me using a point system and
answer questions based on my measurement design.
Students Survey: My students could rate me using the faces; the students can circle the
face rating for each topic. This evaluation can be put online.
Topic

Happy Face

Straight Face

Appearance:
Was the design
appealing?

0
0
______

Meets student
Interests: Did
the design

0
0
______

appeal to your
interests?
Useful Number
Activities:
Were the

0
0
______

number
activities
helpful?
Useful
Measurement
Activities:

0
0
______

Sad Face

Score

Were the
measurement
activities
helpful?
Assessment
Quality: Were

0
0
______

you the pictures

and questions
helpful when
developing your
measurement
skills?
Accessibility:
Was it easy to
access the

0
0
______

measurement
design online?
Overall Rating:
How do you feel

0
0
______

about the
overall design
online?
Total Score: ______________

SME Survey: Mrs. Drought (my SME) can rate my design using a 3-point system; the
evaluation can be put online.
Topic

Answer/Description

Scores/Rating (1-3points)

What did you think of the

overall instruction?
Did the learners have
difficulty with the
material?
Was the material
displayed in an effective
way?
Are there any changes
that should be made to the
presentation?
Total Score: ______________
Review/Analyze: The surveys can be sent to my email, so that I can review them. Once
I review the surveys, I can adjust my online measurement project. The ratings/faces can
help me see how the students and my SME understood the information or how function
able it was online. I will use the summative evaluation of the surveys to determine the
outcomes of my lesson procedures. For the 3 points and happy face ratings, those topics
are probably good at this moment. For the points and faces lower than that, I can adjust
those topics to meet the needs of my students and SME. I can gather data collected by
the students and SMEs surveys to come up with a conclusion on my lesson design.
Based on the point system from the student surveys, I can create a graph developing the
mean or percentages of the data. This is part of the typical analysis, which is qualitative.
Using another part of typical analysis, which is quantitative would be listing the
comments from my SME on how she rated my measurement design.