Modified Task 4 Assignment

Fall 2017 MAED 3224

Section A: Context for Learning
1. Grade level: 3rd Grade

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

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.

Envision Math, Scott Foresman, 2017

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.
SmartBoard, workbook, mad minute printable, manipulatives, chromebooks
During math centers, groups of 4-6 students had either manipulatives to play math games with
or played math games on their chromebooks.

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

In one of my observations, the objective for the day was 3.OA.1-4. This standard focussed on
using equal groups and arrays to solve multiplication and division equations. On this particular
day, my clinical teacher had asked me to instruct the teacher group during math centers. The
focus of the teacher group was to help students figure out the fact families for numbers and
draw an array for each fact. For example, the number 24 was written on the sheet, the students
were asked to come up with all of the fact families and draw their associated arrays.

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

From observing my clinical teacher during math instruction, I learned that students can learn
math in multiple ways. Just in my short observation periods, I saw my teacher instruct students
using the SmartBoard providing written examples, instruct students to work independently in
their math books, and instruct students through exploration by utilizing math centers. In addition
to learning the ways students learn math, I also learned of ways students begin to develop math
anxiety through time tests and state tests.

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).

Number sense and operations

2. State the CCSSM Standard and the objective for your whole class lesson.

3.OA.A.3 Use multiplication and division within 100 to solve word problems in situations
involving equal groups, arrays, and measurement quantities, e.g., by using drawings and
equations with a symbol for the unknown number to represent the problem.

Students will be able to use variables for unknown numbers in a problem and independently
solve word problems using what they know about the relationship between multiplication and
division. Students are expected to earn 8 out of 10 points on exit ticket.

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.) (one paragraph) engage and explore

During the engage section of the lesson, the teacher reviews one multiplication word problem to
act as an introduction into the lesson. Students independently solve a word problem from the
SmartBoard in their journals. The word problem displayed is, There are 10 pencils in each pack.
Jane bought 9 packs. How many pencils did she buy altogether?. The teacher talks through the
problem introducing the idea of variables and previews the days lesson. In the following explore
section of the lesson, the teacher passes out a handout with a puzzle with variables to solve.
The students are asked to use what they know about multiplication, division, and patterns to
figure out what number each symbol represents. This section is more of an exploratory style of
teaching and has the students working in small groups or independently to solve the puzzle.

Students immediately are asked to solve a multiplication word problem displayed on the
SmartBoard as a review in the engage section. Students are

4. Create a formative assessment that assesses conceptual knowledge, procedural fluency,

and problem solving. Insert a copy of the assessment with your solutions here. (exit ticket used
for whole group lesson)


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. Insert this rubric here. (how did you grade exit
ticket)

Problem Solving (4 points) Procedural Fluency (3 points) Conceptual Understanding (3

points)

Student receives 2 points for
providing a variable for the
unknown (i.e., T, S) and 2
points for the correct
equation (8x3, 3x8) for a total
of 4 points.
Student receives all 3 points Student receives all 3 points
for providing the answer with for an accurate drawing of
the variable (i.e., T=24 sides, the problem (i.e., 8 triangles,
S=24 sides). an array of 8 x 3).

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.

Student Conceptual Problem Procedural Total (10

Understanding solving/Numbe Fluency/Corre points)
 /Drawing (3 r Sentence (4 ct Answer (3
points) points) Points)

A 3 4 3 10

B 3 4 3 10

C 3 4 3 10

D 3 1 3 7

E 0 2 2 4

F 3 4 3 10

G 3 4 3 10

H 3 4 2 9

I 0 1 3 4

J 2 4 3 9

K 3 4 3 10

L 3 4 3 10

M 3 4 3 10

N 3 2 1 6

O 3 4 3 10

P 0 4 2 6

Q 3 4 3 10

R 3 4 3 10

S 3 4 3 10

T 3 4 3 10

U 3 4 3 10

V 3 0 2 5

2. 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) quick stats on how students did overall,
example of strong and weak student work
Students show conceptual understanding by drawing 8 triangles and counting the
sides of each or by drawing an array of 8 by 3. 18 out of 22 students received 3 points
for conceptual understanding. 1 out of 22 students received 2 points for conceptual
understanding. 3 out of 22 students received 0 points for conceptual understanding. A
common incorrect approach would be to draw less than 8 triangles, an array with the
incorrect amount, or to not represent the problem with a picture. A common mistake
among the students were to have the incorrect amount in their array or to not represent
the problem with a drawing.

Students demonstrate procedural fluency by writing the answer using the

variable, T=24 sides. Students understand procedural fluency by writing 24 as the
correct answer. 17 out of 22 students received 3 points for procedural understanding. 4
out of 22 students received 2 points for procedural understanding. 1 out 22 students
received 1 point for procedural understanding. A common incorrect approach would be
for the student to write a rolling equal sign with the equation, 8 x 3 = T = 24. Another
incorrect approach would be for the student to disclude the variable in their answer.

Students show mathematical reasoning by having the equation, 8 x 3 = insert

variable. The equation must have a variable to represent the unknown total (i.e.,T, S).
17 out 22 students received 4 points for mathematical reasoning. 2 out of 22 students
received 2 points for mathematical reasoning. 2 out of 22 students received 1 point for
mathematical reasoning. 1 out of 22 students received 0 points for mathematical
reasoning. A common incorrect approach would be for the student to have the equation
8 x 3 but include a variable for the unknown. Another incorrect approach would be to
have the incorrect equation to the word problem.

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)

(one paragraph)
Student J represented the word problem by drawing an array of 7 groups of 3. The student
struggled with conceptual understanding by drawing the incorrect amount of circles to
represent the problem. For the drawing to be correct, the student should add one more group 3
to the array. The student lacked conceptual understanding by representing the problem with an
incorrect array.


Student 2 Mathematics Work Sample (student struggles with procedural fluency or problem
solving)
(one paragraph)
Student N represents the problem by writing the number sentences, 6x4= 24 and 12x2=24. The
student appears to be solving for ways the sides of the triangles can be grouped, in half and
fourths. The student struggles with procedural fluency by not writing the answer, 24, with an
associated variable. For the student to receive full points, they should have a variable
representing the total number of sides equal to 24 (i.e. T, S=24).

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 - re-engage for conceptual: 1 group of 4 students
Student E
Student J
Group 2 - re-engage for procedural: 1 group of 5 students
Student H
Student N
Student P
Group 3 - re-engage for problem solving: 1 group 5 students
Student D
Student I
Student V
Group 4 - mastery/ready to move on: 14 students

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). ( one paragraph)
For a re-engagement lesson for conceptual understanding students will be able to use variables
for unknown numbers in a problem and independently represent word problems drawing arrays
and pictures. The teacher will go over the exit ticket from the previous lesson as a review in the
engage section of the lesson. The teacher will walk through the steps to drawing an array or
picture to represent the problem. The teacher will create an anchor chart for strategies to help
with conceptual understanding including the equal group's strategy and drawing an array or
picture to represent each problem. For practice the teacher will give another word problem
similar to the exit ticket asking the students to use cube manipulatives to represent the
problem. Lastly, the teacher will pass out an exit ticket with one word problem asking the
students to use the strategies of conceptual understanding to visually represent the problem.
Students are expected to earn 8 out of 10 points on exit ticket.
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. (1-2 sentences)
The re-engagement lesson will be effective in helping the 3 students who did not visually
represent the problem at all on their previous exit ticket as well as the 1 student who did not
draw the correct number of circles to represent the word problem.
c. Explain how you will reassess for mastery of the concept. (exit ticket)
1) How many sides do 10 squares have altogether? Represent the problem using the cube
manipulatives then draw a picture to represent the problem. Write out an equation using
a variable and solve the problem.
Choose to do either 3a OR 3b:

3a. Plan to Re-engage for procedural understanding.

a. Describe your re-engagement lesson for this group (objective from CCSSM, learning
tasks, strategies, materials, assessment). ( one paragraph)
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. (1-2 sentences)
c. Explain how you will reassess for mastery of the concept. (exit ticket)

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

a. Describe your re-engagement lesson for this group (objective from CCSSM, learning
tasks, strategies, materials, assessment). ( one paragraph)
For the re-engagement lesson for problem solving students will be able to write an equation
using a variable to represent the unknown number. To begin the lesson the teacher will go over
the exit ticket from the previous lesson and talk through the problem discussing the importance
of using a variable for the unknown. For the students who struggled with writing out the
equation and using a variable, the teacher will use multiple word problem examples to focus on
identifying the unknown number of the problem. For each of these problems, the teacher will go
over identifying the unknown and choosing an appropriate variable. Lastly, the students will
solve one word problem for the exit ticket.
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. (1-2 sentences)
By walking students through several word problems for solving a problem using a variable, this
re-engagement lesson will be effective in helping the 5 students who had trouble writing a
variable for the unknown or who did not understand what the problem was asking at all.
c. Explain how you will reassess for mastery of the concept. (exit ticket)
1) How many sides do 10 triangles have altogether? Write out an equation using a variable
for the unknown and solve the problem.

Scoring Rubric
Possible
Points

Section A: Context for Learning

A1 1
A2 1
A3 1
A4 5
A5 5
A6 5

Section B: Whole Class Lesson

B1 1
B2 1
B3 10
B4 8
B5 10

Section C: Results of whole class assessment

C1 10
C2 14
C3 6

Section D: Plan for re-engagement

D1 2
D2 10
D3a or D3b 10

Total of all scores: 100