Running head: PRE-INSTRUCTIONAL COMPONENTS 1

Instructional Design Project

Leesa Parker

Coastal Carolina University

EDIT 700
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Report 1 – Pre-Instructional Components

Instructional Analysis Context:

My third grade gifted and talented (GT) class is a pull-out program at Hunter Street

Elementary School in York, South Carolina. This means that the students are in a general

education class with a general educational teacher for third grade. They are pulled out of their

classroom once a week for three hours for enrichment with me in interdisciplinary instruction.

This group of 14 third graders come from four classrooms. They are all eight years old. There are

seven males and 7 females. Twelve students are White, one is Asian, and one student is of mixed

race. All students are placed in our GT program because they have qualified according to South

Carolina’s identification criteria. Although they have all qualified as gifted, the manner in which

they qualified creates a range of different abilities, strengths, and weaknesses. One student is also

classified as learning disabled, which deems her “twice exceptional.” She receives support in the

form of inclusion in reading and written expression in the regular classroom. This particular

group of students enjoy the different learning environment and are very eager to participating in

the new experiences in the unfamiliar setting. This is the first year of gifted education for them,

and since we only meet once a week, it is still somewhat unfamiliar to them, as we have only met

five times this year.

Rational:

Mentoring Mathematical Minds (M3) is a series of curriculum created specifically for the

gifted and talented student. They learn to use what they have learned in general education classes

and extend that knowledge beyond the state standards. This curriculum also aligns with the

current best practices listed for gifted instruction in South Carolina. Although students have had
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exposure to basic addition and subtraction knowledge, pretests show they lack the depth and

understanding of number sense within adding and subtracting. M3, in particular Unraveling the

Mystery of the Moli Stone, helps students develop a deeper understanding of our number system

and apply it to their new knowledge of place value. It also integrates writing in the mathematics

area, so it also strengthens those skills they are lacking.

Description of Context:

 Project M3: Mentoring Mathematical Minds is specifically developed for gifted

students

 Unraveling the Mystery of the MoLi Stone: Exploring Place Value and Numeration

goes in depth with our number system to improve and expand addition and subtraction

processes with knowledge of that system (going beyond algorithms)

 Developed to extend knew knowledge

 Students are presented with real-life problems

 Problems are set up to think, write and read like real mathematicians

 Communication in writing is a key component

 M3 provides differentiation activities for students who struggle, as well as those who

advance quickly within the concepts

 Rubrics are provided for teachers and students

 Progress monitoring is available for formative assessments

 Students work with manipulatives in hands-on activities to stress the concepts

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Description of Learners:

PreTest
A G E
Score M3
Y M D
Unit
MAP Rubric
Dimension Math Score
Student Gender Ethnicity Qualified GT Percentile /19
A nonverbal
LB F W 8 10 22 B reading 86 3
A verbal
MD F W 8 9 23 C nonverbal 71 3
A 96%ile
KD F W 8 2 10 composite 82 8
A 96%ile
CE M W 8 3 25 composite 80 5
A quantitative
CF M W 8 11 11 C nonverbal 80 7
A 96%ile
JL M W 8 9 26 composite 82 6
A nonverbal
EAM M W 8 7 9 B reading 76 2
A quantitative
C nonverbal
*LD in
Reading and
Written
EKM F W 8 5 17 Expression 44 11
A nonverbal
AM F M 8 8 23 B reading 92 6
A 96%ile
LM F W 8 10 20 composite 82 8
A 96%ile
LO M W 8 7 21 composite 98 7
B reading
CR M W 8 10 13 C nonverbal 84 3
A verbal
CT F W 8 8 24 B math 84 7
A 96%ile
CV M A 8 2 21 composite 98 4
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Performance Context of Learners and Implications for Instruction

In second grade, a great deal of time should be spent on number sense, according to the

South Carolina State Standards. According to the standards, after students have fully developed

place value concepts, students will use those to add and subtract four 2-digit numbers, and two 3-

digit numbers. Students are expected to use place value strategies, concrete models, and

properties of operations to develop their own strategies. Standard algorithms were not introduced

at this early level of development. This has been evident in what we have been working on in

class. Activities that require problem solving using subtraction have been a struggle with this

group. No students were able to subtract correctly when needing to regroup, although such

activities were listed in the support documents. When asked if they learned to algorithm for

regrouping in 2nd grade, some had and some had not, but no one remembered the steps. Some

were still unable after a brief mini lesson on the algorithm. And I will note that no student was

able to use pictures (models) to show the subtraction problems with regrouping. This tells me

that understanding place value models may be a weak area for them. Data from the pretest

indicated that most students have poor concepts of numeration, regrouping, and general math

vocabulary in numbers and operations. It seems that adding and subtracting has been become a

rote activity rather than the understanding of our base-10 system and the “math” behind it. This

is evident because they are unable to apply what they know about our number system and apply

it to a base-3 system when trading or regrouping in the preassessment. Limited knowledge of

how to express their problem-solving thinking and reasoning coherently and clearly through

written communication. Students lacked mathematical vocabulary to express their thoughts.

Some were able to express it with pictures easier than words (due to lack of vocabulary).
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Skill levels vary in reading and math, although not enough gap to say there is reason to

provide different levels (as far as whole group instruction). This means that I will be able to lead

discussions in whole-group situations so they can share and interact with me. Differentiation will

come in small group interaction with the hands-on activities. Students will interact with each

other and their individual responses on formative assessments will provide me with the

information I need to assess whether or not small group instruction will be needed for this

particular unit. I must be able to provide access to experiences and enriching activities that they

may not otherwise have an opportunity to take part in.

Lessons will be introduced with the full group of 14 students. After which students are

separated into small groups according to varied personalities and critical thinking processes, and

sometimes randomly to assess working within a group. All small group instruction is “hands-on”

and the teacher works as the facilitator. Students work through the inquiry in their collaborative

groups. Students must communicate orally with group members following the rules and

guidelines set by the facilitator. These guidelines are suggested by the publisher so that all

students are asked the same or similar questions. A rubric is available to the teacher to score

student responses. Interventions will be individualized for differentiation as students complete

each small group activity. The teacher observes and corrects thinking as students move through

the inquiry. Chapter check-up tests are used to monitor progress and “hint cards” are used to

prompt students thinking.

Instructional Goal Statement

The third grade GT students will be able to represent addition and subtraction with

regrouping to show deeper understanding of groupings and symbols and their functions in a

place-value system. They will 1) Explore base systems by adding and subtracting in different
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base systems 2) compare and contrast other number systems to make connections to the

importance of a zero in our number system, 3) express numbers in equivalent representations

through decomposing and composing the numbers, 4) organize and use mathematical vocabulary

to express mathematical thinking through written communication.

Goal Analysis

Based on the instructional goal, students will be able to do the following based on a given

task:

 Add and subtract up to four-digit numbers with regrouping

 Create a variety of models to show their understanding of a base system

 Decompose numbers into expanded form

Subskill Analysis

Based on the instructional goal, learners will be able to do the following:

 Add and subtract up to four-digit numbers with regrouping
Use place value mat and manipulatives to add and subtract with regrouping (Cuisenaire rods)
Learn and fluently use algorithms to solve regrouping problems
 Create a variety of models to show their understanding of a base system
Draw addition and subtraction problems using knowledge of place value
Represent numbers in a new base system (such as 3)
Add and subtract with regrouping using manipulatives in a new base system
 Decompose numbers into expanded form and other forms
Expand a number to show the value of the digits
Symbolic renaming of numbers

Early Behaviors/Prerequisite Skills Analysis

Addition and subtraction of two-digit numbers with regrouping

Read and write numbers to 10,000

Express numbers using place value (385 has 3 hundreds, 8 tens, and 5 ones)
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The third grade GT students will be able to represent addition and subtraction with regrouping
to show deeper understanding of groupings and symbols and their functions in a place-value
system. They will 1) Explore base systems by adding and subtracting in different base systems
2) compare and contrast other number systems to make connections to the importance of a
zero in our number system, 3) express numbers in equivalent representations through
decomposing and composing the numbers, 4) organize and use mathematical vocabulary to
express mathematical thinking through written communication.

Learning Doman Skills Needed

Intellectual Skills 1. Compute math problems
2. Understand place value
3. Understand what a base system is
4. Representing numbers as concrete
representations
5. Problem solving
6. Regroup correctly
Psychomotor Skills 1. Working with manipulatives
2. Writing answers
3. Drawing pictures
4. Raising hand
Attitudes/Behavior 1. Following rules when using manipulatives
2. Cooperative attitude when working with
groups or partners
3. Participation in activities
4. Listening to other students’ ideas
5. Complete classwork
6. Appropriate response to someone they
disagree with
Verbal Information 1. Expressing ideas
2. Agreeing or disagreeing with others during
discussion
3. Expressing ideas in writing
4. Asking questions
5. Speaking so everyone can hear
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Report 1 – Pre-Instructional Components

Performance Objectives:

 The students will organize, consolidate and communicate their mathematical thinking

scoring at least 6/9 on the math writing rubric

 Apply and adapt a variety of appropriate strategies to solve problems within 90%

accuracy

 Students will understand placed value and computation through problem solving with

85% accuracy

 Students will understand symbols in a numeration system and the importance of zero

within our number system by scoring at least a 5/6 on the performance task problem-

solving activity and written response

Pre-Instructional Activities:

Students will be given three different types of pre-assessments pertaining to this unit of

study and the objectives. The first is a vocabulary assessment. It is a difficult “cloze-type”

assessment and students are provided with a word bank. The second and third assessment are the

same questions, but scored with a rubric that assesses written expression in mathematics, as well

as knowledge of the concepts presented. Together, the three different data points provide me with

specific strengths and weaknesses of individual students as well as the whole group.

Prior to requiring students to write out mathematical responses, emphasis will be placed

on how to write mathematically. Students will be given a reference guide and a copy of the rubric

on what to include when writing about their mathematical thinking. Both exemplars and poor
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examples will be shared and analyzed whole group before students will be scored with a rubric

themselves.

Instructional Sequence:

Each lesson has a teaching and assessment phase.

The teaching phase includes:

1. Initiate – an engaging introductory learning experience

2. Investigation – students explore concepts

3. Mathematical Communication – students reflect upon the concepts and share what

they’ve learned either through partner discussions, journal writing, or whole class

discussion

The assessment phase includes:

1. Check-ups – these are provided at the end of some lessons so teachers can check

students’ understanding

2. Unit test – this is to check for understanding of the key concepts presented throughout

the whole unit. This is what is provided for pre and post-assessment for the entire unit.

Strategies for Teaching Objectives:

Each chapter builds upon the last, so understanding of the vocabulary and concepts is a

must to move on. Each lesson hooks the learner in with a situation or a learning point. There, a

problem is introduced. The problem-solving activity handed off to the student through

exploration. Students are left to try to figure out strategies on their own, but it is up to the teacher

to walk around, observe, and provide specific help (hint cards, worksheets with charts or guided

work-throughs) for those who need support. Some investigations are individual, and some are

group work through games which leads to discoveries. Once the problems are solved, whole-
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group review and discussion is key to this program. There are multiple ways to solve these

problems, and the teacher’s job as a facilitator of learning is to pick out students and/or groups

who solved the problems in unique or higher-level ways. This is where mathematical discussion

is practiced. The teacher uses guided questions and repeating techniques to gauge understanding

and misconceptions. Then students are posed an extension question to be written in their

mathematician’s journal. There is also an option for differentiation. The “Think Deeply” journal

is to asses whether students can apply the concept to a new situation. The “Think Beyond”

journal questions are for those who have mastered the basics and need to dive more into the

high-level thinking for an increased challenge.

Practice and Feedback:

Within the teaching phase, both the investigation and mathematical communication allow

students to practice and discover through inquiry. The hands-on activities and partner work allow

the teacher to observe oral communication between partners. Artifacts are created within each

activity for me to review and provide feedback. Each lesson closes with an opportunity for

students to respond to an extension question of the activity. These responses are scored using the

same rubric for the unit tests and are used to share whole group to analyze and improve

responses according to the rubric. It is suggested that teachers can choose to use as a formal or

informal assessment tool. Chapter check-ups are available for Chapter 1, Lessons 1 and 3,

Chapter 2, Lessons 1 and 3, and Chapter 3, Lesson 2.

Media Selection and Rationales:

This unit consists of a teacher’s guide and a student’s mathematician journal. Additional

resources come from the teacher’s guide only if needed for support and or extension. Online apps

such as Padlet may be used as a collaboration tool or to share thinking. The main source of
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feedback is from the teacher (human instructor) because there will be tasks that students work

through to eventually discover the answer. There is no adaptive technology or tools that fit with

the specific tasks given to the students. This program includes a kit with materials and supplies

students work with during the hands-on investigation phase. The teacher initiates, and specific

tasks guide students through for them to discover and communicate within the lesson. There is

no “teach then practice” aspect to this unit being inquiry-based.

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Sample Assessments:
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Pre-and Posttests

The unit test is given as the pre-test and posttest of the unit. Students should show

significant growth in understanding the mathematical concepts as well as responding in writing.

The scoring rubric is very specific on how specific a student needs to be in order to earn full

credit. The full test and scoring guide follows.

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Report – Post-Instructional Components

Characteristics of Learners:

It is important to note that all of these students are qualified as gifted and talented 3rd graders.

Not all of them, however, have qualified in the area of math. This chart displays in which

dimension(s) they qualified, as well as their fall Measures of Academic Progress (MAP)

percentile. It’s also important to note that EKM is a twice exceptional student. She is labeled

gifted and has a learning disability in reading and written expression.

MAP Math
Percentile
Dimension
Student Gender Qualified GT
A nonverbal
LB F B reading 86
A verbal
MD F C nonverbal 71
A 96%ile
KD F composite 82
A 96%ile
CE M composite 80
A
quantitative
CF M C nonverbal 80
A 96%ile
JL M composite 82
A nonverbal
EAM M B reading 76
A
quantitative
C nonverbal
*LD in
Reading and
EKM F Written Expression 44
A nonverbal
AM F B reading 92
A 96%ile
LM F composite 82
A 96%ile
LO M composite 98
B reading
CR M 84
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C nonverbal

A verbal
CT F B math 84
A 96%ile
CV M composite 98

Summative Assessments

There are two types of assessments for this unit. At the end of specific chapters, a Chapter

Check-Up will be administered. There I will be able to address specific weak areas related to the

topics covered. It is through the check-ups that I will decide whether or not to reteach a concept

whole group, or perhaps pull individuals in a small group setting for remediation. The final test

will be the unit test. This will be given after all chapters have been taught. This is the exact same

assessment as the pre-test. There are two sections to this test, a concepts and written section, and

a vocabulary section. The Unit Test concepts and written section comes straight from the

Kendal/Hunt Publishing company, while the vocabulary test was teacher created.

Procedures Used in Evaluation Process

Time

The post-test of the math unit will be given in the morning. Students are in my room from 8 a.m.

to 11 a.m. every Thursday. Students will not be timed for this test, but if the majority of the

students are taking over 45 minutes, the test will continue the following week.

Place

The unit test will be given in the gifted and talented room. This is a resource room where the GT

students come for their enrichment classes.

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Procedures

Students will be provided with the Writing in Math rubric to use with their test. We will gather

whole group to go over the directions together. I will address any procedural questions. Students

will work independently on each section (it is their choice on which section to begin working on)

and turn in the test when it is complete. If the test needs to be extended to the next class meeting,

I will collect all of the incomplete test papers for the next session.

Schedule

The end of unit test will be given the week after the lessons are complete. There will be a review

prior to handing out the test. The goal is to have the test sections completed within 45 minutes. I

will extend the test time as needed.

Environment

During assessments, student have the choice of staying at their table or working around the room

where they feel comfortable. Working around the room has space restrictions so students do not

have an opportunity to see others’ answers. If students choose to stay at their table, they must use

a commercially made divider (portable study carrel).

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References

Gavin, M. K., Chapin, S. H., Dailey, J., & Sheffield, L. J. (2006). Unraveling the mystery of the

Moli Stone: Place value and numeration. Dubuque, IA: Kendall/Hunt Publishing.