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Spring2017MAED3224

SectionA:ContextforLearning

2.Howmuchtimeisdevotedeachdaytomathematicsinstructioninyourclassroom?45
minutes

3.Identifyanytextbookorinstructionalprogramtheteacherusesformathematicsinstruction.

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

SmartBoard,doccam.Onelessonmycooperatingteachertaughtusingsomeofthese
materialswasalessononondoubledigitsubtraction(1.NBT.6).Sheusedthedoccamtoshow
studentworkandmodelproblemsolving.

5.Fromyourobservations,explainhowyourteachermakessurethestudentslearnthe
standard/objectivesconceptuallygivingaspecificexample.Mycooperatingteacherusedalot
ofwholeclassverbaldiscussionsandresponse.Studentswouldhavetoexplainhowtheygot

studentsbeabletoexploreandusemoremanipulatives.Iveseenstationgroupsworkreally
lessonsandthensmallgroupstationshelpbettermeetindividualstudentneedsandarealot
moreinteractive.

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

understandings,ANDproceduralfluencyand/ormathematicalreasoning/problemsolvingskills)

2.StatetheCCSSMStandardandtheobjectiveforyourwholeclasslesson.1.NBT.5Givena
two-digitnumber,mentallyfind10moreor10lessthanthenumber,withouthavingtocount;
explainthereasoningused.

solveduringthelesson.)

successfullycompletinghundredschartcrossesandparticipatingintheMaketheRight
Choiceactivity.StudentswillworkwithpartnerstocompletetheMaketheRightChoice
activity.Studentswillworkindependentlytocompletetheexitticket.Studentsshouldbeableto
placevalueandreasonablyexplaintheirapproachtotheproblemverballyandinwriting.

4.CreateaformativeassessmentthatassessesconceptualknowledgeANDprocedural
fluencyormathematicalreasoning.Insertacopyoftheassessmentwithyoursolutionshere.

5.Defineyourevaluationcriteriaformasteryoftheassessmentinarubric.Makesureyou
defineseparatelyconceptualANDproceduralfluencyormathematicalreasoningpartsofthis
rubric,includingthecorrespondingpoints.Insertthisrubrichere.

3pointsforconceptualunderstanding(explaininghowtheysolvedtheproblem)
10mentally)

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

## Student Conceptual Problem Procedural Total

Understanding Solving

A 3 0 4 7

B 3 1 4 8

C 3 0 4 7

D 0 0 4 4

E 3 0 4 7

F 3 0 4 7

G 3 0 4 7

H 2 0 4 6

I 3 0 4 7

J 0 0 2 2

K 2 0 4 6

L 3 3 4 10

M 3 3 3 9

N 3 3 3 9
O 3 0 0 3

Red:0-4
Yellow:5-7
Green:8-10

2.Describecommonerrorpatternsineachoftheareasofpatternsoflearning-conceptual
understanding,proceduralfluency,andreasoning.Refertothegraphictosupportyour
discussion.
Themostcommonmisconceptionsseemedtoberelatedtoproblemsolving.Only3out
studentsjustdescribedlookingatahundredschartandfillinginthenumbers.
Studentsshowedstrongproceduralunderstanding.Moststudentswereabletofillinthe
100scrosscorrectly.Thesesstudentsunderstoodwhichnumberswerecorrectandwhere
referencea100schart.Thiswasevidentthroughtheexplanationstheyprovidedintheirexit
tickets.
Studentsalsodidwellconceptually.Theywereabletodescribehowtheysolvedthe
probleminwriting.Notallstudentschoosethecorrectapproach.However,theywerestillable
someconceptualunderstandingoftheproblem.

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

studentwasalsounabletoshowthattheyknewthecorrectapproachtotheproblem.Its
possiblethattheyjustreferredtothehundredschartanddidn'tunderstandhowthenumbers

Student2MathematicsWorkSample(studentstruggleswithproceduralfluencyorreasoning)

Thisstudentseemedtolackunderstandingofproceduralfluencyandproblemsolving.
Thisstudentdescribesusingahundredscharttofillinthehundredscross.However,theystill
subtractingten.Thisstudenthasseemstohavesomeunderstandingofplacevaluebutdidnot
correctlyapplyittothisproblem.

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

1.Describethenumberofstudentsyouwillhaveineachofthesegroups.(Note:ifachild
performedpoorlyinmultiplepartsoftheassessment,thatchildwillstartintheconceptual
group)
Conceptual:4students
Procedural:1student
ProblemSolving:wholeclass

Dotwoofthefollowing(BrequiredandthendoCorD)

2.PlantoRe-engageforconceptualunderstanding.
a.Describeyourreengagementlessonforthisgroup(objectivefromCCSSM,learning
Studentswouldbegivenproblemstosolveingroups.Theywouldhavetotalkthrough
theproblemasagroupandwritedownanexplanationforhowtheysolvedeach
chart.
b.Explainwhyyoubelievethisre-engagementlessonwillbeeffectivebasedonthe
errorpatternsyoufoundinthedata.Scoreherewillbebasedonhowwellyoudescribe
theconnectiontothere-engagementlessonandtheerrorpatternsfound,effectiveuse
ofmaterials,andsoundmethodology.
conceptualunderstandingbyhelpingstudentsgetmorecomfortablewithdescribing
howtheysolveproblems.Havingstudentsworkitgroupswouldhelpencouragestudent
abletosummarizetheirunderstandingofaproblem.

2.PlantoRe-engageforproceduralunderstanding.
b.Explainwhyyoubelievethisre-engagementlessonwillbeeffectivebasedonthe
errorpatternsyoufoundinthedata.Scoreherewillbebasedonhowwellyoudescribe
theconnectiontothereteachlessonandtheerrorpatternsfound,effectiveuseof
materials,andsoundmethodology
Studentsinthisgroupwereunabletosuccessfullyfilloutthe100scrosswitha100s
boardavailableforthemtoreference.Ithinkhelpingthemgetmorefamiliarwiththe
100schartandfillout100scrosseswouldbebeneficial.100schartscanbeuseful
resourcesforstudents.Providingthemwithinstructionspecificallytargetedtowards
usingthisresourcewillallowthemtobeabletounderstanddifferentmathconcepts.
c.Explainhowyouwillreassessformasteryofproceduralunderstanding.
Studentswouldsolvea100scrosssearchusinga100sboard.Studentswouldbegiven
ablankhundredcrosstemplateanda100scharts.Iwouldexplaintostudentsthata
hundredscrossisjustanupclosepieceofa100schart.

ExitTicket:
Draw3blankhundredschartsandfilltheminusingyour100scrossfinderand100s
chart.

3.PlantoRe-engageforreasoning.
a.Describeyourreengagementlessonforthisgroup(objectivefromCCSSM,learning
thislessonIwouldnotstartoffusingthe100scross.Iwouldstartbyjustfocusingon
and100crosses.
b.Explainwhyyoubelievethisre-engagementlessonwillbeeffectivebasedonthe
errorpatternsyoufoundinthedata.Scoreherewillbebasedonhowwellyoudescribe
theconnectiontothereteachlessonandtheerrorpatternsfound,effectiveuseof
materials,andsoundmethodology
putthisintoperspective.

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