Running head: TUTORING ASSIGNMENT 1

Tutoring Assignment

Katie Burke

EDU 330
TUTORING ASSIGNMENT 2

Introduction

For this project, I was paired with a female third grader at Pugliese West Elementary, an

elementary school with grades Pre-K through fourth grade. While she was quiet and shy when I

first met her, she soon became excited, bubbly, and talkative. While she can become easily

distracted, she works hard and desires to do her work correctly. She loves to be active and she

also loves to draw. She often has a notepad with her so she can draw during her free time such as

after she finishes assignments. She loves candy and finds it to be highly motivating when she

needs to get her assignments done. Her teacher was excited that she was receiving some extra

help in math and was prepared to help me whenever I needed. The tutoring sessions took place in

the hallway outside her classroom after recess.

Diagnostic Screening Test Outcomes, Goals, and Strategies

When I arrived at the school for the assessment, I was very excited to meet my student

and work with her. While I was slightly nervous in my ability to teach a student math, I was

confident that I would be able to help this student. Ms. Ballato led me to her classroom and

explained how my student was such a sweet girl which calmed my nerves a bit. When I met my

student, I introduced myself and told her about what we would do today as well as for other

sessions. After explaining the assessment, I asked if she had any questions and if not, she could

begin the assessment. She did not ask any questions and began to take the assessment. During the

assessment, my tutee was quiet and shy. While she did not seem nervous about the assessment,

she was quiet and did not talk much when I asked her questions. While she was taking the test,

she was distracted by the different conversations going on in the hallway. It was not the ideal

assessment to give an assessment and I often had to redirect her. Although she seemed shy, she

was determined in the test and attempted to do all the problems, despite not knowing how to do
TUTORING ASSIGNMENT 3

them. I instructed her that if she did not know how to do the problem, she could skip it; however,

she continued to try her best on each problem. Once she finished the assessment, I told her that I

would be back in a few days and that we would do some fun math activities to help her. I was

excited to help her learn and expand her mathematic knowledge. From what I observed during

the assessment, she seemed to have some good foundational skills that just needed some

revisiting.

After reviewing the assessment and scoring it, I found that my student performed fairly

well and is slightly below grade level in some sections. Her total basic score on the assessment

was 3.4. This score can be translated to that my third-grade student is performing just at grade

level. Based on the results of this test, she is strong in the simple math problems having scored

3.4. I observed that the student was strong in this area because she was quick to answer each

problem in this section as well as have confidence in her answers. I also observed that she

reviews her work before moving on. For example, the first problem in the procedures section

was an addition problem. She first answered multiplication; however, before she moved on, she

reread the problem and changed it to addition. This shows that she wants to be right and values

accuracy in her work. My student showed weaknesses in the following categories: procedures,

sequences, complex, manipulation, and zero, having scored 1.5, 1.5, 2.6, 2.4, and 2.3

respectfully. These scores can be translated to her being at a first or second grade-level, meaning

she is below grade level. When I observed her in these sections, she seemed slightly frustrated

and confused about what the problem was asking her. The problems that I observed to be the

most difficult for her were those that involved multiplication and division. For example, in the

sequences section, she did well on the first two questions, but for the third question, she seemed

to become confused. The third question had the sequence: 1,3,9,__ which shows that each
TUTORING ASSIGNMENT 4

number goes up by x3. She instead wrote “1,3,9,11,19”. She did this for the next sequence which

involved dividing by 2. She also struggled with subtraction that involved borrowing. I observed

this is the manipulation section in which she did not borrow in the problem 24-18. She solved the

problem as 14 rather than 6. From further observation, I realized that she subtracted 8-4 in the t

problem rather than borrowing a group of 10 to do 14-8. This showed me that she needed some

instruction on when to borrow and how to borrow. Some other weaknesses that were found in the

assessment were in the following sections: decimals, simple fractions, and manipulation of

fractions. She did not do any of these problems correctly. Although she did not do any of these

problems correctly, she attempted to solve each problem. I was able to interpret this and infer

that these are topics she has not yet learned which would cause her to not understand any of the

problems. I was proud that she attempted to solve these problems to the best of her ability and

apply what she already knew to solve each one. For example, she was confused by the decimal

point and changed it to an addition sign to solve the problem. After administering the screening

test, I scored the assessment and shared a copy to her teacher for herself and one to give to her

parents.

Based off of my student’s performance on the screening test, there are some goals that I

want my student to accomplish to help her extend her mathematic knowledge and strengthen her

foundational skills. One goal that I wish for my student to accomplish is for her to know when to

use borrowing and why it works. Although I know she understands the process of subtraction, I

believe that she needs more practice with borrowing. I think that she lacks an understanding of

why borrowing works. For this, I want to use base-ten materials and the standard algorithm side-

by-side to strengthen these skills. According to Van de Walle, Karp, Bay-Williams, Wray, &

Brown (2019), the focus for teaching the standard algorithm is to not memorize the steps but to
TUTORING ASSIGNMENT 5

make sense of the process and the steps to understand what is happening. Another goal I have is

for her to strengthen her multiplication fact fluency. To do this, I will teach and use the inventive

strategy of grouping. When students use inventive strategies, it helps them to understand why

mathematic concepts are true as they begin to extend their prior knowledge (Van de Walle et al.,

2019). Although she does well with single-digit multiplication, I found that she has more

difficulty when it comes to single-digit multiplication of higher numbers. My last goal was for

her to have confidence in her mathematic abilities and have strategies to use during mathematic

assessments.

The various teaching strategies I plan to use are manipulatives, positive reinforcement,

technology, and guided practice. Teachers who spent more time in guided practice and had

higher success rates also had students who were more engaged during individual work at their

desks (Rosenshine, 2012). I plan on using guided practice during each session to ensure that my

student receives high-quality instruction and has a high success rate. The technology teaching

strategy will be used in the Desmos lesson plan for the last session.

Tutoring Sessions Reflections

Session 1-October 10, 2019: For this lesson, I focused on strengthening my student’s

subtraction skills with borrowing. This lesson uses the common core standards,

CCSS.MATH.CONTENT.2.NBT.B.5 (Fluently add and subtract within 100 using strategies

based on place value, properties of operations, and/or the relationship between addition and

subtraction), CCSS.MATH.CONTENT.2.NBT.B.7 (Add and subtract within 1000, using

concrete models or drawings and strategies based on place value, properties of operations, and/or

the relationship between addition and subtraction; relate the strategy to a written method.

Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and
TUTORING ASSIGNMENT 6

hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose

tens or hundreds), and CCSS.MATH.CONTENT.2.NBT.B.9 (Explain why addition and

subtraction strategies work, using place value and the properties of operations). The goal of this

lesson was to work on building strong foundational skills with her ability to subtract with

borrowing.

As stated, I believed the tangible, base-ten materials would help her visualize borrowing

and taking away when doing subtraction. I was very excited to use the base-ten materials I made

with construction paper, especially since they were color-coded. I pre-wrote different subtraction

problems that ranged from two-digit by one-digit subtraction, two-digit subtraction, and three-

digit subtraction. Once I arrived at the school, I chose a table and set up my materials for our

session. As I went to go to her classroom to pick her up, her teacher told her to bring the

worksheet she has been working on in class. This prompted my tutee to bring her math folder for

us to work on some of the assignments. I could tell she was excited to see me which made me

excited because she seemed to be ready to work. After we sat down, she immediately pulled out

her multiplication worksheet and a pencil. This threw me off slightly because I had not prepared

to do a lesson on multiplication. This was a great experience for me to practice quick-thinking

skills to come up with a plan to help her with her multiplication. I wanted to tie in my lesson on

subtraction so she could practice some of the foundational skills that she was missing. I was

excited to find a way to help her practice these skills while continuing to do the multiplication

worksheet. I was able to guide my student to specific multiplication problems in which I could

tie in subtraction with borrowing. For example, she completed the problem 7 x 6 which equals

42. We both discussed how the problem is 7 groups of 6 and what would happen if we took one

group of 6 away. We then move onto the problem 6 x 6 which equals 36. We discussed how if
TUTORING ASSIGNMENT 7

we subtract 6 away from 42, we could get the answer for 6 x 6. With this strategy in mind, I was

able to tie in subtraction with borrowing. She quickly picked up this method and felt motivated

because she was getting the multiplication problems correct. This was a successful session and I

was able to provide a supportive learning environment through my continuous encouragement

for my student. I think she did a fantastic job and I look forward to working with her this

semester. For future sessions, I hope to do more subtraction problems so she can meet the goals I

have set for her.

Session 2- October 16, 2019: For this session, I wanted to do the subtraction lesson I

planned for the first session. This lesson uses the same common core standards from the first

session which are, CCSS.MATH.CONTENT.2.NBT.B.5 (same as above),

CCSS.MATH.CONTENT.2.NBT.B.7 (same as above), CCSS.MATH.CONTENT.2.NBT.B.9

(same as above). The goal of this session was to do subtraction problems with borrowing while

using base-ten materials. If she were to bring a worksheet again, the goal was to attempt at tying

in subtraction to her multiplication worksheets.

For my seconding session with my tutee, I planned on attempting to do the borrowing

lesson I had planned for our first session. Despite this plan, my tutee still brought a

multiplication worksheet to our session for us to complete. While I was slightly frustrated at first,

I attempted to make this another opportunity to tie in borrowing while still completing the

worksheet. It ended up working out because I picked the multiplication problems from her

worksheet which made every problem an opportunity to tie in subtraction with borrowing. It was

a successful lesson because even though we were working on multiplication problems, I was

noticing her learning and remembering what we learned during our last session. It was exciting

to see her retaining the information and using it to solve each multiplication problem with
TUTORING ASSIGNMENT 8

subtraction. She also used the base-ten materials without my prompting and remembered how to

use them to help her solve the subtraction problem. It was very rewarding to see her succeeding

and to see the pride she had regarding how well she was doing. We were able to complete the

worksheet in this session and she seemed so proud of herself because of this. I love that she felt

that sense of accomplishment. I made it clear that she is doing so well and how proud I was of

her to which she responded with the brightest smile. I think that after this session, I will do one

more lesson on subtraction to solidify her knowledge of borrowing and then move onto

multiplication fact fluency. I am very excited to see how far she will come and how much she

will learn during these tutoring sessions.

Session 3- October 18, 2019: For this lesson, I planned on doing the subtraction lesson

that I have been attempting to do the first two sessions. The common core standards used are the

same as before. The standards are CCSS.MATH.CONTENT.2.NBT.B.5 (same as above),

CCSS.MATH.CONTENT.2.NBT.B.7 - (same as above), CCSS.MATH.CONTENT.2.NBT.B.9

(same as above). The goal for this lesson was to further extend and practice her subtraction with

borrowing knowledge by using base-ten materials and the standard algorithm side-by-side.

I figured that if she would bring a worksheet again, I would use the worksheet as a positive

reinforcer for the lesson I planned. I would introduce my lesson and then tell my student that if

she can do this lesson, then we can do the worksheet she wanted to complete. According to

Parsonson (2012), teachers who support and encourage their students in the classroom

effectively and use positive reinforcement when needed, increase the likelihood of effective

classroom behaviors. Although positive reinforcement is commonly used with behavior, I

wanted to use it with my student for her to be motivated to do the lesson I planned. The goal for

this session was to give my student the opportunity to practice her subtraction with borrowing
TUTORING ASSIGNMENT 9

skills through two-by-one-digit subtraction, two-by-two-digit subtraction, and one three-by-

three-digit subtraction problem using base-ten materials and the standard algorithm.

After I arrived at the school and set up my materials for the lesson, I went to my student’s

classroom to pick her up. As usual, she brought her math folder to work on during our session.

Once we sat down, I said that we are going to do a “warm-up” activity with subtraction problems

and our base-ten materials. She was not thrilled and mentioned that she wanted to work on her

worksheets from math class. I told her that if she can complete these subtraction problems, we

can do some problems on her worksheet. She immediately became excited about this challenge

and began working on the problems I planned for her. She was doing so well and working hard

at completing these problems. She asked some great questions about borrowing such as, “How

can I know when I need to borrow and when I do not need to borrow?” This led to a great

discussion about observing numbers in a subtraction problem and finding ways to determine

when she should borrow. Eventually, it was time for her to go back to her classroom. When I

told her it was time to clean up and go back to her classroom, she got upset and said, “But I want

to do more subtraction problems!” This made me smile and she continued with, “Please come

back next time with more problems.” I was very happy to hear this, and it made me confident in

my ability to teach math. I was happy that she was excited to learn and felt that she can do math.

It was rewarding to hear her want to do more. After this session, I decided that she was doing

well enough with subtraction that she can move onto multiplication fact fluency. It was exciting

to see her progressing from her initial test results and learning more about mathematics.

Session 4- October 25, 2019: For this session, I planned a new lesson plan that focused

on multiplication and strengthening her multiplication fact fluency so she can be successful when

she begins division. The common core standard used for this lesson was
TUTORING ASSIGNMENT 10

CCSS.MATH.CONTENT.3.OA.A.1- Interpret products of whole numbers, e.g., interpret 5 × 7

as the total number of objects in 5 groups of 7 objects each. For example, describe a context in

which a total number of objects can be expressed as 5 × 7. The goal of this lesson was to

strengthen her multiplication fact fluency through visual and standard format puzzle pieces. For

this lesson, I created puzzle pieces that taught multiplication fact fluency. The puzzle consisted

of three pieces per problem. One piece had the problem on it (i.e. 4 x 5), the next puzzle piece

had a grouping visual (i.e. 4 groups of 5), and the last piece had the answer (i.e. 20). I was

excited to use this puzzle to help my student learn multiplication facts in a way that allowed her

to visualize and conceptualize the problem rather than regurgitating facts.

After I arrived at the school and set up my materials, I went to pick up my student from

her classroom. Before she came with me, I told her that she did not need any materials for the

lesson today and that she did not need her folder. After we walked to our table, I showed her the

activity that we would be doing and gave her an example of how to solve the puzzle piece

problems. I then spread out the materials and allowed her to work out the problems to try to

solve the puzzle. During this time, I gave her paper and a pencil in case she needed to work a

problem out and I brought the base-ten materials in case she wanted to use them when solving.

This was a successful lesson because I was able to see her working out the problems and

thinking about how each problem would be visually represented through grouping. It was also

exciting to see her work out the problems individually and use the base-ten materials, even if it

was only once. She did a fantastic job during this activity and although we did not complete the

whole activity because of time, she said how she loved the activity and wanted to do it again next

time. It was a successful activity and I think it was a good opportunity for her to practice her

multiplication fact fluency. I believe that she strengthened these skills because although she did
TUTORING ASSIGNMENT 11

fairly well on multiplication on the Diagnostic Test, she seemed to struggle with multiplication

that involved higher numbers (i.e. 7, 8, 9). I made sure to include multiplication facts that

included these numbers so she can practice these skills. For my final lesson, I plan on doing my

Desmos lesson that reviews both subtraction with borrowing and multiplication facts.

Session 5- October 30, 2019: For my last session, I created a Desmos lesson that

reviewed all of the material I covered during our sessions. I wanted to create a lesson that

reviewed subtraction with borrowing but also focusing on multiplication since it is more relevant

and needed for her to learn division. The common core standards used for this Desmos lesson are

CCSS.MATH.CONTENT.3.OA. A.1(Interpret products of whole numbers, e.g., interpret 5 × 7

as the total number of objects in 5 groups of 7 objects each. For example, describe a context in

which a total number of objects can be expressed as 5 × 7) and

CCSS.MATH.CONTENT.3.NBT.A.2 (Fluently add and subtract within 1000 using strategies

and algorithms based on place value, properties of operations, and/or the relationship between

addition and subtraction). The goal of this lesson was to review subtraction with borrowing using

the standard algorithm and base-ten materials side-by-side as well as review her knowledge of

multiplication facts using word problems and grouping.

My final session with my student went very well. I was excited to do the Desmos lesson

with my student and I believed that she would benefit from this type of instruction. I was slightly

nervous to do the Desmos because I needed Wifi, but luckily, I was able to log onto the school’s

Wifi as a guest. Once I was set up, I went to my student’s classroom to pick her up. I told her

that she needed no materials for today’s lesson. When I told her that we were doing an online

lesson, she became very excited to see what I had planned. After I set up the student view, I

explained what today’s lesson would look like and what the expectations were. The lesson
TUTORING ASSIGNMENT 12

started with subtraction problems that used borrowing. Research has found that when you start a

lesson with a short review, it can strengthen previous learning and lead to recalling of

information (Rosenshine, 2012). For this section of the lesson, I used the drawing board with a

typed problem. I found this to be very engaging for my student because she was able to cross out

the problem with a fun color while using the base-ten materials. It was very hands-on which

helped her visualize the problem. The lesson then moved onto multiplication word problems

which she found to be fairly easy and she was able to use the grouping method I taught her to

solve each problem. The lesson ended with a multiplication game. The game was Tic-Tak-Toe

and to place your game piece (i.e. the x or the o) you had to answer the multiplication problem.

She loved this game and was sad to hear that we did not have time for another game. She

completed the lesson with 100% accuracy and did such a fantastic job during all of our sessions.

I made sure to discuss with her how proud I was and how far she has come. Before I dropped her

off in her classroom, I gave her a piece of candy as a reinforcer and she was very excited about

that. I am happy to have had this experience and I think that I was successful in helping her with

her mathematic skills. After this experience, I feel more confident in my ability to teach math in

my future career.
TUTORING ASSIGNMENT 13

Technology-assisted Lesson Plan and Assessments

Lesson Title: Multiplication Madness Grade: 3rd Grade

Learning Target:
Students will be able to use their prior knowledge to answer two-digit subtraction problems with
borrowing.
Students will be able to complete single-digit multiplication problems.
Students will be able to represent different single-digit multiplication problems with visuals. For
example, the student will be able to represent 4 x 4 in 4 dots in 4 boxes.
Student will be able to apply their knowledge on multiplication facts to answer different
multiplication facts in a game setting.

Grade Level Guide: Content Standards

Curriculum Focal Points from Common Core State Standards
the National Council for
Teachers of Mathematics
(NCTM)
Teaching and
Learning: NCTM provides
guidance and resources for the e.g., interpret 5 × 7 as the total
implementation of research-
informed and high-quality
teaching that supports the
learning of each and every
student in equitable
environments.
Access, Equity and
Empowerment: NCTM
advances a culture of equity
where each and every person
has access to high-quality
teaching empowered by the
opportunities mathematics
affords.
The NCTM focuses on high-
quality education that
empowers students through
research-informed teaching
and effective resources. By
using these effective resources
and researched based teaching
strategies, students have the
opportunity to succeed in
mathematics.
CCSS.MATH.CONTENT.3.OA. A.1
Interpret products of whole numbers,
number of objects in 5 groups of 7
objects each. For example, describe a
context in which a total number of
objects can be expressed as 5 × 7.
CCSS.MATH.CONTENT.3.NBT.A.2
Fluently add and subtract within 1000
using strategies and algorithms based
on place value, properties of
operations, and/or the relationship
between addition and subtraction.
Interdisciplinary Connections
Multiplication is a founding
principle that must be known
and understood to further
advance in mathematics.
While multiplication is an
important topic in
mathematics, it is something
that is used in multiple
situations. For example, in
English Language Arts
(ELA), students would learn
the word multiply. Students
would understand that this
word means to increase
greatly in number which
directly relates to the idea of
multiplication in
mathematics. Multiplication
is also used in everyday
activities such as making
change and it is used in
multiple jobs such as
contracting. Multiplication is
an important mathematical
concept for students to learn
and understand not only for
mathematics but also future
life skills.
TUTORING ASSIGNMENT 14

Academic Language: The academic language for this lesson includes multiply, subtract,
borrow, and grouping.

Students’ Needs: Students should already have prior knowledge of subtraction with borrowing
as well as single-digit multiplication. This lesson is a review of these concepts, rather than a
lesson on how to do these types of problems. Students should be able to make connections to
their prior knowledge to complete the activities and questions in this lesson. Students will need
to know how to subtract, subtract with borrowing, and multiply to complete this lesson
proficiently.

Gifted Students Students who struggle with Students with a Non-Verbal

fine-motor skills learning disability
Students who are above Students who are behind in Students who have a non-
grade level and have a developing their fine motor verbal learning disability
desire to be challenged may skills may have difficulty may have difficulty
find this activity boring. using the trackpad on a conceptualizing and
These students would want laptop. It would be difficult understanding math
to have a more challenging for them to move the mouse problems that are simply
task to complete in addition around with their finger, numbers and no words. It
to the task that is already line up the mouse and what can be difficult for these
assigned. To give these they want to click, and then students to mentally solve
students a challenge during press their finger down on these math problems
this activity, the teacher can the trackpad to click. To without having words to
give multiplication help these students explain what is expected.
problems that use large participate in this lesson To help these students
numbers. These problems without the struggle of participate in the lesson, the
can include two-by-one- using the trackpad, the teacher can read the
digit multiplication teacher can provide a form problems to the student
questions, particularly the of assistive technology. For using a word problem
multiplication facts of 11 example, a mouse, an iPad format that explains the
and 12. Depending on the (if available), typing their problem. For example, for a
student’s specific needs, the answers to the problems, or problem that reads 24-18,
teacher can give other two- writing their answers using the teacher can explain
by-one-digit multiplication a pencil with a pencil grip saying, “There were 24
questions with higher are specific types of cookies and you ate 18,
numbers. This assistive technology that how many were left over?”
accommodation gives the could help these students. Additionally, it would be
student a challenge without These small helpful for the student to
branching away from the accommodations will allow use manipulatives while
original standards. the student to participate in solving these problems so
the activity without they can physically “take-
hindering their ability to away” pieces to answer the
answer. problem effectively.

Materials:
Student Needs
TUTORING ASSIGNMENT 15

- Computer
- Scrap paper
- Pencil
- Internet access
Teacher Needs
- Computer
- Internet access

Language Function: During this lesson, students will be given the opportunity to review
subtraction with borrowing and single-digit multiplication. Through the activities planned in this
lesson, students will be able to change their language function regarding mathematics
vocabulary. In this lesson, students will do two problems on subtraction with borrowing. Instead
of students describing and explaining the problem as “borrowing from the neighbor”, they will
be able to explain the process of borrowing as taking away one group of ten and adding it to the
ones to make a larger number.

Analyze, Argue, Describe, Evaluate, Explain, Interpret, Justify, Synthesize

Lesson Plan
Before: The beginning portion of this lesson will be allowing students to log into the Desmos
lesson. As students are logging onto their computer accounts, the teacher will walk around and
ensure that all students are on the right webpage. The Desmos student sign-in will already be
pulled up onto each computer as well as the Desmos student code to save time. Once all
students are successfully logged onto the student Desmos screen, the teacher will begin a
review of subtraction with borrowing and single-digit multiplication. During the review, the
teacher will use the “I do, we do, you do” method. The teacher will begin by doing two
subtraction with borrowing problems and two single-digit multiplication problems. For each
example, the teacher will demonstrate with visuals (i.e. base-ten materials or grouping) so
students can see how each problem is visually represented. After the teacher finishes the
example problems, the teacher will write some more problems on the board for the class to do
together. The teacher will ensure that each step is specifically stated and understood by each
student. After the class goes over each problem together, the teacher will complete a quick
informal assessment. The teacher will ask the students to give a thumbs-up or thumbs-down to
show if they are ready or not to continue onto the Desmos lesson. If 100% of students give a
thumbs-up, the teacher can have the students transition into the Desmos lesson.

During: The Desmos lesson is the “you do” portion of the lesson. During this section, the
students will work on the Desmos lesson individually at their own pace. The teacher will walk
around and observe student progress and check-in on the student to see if he or she has any
questions. The students will begin with a subtraction with borrowing review and students can
use base-ten materials by drawing them out on their scrap paper. If students need something
more tangible, the teacher can provide tangible base-ten materials for the student to solve the
problem. The Desmos lesson relies on students’ prior knowledge by having the students make
connections to what they have learned to solve the math problems. Students will also be asked
to use grouping to solve multiplication questions. A drawing pad is provided for students to
use grouping. If students need a tangible, the teacher can provide a form of manipulatives for
 TUTORING ASSIGNMENT 16

the student to use. As the students are finishing up the beginning of the Desmos lesson, the
teacher will do a quick informal assessment. The teacher will pass out green and red cards and
ask the students to hold up a card. The teacher will instruct students to hold up a green card if
they are ready to move onto the final portion of the lesson or to hold up a red card if they are
not yet ready. The teacher will only allow students to move onto the next activity if they
completed 90% of the Desmos activity. If students have completed the beginning portion, they
can pair up and move onto the final activity. If there are students who are not yet completed,
they can continue working until they have finished the beginning portion.

After: For students who have completed the beginning portion of the Desmos lesson, they can
pair up with a partner to complete the final section of the lesson. For the final section, students
will be asked to play a Tic-Tak-Toe game involving multiplication. This game serves as the
summative assessment that measures students’ growth in a game format. To track student
performance, each student will be required to write down the problem that he or she solved as
well as his or her answer on a sheet of paper. This will serve as the assessment of student
knowledge. Students will choose what symbol they want to be (i.e. x or o). To play the game,
each student must answer a multiplication problem correctly to place their piece. If the student
answers incorrectly, the other student has his or her turn. Each student will take turns until one
of the students wins by getting three in a row. The teacher should be walking around during
this section to help students remain on task as well as answer questions. If students need
manipulatives to solve the problem, scrap paper will be provided for the student to work out
the problem. If the students need something tangible, manipulatives will be provided. After all
the students have completed this section of the lesson, the students will have time to ask any
final questions. If there are no questions, students will be called by their pairs to put their
computers away and prepare for the next lesson.

Assessment:

Type of Description of Modifications to Evaluation Criteria- How good is

assessment assessment the assessment so good enough to meet standards?
What will students do that all students (related to the learning objectives)
to show what they may demonstrate Include scoring guide, rubric or other
have learned? learning criteria
The students will For a student who The teacher will begin to transition into
Informal demonstrate their cannot represent the next activity only when 100% of
Formative readiness to transition their answer with a students give a thumbs-up or a smile. If
into the activity by thumbs up or 100% of students do not answer with a
holding up thumbs- up thumbs down (i.e. thumbs-up, the teacher will provide
or a thumbs-down. physically more instruction until all students feel
This represents if the impaired), they can comfortable transitioning.
student understands give their answer
and is ready for the through facial
next task or is expressions. For
confused and needs example, a student
some clarification. can give a smile
for a thumbs-up
 TUTORING ASSIGNMENT 17

and a from for a

thumbs-down.
The teacher will For students who Only if 90% of students are ready to
Informal determine student may have move on will the teacher begin to move
Formative readiness by asking difficulty picking onto the next step in the lesson. If some
the students to hold up up one of the cards students chose a red card, the teacher
a red or green card. due to fine-motor will provide more instruction and
The green represents skills deficits, they examples until the student is
that the student is may instead point comfortable transitioning. For students
ready to move on and to the card that who are completed, they can pair up
the red card represents represents their and move onto the final portion of the
that the student is not answer. Desmos lesson.
ready to move on.
Students will complete For students who Students who complete the Desmos
Informal the final Desmos may struggle with activity and attempt to solve each
Summative activity as a review of mathematics, they problem using their prior knowledge
multiplication and by can use will be considered proficient. If
attempting to solve manipulatives students can complete the Desmos
each problem in the during the activity with at least 95% accuracy,
activity. assessment to work they will have reached mastery.
out each problem
and give them a
visual
representation of
the problem.
Resources:
The National Council of Teachers of Mathematics Board of Directors (2017). Strategic
framework. The National Council of Teachers of Mathematics. Retrieved from
https://www.nctm.org/About/
https://teacher.desmos.com/activitybuilder/custom/5dadfc945029550c301fb1e8
TUTORING ASSIGNMENT 18

References

Rosenshine, B. (2012). Principles of instruction: Researched-bases strategies that all teachers

should know. American Educator, 39(1), 12-39.

Parsonson, B. S. (2012). Evidence-based classroom behavior management strategies. Kairaranga,

13(1), 16-23.

Van de Walle, J. A., Karp, K. S., Bay-Williams, J. M., Wray, J., & Brown, E. T. (2019).

Elementary and middle school mathematics: Teaching developmentally. New York, NY:

Pearson Education Inc.