Modified Task 4 Assignment

Fall 2017 MAED 3224

Section A: Context for Learning
1. Grade level: First Grade

2. How much time is devoted each day to mathematics instruction in your classroom? Usually
an hour and thirty 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. The first grade team use
the PearsonRealize program. It comes with online tutorials, interactive math problems and
handout materials for the students.

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. She uses the online PearsonRealize
program on her smartboard in the front of the class, though I didn't see many manipulatives
being used. The students sit on the front carpet with their worksheets for that day's lesson while
my CT clicked through the interactive lesson, all working together to fill in the blanks and solve
each part of the problem for their guided practice. Then they go back to their desk to complete
the independent practice portion of the Pearson worksheets. They use this program everyday
and I never observed a math lesson that didn't use the resource.

5. From your observations, explain how your teacher makes sure the students learn the
standard/objectives conceptually giving a specific example. (one paragraph) During my
observations, I watched my teacher help guide the students through the questions on the
interactive smartboard lessons. The students complete the guided practice portion of their
worksheets on the carpet as a class, my CT helps ask questions to set up the problem and has
volunteers come up to touch the answer on the board. Once they complete the guided practice,
the students return to their desk to complete the independent practice of the worksheet alone.
Once they finish the problems, they come up to the desk to have them checked. If they are all
correct, my CT checks it off and tells them they can go ahead and start the homework portion of
the worksheets. If they got any wrong, my CT circles the problem and sends the back to fix their
mistakes, then when they are all correct they can move on. After about 10 minutes or so, she
regroups them to the front and they go over the problems by showing student work on the doc
cam, then the class discuss the things done correctly and incorrectly. Once they establish if
anything is wrong with that students work and answer, they correct it as a class to make sure
everyone understands where they may have gone wrong on their own worksheet.

6. What did you learn most about teaching mathematics from observing this teacher? (one
paragraph) I learned that teaching math can be really difficult because every student can be on
a different level, which makes it hard to teach the class as a whole. My CT taught a whole group
lesson every time I observed, sometimes one or two students would be pulled out by a TA for
extra help. While the students worked on their independent practice part of the worksheets, my
CT would call one student who is struggling to her desk to work on the areas of weakness and
to give them extra help. She would do this for about 10-15 minutes every time she had a break.
When I was there, she was allowed to spend more time helping a student. There are a lot of
ways to teach math, and every student learns differently and at different rates, so its important
to focus on each student as an individual instead of the class as a whole.

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). The lesson focuses on students
solving subtraction word problems by using their addition facts. Students learn to read an entire
word problem before they begin trying to solve it. This lesson makes students think critically
about which operation to use to solve the problem.

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

CCSS.MATH.CONTENT.1.OA.C.6 Add and subtract within 20, demonstrating fluency for

addition and subtraction within 10. Use strategies such as counting on; making ten (e.g.,
8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13
- 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g.,
knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or
known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 =
13).

Objective: Students will use addition facts to independently solve subtraction word
problems. Students will be able to score 8 out of 10 points (80%) to show mastery on
this material.

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.) The lesson will begin will begin with the interactive portion of the
lesson by giving the class an example word problem 9 cats chase a ball. Some cats stop to eat.
Now there are 4 cats chasing the ball. Stan says 13 cats stop to eat because 9+4=13. Do you
agree or do not agree? to solve as a class on the guided practice portion of their worksheets.
The teacher and class go over the parts of the problem and underline the important keywords.
They underline 9 cats chase, some stop to eat, and 4 cats chase the ball. The class then discuss
9 as the total, 4 stopping and 5 cats remaining. Students are then sent back to their desk to
work on the independent practice part of the worksheet.The independent problems are 14
grapes sit in a bowl. 9 are green. The rest are purple. How many are purple? and 11 oranges
are in a bag. 8 oranges fall out. How many oranges are left in the bag?. After students finish the
independent practice, they come up to get them looked over by the teacher to get checked off
that they completed it. Students then begin working on their exit ticket problem to be graded.

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) A Pet store has 9 frogs, 5 of the frogs are green and the rest are brown.
Lidia adds 5+9 and says the store has 14 brown frogs. Circle if you agree or do not agree with
Lidias thinking. Use pictures, words or equations to explain.

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)

Conceptual Understanding(4): Students will get the full 4 points for drawing the correct picture
to show they know 9 is the total of frogs. Students will receive 2 points if they draw the picture
incorrectly (9 then counting on). Students will receive 0 points for drawing no picture.

Procedural Fluency(2): Students will receive the full 2 points for getting the correct answer.
Students will receive 0 points for getting the incorrect answer.

Problem Solving(4): Students will receive 4 points for choosing the correct operation and getting
the correct answer (5+4=9). Students will receive 3 points for choosing the correct operation
and getting the wrong answer. Students will receive 2 points for choosing the incorrect
operation, but getting that problem correct (5+9=14). Students will receive 0 points for choosing
the incorrect operation and getting the wrong answer.

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)

Student Conceptual Procedural Problem Solving Total Points

Understanding Fluency (2 (4 points)
(4 points) points)

A 2 0 2 4

B 4 2 4 10

C 2 0 2 4

D 2 0 0 2

E 4 0 3 7

F 2 0 2 4

G 4 2 4 10

H 2 0 2 4

I 0 0 2 2

J 2 0 2 4

K 2 0 2 4

L 2 0 2 4

M 4 2 4 10

N 2 0 2 4

O 4 2 4 10

P 4 2 4 10

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)

Conceptual Understanding: 10 out of 16, roughly 62%, of the students scored in the red range. I
think those low scores definitely come from the conceptual understanding portion of this
problem. This problem was very challenging for these students, I think a lot of them rushed to
do the problem without actually reading the question. For this problem, I was looking for
students who knew what the question was asking them to solve for. All 10 of these students
drew some sort of representation for the number 9, then added 5 more to it. They see 5+9 in
the problem and assume that is what the problem is asking you to solve. The students need to
read the problem and establish that 9 is their total, so their answer should never be bigger than
9. They only see this problem as addition of the two given numbers. Once they see there are
only 9 frogs, they need to use a method to find out how many more numbers it takes to get from
5 to 9.

Procedural Fluency: 11 out of 16, roughly 68%, of the students scored 0/2 points for procedural
fluency. I based the points off of 2 full points for the correct answer, and 0 points for the
incorrect answer. For this problem, I was looking for the student to solve and get the correct
answer.If students did not set up the problem correctly (conceptual understanding), then it was
almost impossible for them to get the correct answer. Only 1 student got full points for
conceptual understanding and 0 for procedural fluency, and that was due to a simple addition
mistake.

Problem Solving: the scoring for problem solving was all over the place because of the way I
broke down points. For this problem, I was looking for students to choose subtraction as the
correct operation. 5 of the 16 students (31%) chose the correct operation and got the correct
answer.They knew there were 9 total, so they either subtracted 5 from 9 or they used a number
line to jump from 5 to 9. 9 of 16 students (56%) chose the incorrect operation, but got the
problem correct. These students all read the problem as 5+9, they solved to get 14 as their
answer. I gave these students 2 points because even those they chose the incorrect operation
for the problem, they solved 5+9 correctly. 1 of 16 students (6%) chose the correct operation,
but an error led to the wrong answer. 1 of 16 students (6%) did not do the correct operation, and
got the wrong answer for the problem they created, 5+9=10.

Note: Patterns of learning include b oth quantitative and qualitative patterns (or 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)

(one paragraph)

This student started by drawing 10 circles followed by drawing 5 more circles. The student
colored in the 10 circles, which is their first mistake since there should only be 9. They then just
took the 5+9 from the problem and solved it to get 14. This student is struggling conceptually
because they dont see 9 as the total in the problem. Once they see that 9 is the total, they
should know their answer cant be bigger than 9. This student's drawing does not match his
equation, which makes be believe they just solved the equation and then drew a picture
afterwards so they wouldn't get points taken off. I gave this student 2 points on conceptual
understanding for drawing a picture, but not drawing the correct picture for the given problem. I
gave the student 0 points for procedural fluency since they did not get the correct answer. I
gave the student 2 points on problem solving for solving 5+9 correctly, even if that wasn't what
the problem asked them to do.

Student 2 Mathematics Work Sample (student struggles with procedural fluency or problem
solving)
(one paragraph)

With my students and their misconceptions, it was split directly in half. Either the student knew
the problem was asking you to subtract and find the missing value, and they got the correct
answer. The other half saw the problem as addition only, so they got the whole question wrong.
Student 2 had the same misconceptions as Student 1, she just used a different method. She
drew a number line to help her jump count, but she started it at 9 and jumped 5 places to get to
14. She does not see 9 as the total frogs, so she did what almost half the class did and solve for
5+9 since thats the equation they see in the question. She did a really good job of counting on
and shows various examples of her thought process and how she solved the problem. She just
chose the incorrect operation needed to solve the problem correctly.

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) Since the results showed me every student who scored poorly did so because of their
conceptual understanding, I will only have 2 groups. Group 1 will be conceptual and Group 2 will
be mastery/ready to move on. Group 1 will have 10 students, and Group 2 will have the
remaining 6.

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). S tudents in this group will begin by sitting in a
circle around the teacher. They will be given a problem stating There are 10 cookies in
the jar. 6 of them them are sugar cookies, and the rest are chocolate chip. How many
cookies are chocolate chip? The teacher will ask one student to read the problem out
loud again, then the teacher will stop them and reiterate that there are 10 cookies in the
jar. Each student will have some legos, the teacher will ask how many legos they should
have for this problem. As a group, they will decide that there are 10 cookies total, so they
should use 10 legos. Have another student read the rest of the problem. The teacher will
say out of my 10 cookies, how many are sugar? And the students will hopefully know its
6. So everyone will pull off 6 legos from their 10. The teacher will then ask how many are
remaining, and they will hopefully know there are 4 left. The teacher will say Just
because 10 and 6 are in our problem, does not mean that those are the two numbers
youre adding together. You need to read the problem, the first thing it states is there are
10 cookies total in the jar, so off the bat you should know that your answer cant be
bigger than 10. If you know there are 6 sugar cookies, you can use your number line to
start with 6 and count your jumps to get to 10. 6 sugar cookies + 4 chocolate chip
cookies = 10 cookies total.

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. The students who got the exit ticket wrong were
all caused by the same mistake, they didn't read the problem and just solved the two
numbers they saw. This re-engagement lesson will make students aware they need to
read the entire problem before they rush to finish it.Once they realize 10 is the total
number in the problem, they wont look at it the same way and use one of their strategies
to help find the correct answer.

c. Explain how you will reassess for mastery of the concept. Max has 8 candy bars. He
gives 3 of them to friends. How many candy cars does Max have left?
Students will draw a picture or demonstrate with a manipulative that they start with 8,
take 3 away, and they will end up with 5 as the answer.

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). These students would be given the problem
There are 2 red jelly beans, 3 blue jelly beans and 1 yellow jelly beans. How many jelly
beans are there total? Students will be asked to write an equation to solve the problem,
using all 3 numbers. The group will establish that they need to add all the jelly beans
together. After students are given a minute, they should draw something to represent
 2+3+1=6. Students will then be given the problem There are 9 black cars and 6 white
cars in the store parking lot. 4 of the black cars drive away, what is the total number of
cars left in the parking lot?Students will need to think harder about this one and read the
problem a couple times to themselves.The teacher will ask what the different between
these two problems are, and the students should say this problem has something being
taken away. With that being said, students need to think of an equation to draw for this
problem. They should end up with something representing 9+6=15, 15-4=11. Or 9-4=5,
5+6=11.

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. These students have trouble figuring out how to
set up their equations, so this lesson makes them read the problem and think about each
part separately, then putting it all together to figure out the correct answer. They need to
use words in the problem to figure out the correct way to solve the problem.

c. Explain how you will reassess for mastery of the concept. Students will be given the
problem Kelly has 6 friends over for lunch. 2 of the friends leave, then 5 more come
over. How many friends are at Kellys now? Students will need to demonstrate or draw
6-2=4, 4+5=9. This shows they understand which operations to use in this problem.

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)
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)

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