FRIT 7235 Digital Learning Environment

Summative Evaluation Assignment: Multiplying & Dividing Decimals

https://esuttonfrit7235.weebly.com/

Erika Sutton

Dr. Jacobs

Fall 2019
1. Instructional Objectives

1. Students will be able to correctly, multiply 3 digit by 2 digit decimal numbers to find

the product on the assessment.

2. Students will be able to correctly, divide 3 digit by 2 digit decimal numbers to find the

dividend on the assessment.

3. Students will create a mathematical equation to match the word problem given on the

assessment.

2. Description of Assessments

a. Pre-Test - to see what prior knowledge the students had and what they needed to

work on.

b. FlipGrid Discussion on Multiplying Decimals - Discussing their thought process

on how to multiply decimals.

c. Lesson 2 Assessment - This quiz was strictly on how to multiply decimals using

the strategy they were the most confident with.

d. FlipGrid Discussion on Dividing Decimals - Discussing their thought process on

how to divide decimals.

e. Lesson 3 Assessment - This quiz was strictly on how to divide decimals using the

strategy they were the most confident with.

f. Lesson 4 Assessments - Multiplying and Dividing Decimals with Word Problems

- Both of these quizzes were meant to show knowledge and understanding of how

to solve word problems using the CUPS strategy.

g. Turkey Trimmings - trying to solve how much turkey will be needed at their

thanksgiving feast; finding how many children and adults, then how much each

person will eat, then the cost per person to find the total cost of the turkey, then

solving how much time will be needed to thaw the turkey, and lastly how much

time will be needed to cook the turkey.

h. Fixings for a feast- Students needed to buy 5 side items to go with their turkey.

They were given the price, serving size and the amount each item came with.

They had to provide the number needed, the cost, the equation and the total cost.

They were given 3 word problems to put a twist in their planning.

i. Timing Troubles - Students had to tell how much time they would need to prep

and cook, which would give them a time to start cooking their meal

j. Student Data & Analysis

Maximum Score: 60

Minimum Score: 20

Mean Score : 40

The pre-test showed that one student score a 60%, two students scored a 40% and one

student score a 20%. This shows that the overall content knowledge of these four students is low

and they will need support throughout the module. They will need some remediation in

multiplying and dividing decimals.

Maximum Score: 100

Minimum Score: 78

Mean Score : 89

The FlipGrid discussion shows the one student made 100%, two students made 89%, and

one student made 78%. This shows the overall understanding of explaining multiplying decimals

has exponentially grown and they have a solid understanding because of the videos and practice

from Lesson 2. The students explanations were good and students would see where they made

mistakes after they would start to talk it out on camera.

Maximum Score: 90

Minimum Score: 70

Mean Score : 83

The Lesson 2 assessment shows that two students made a 90%, one student made 80%

and one student made 70%. Their overall understanding and knowledge of multiplying decimals

has grown, as stated before, and the students benefited from the videos and remediation.
Maximum Score: 100

Minimum Score: 78

Mean Score : 89

FlipGrid Discussion - Dividing Decimals shows one student made 100%, two students

made 88% and once student made 78%. This overall shows a better understanding and

knowledge of the content. Their growth and explanations showed their growth of understanding.
Maximum Score: 95

Minimum Score: 80

Mean Score : 90

Lesson 3 Assessment - Dividing Decimals shows two students made 95%, one student

made 90% and one student made 80%. All scores show a growth in knowledge and

understanding of dividing decimals with only a couple of gaps in the learning such as lining the

decimal places and moving the decimal place to match the same spaces at the divisor.
Maximum Score: 100

Minimum Score: 80

Mean Score : 85

Lesson 4 Assessment - Multiplying Decimal Word Problems shows one student made

100% and three students made 80%. It also shows the students understand the strategy of using

CUPS to help solve word problems. They still have trouble finding the right place for the

decimal but they have all the right numbers.

Maximum Score: 100

Minimum Score: 80

Mean Score : 90

Lesson 4 Assessment - Dividing Decimal Word Problems shows two students made

100% and two students made 80%. This data shows students understand the strategy of using

CUPS to help solve word problems. Two of the students still lack in moving the decimal the

correct spot but the numbers are all correct.

Maximum Score: 100

Minimum Score: 82

Mean Score : 91

Turkey Trimmings shows one student made 100%, one student made 94%, one student

made 88%, and one student made 82%. This activity focused on multiply decimals and overall

the scores show the students made a connection and we able to follow multi-step problems.
Maximum Score: 96

Minimum Score: 90

Mean Score : 93

Fixings for a Feast shows one student made 96%, two students made 93% and one

student made 90%. This activity was mainly about multiplying decimals and there were three

word problems at the end that made them solve using CUPS and dividing. Students showed a

good understanding for both skills during this activity and they made a connection to real life.
Maximum Score: 95

Minimum Score: 84

Mean Score : 89

Timing Troubles showed one student made a 95%, two students made an 89%, and one

student made an 84%. This activity brought in other skills such as adding and subtracting multi-

digit numbers and decimals. The students did well on this activity was a multi-step problems.

3. Field Notes

All four students seemed to lack in basic knowledge of multiplying and dividing

decimals. The video and practice problems helped them understand where they were

making errors in their work. They really loved explaining themselves on the discussion

board and the FlipGrid. This built not only their knowledge but their confidence in the
 content which helped them greatly in the module. The Unit Assessment brought all of

their skills including, adding and subtracting, full circle and in a context where they could

apply it to real work problems. One thing that would help them would be becoming fluent

in multiplication and division facts 1 - 20. Students would make small errors in their

multiplying because they would have to make an array and then it would throw off their

answer at the end.

Lastly, while in the module, students would skip around and I believe that this was a

design error. I gave too much information and I need to simplify the module by chunking

the information instead of laying it out all on one page. It was overwhelming for them

and they would miss information and have to go back. There were a lot of determining

factors in this module. I would try to stop by on my planning to make sure that they were

doing it and they loved the small group attention. It is what these students needed along

with the time spent on the module remediating. Student 2 was a behavior problem and

student 4 has an attention deficit but is unmedicated. It was interesting to see these

students in a small group setting and how the specific and direct instruction gave them

exactly what they needed. These students all have the ability to learn and do not have any

disabilities but have fallen behind and lost confidence and motivation.

4. Peer Evaluation Rubric

Content Module Review for Erika Sutton

Peer Reviewer: Samantha King Review Date:11-3-2019

Unacceptable (1 Point) Acceptable (2 Points) Target (3 Points) Points

Content curation tool is linked 1. Content curation tool is
to the online course. OR embedded (not linked) in
·​ ​Content curation the online course. AND
tool selected from the 2. Content curation tool
article “17 of the Best selected from the article
Content Curation Tools” “17 of the Best Content
and links to a minimum Curation Tools” and links
of ​4 unique web to a minimum of​ 6 unique
resources​. OR web resources.
BUT Also…
·​ ​Many duplicate web
·​ ​One duplicate web
sites included. OR
site included. OR
·​ ​Tool selected was
Resources do not
not from the content
exactly match the
curation list. OR
instructional
·​ ​Resources do not objectives. OR
match the instructional
objectives. OR
·​ ​Some resources
are not
·​ ​Most resources are age-appropriate. OR
not age-appropriate. OR
·​ ​One of the links
·​ ​More than one link is not active. OR
is not active. OR
·​ ​Annotations are
·​ ​Annotations are complete but some
missing/incomplete. simply provide a
content summary.
Online Module does not 1.Online Module contains
include any social media. OR at least two different
·​ ​Social media is not social media apps. AND
effectively integrated. 2. All links to social media
OR are active. AND
3. Social media is
·​ ​Social media links
integrated into the course
are not active. OR
content in a meaningful
·​ ​Course does not way. AND
contain sufficient 4. Course contains at
discussions. OR least two discussions.
·​ ​Discussions do not AND
match course 5. Discussions match
objectives. content. AND
6. At least one discussion
post is created using a
social media format.
Must have all of these criteria: 3
1. Content curation is
embedded (not linked) in the
online course.
2. Content curation tool
selected from the article “17
of the Best Content Curation
Tools” and links to a minimum
of ​8 unique web resources
(do not select more than one
from a single domain name.)
3. Resources match the
instructional objectives, are
high-quality and age
appropriate.
4. ALL links are active.
5. Annotations are descriptive
and qualitative.
6. Annotations are
age-appropriate to guide
learners to use of the
resources.
Must have all of these criteria: 3
1.Online Module contains 2 or
more different social media
apps.
2.All links to social media are
active.
3.Social media is effectively
integrated into the course
content in a meaningful way.
4. Course contains multiple
(>2) discussions.
5. Clear match between the
discussion question and the
instructional objectives.
6. Discussion focuses on
higher level thinking.
7. At least two discussions
are posted using a social
media format (ie. Facebook,
Pinterest, Twitter, etc).
1. Course rubric does ·​ ​1​.Course rubrics
not contain sufficient levels. contain levels that are
OR well defined. AND
·​ ​Course rubric does ·​ ​2.Course rubric
not contain criteria that contains at least two
align with content. OR levels of student
·​ ​Quiz does not performance. AND
measure the stated ·​ ​3.Rubric criterion
objectives. OR align with overall content.
·​ ​Quiz contains AND
grammatical and/or ·​ ​4.Quiz questions
spelling errors. OR match instructional
·​ ​Quiz is not created objectives. AND
using an online tool (ie. ·​ ​5.Quizzes are
Quizlet or Google grammatically correct and
Forms). do not contain any
misspellings. AND
6.Quiz is created using an
online tool such as
Quizlet or Google Forms.
Must have all of these criteria: 2
·​ ​1.Course rubric contains
levels that are well defined
and fit the learning target.
·​ ​2. Course rubric contains
3 or more levels to distinguish
between student
performance.
·​ ​3. Rubric criteria directly
align with the activity it is
intended to assess.
·​ ​4. Quiz questions match
instructional objectives.
·​ ​5. All multiple choice
questions have at least 3-4
response options; No
True/False questions.
·​ ​6. Quizzes are
grammatically correct and do
not contain any misspellings.
7.Quizzes are created using
an online tool such as Quizlet
or Google Forms.

1.Online Module does not
show evidence or has limited
evidence of meeting the
needs of diverse learners.
1​.Online Module utilizes
3+ elements of Universal
Design for Learning. AND
2. Online Module offers
some evidence of
Differentiated Instruction.
AND
3. Online Module shows
evidence of some
accessibility adaptations.
AND
4. Links to (2+) assistive
technology resources
provided.
Must have all of these criteria: 2
1. Online Module
clearly utilizes Universal
Design for Learning (6+
checkpoints).
2. Online Module
utilizes Differentiated
Instruction as evidenced
by differentiated
assignments.
3. Online Module
includes specific
accessibility and/or
assistive technology
resources.
4. Multiple (4+)
assistive technology
resources are linked to.
 Content and 1. Much of the
Organization instructional content I
needed to complete the
content module was
missing. OR
2. I couldn’t access
the site on the first try.
OR
3. I had to request
access on 3 or more
embedded content
and/or links. OR
4. Navigating through
the course was
confusing OR it was
hard to find things OR
there is a lot of
extraneous content on
the site. OR
5. The text on the site
is hard to read. OR
6. There are multiple
grammatical,
punctuation or spelling
errors.
1.​ ​Most of the Must have all of these criteria: 2
instructional content
I needed to complete 1. All of the
the content module instructional content I
was present. AND needed to complete the
2.​ ​I could access content module was
the site on the first present.
try. I had to request 2. I could access the
access on no more site and all embedded
than 2 embedded content and links on the
content and/or links. first try.
AND 3. It was easy to work
3.​ ​It was easy for through the course. I
work through the knew what to do next.
course most of the 4. There is no
time. AND extraneous or
4.​ ​There is some placeholder content on
extraneous content the site.
on the site, but it 5. The site is well
wasn’t distracting or designed and visually
confusing. AND appealing. All text is
5.​ ​The site is well legible.
designed and 6.​ ​There were no
visually appealing. grammatical,
All text is legible. punctuation or spelling
AND errors.
6.​ ​There are one
or two grammatical,
punctuation or
spelling errors.

Total Score 12

Peer Reviewer Comments:

Erika,
The flipgrip resource did not provide the students with a flipgrip code to participate with. I suggest providing the code in the
annotations
Discussion 3 was posted twice. Once under the discussions tab and once under the discussion 3 tab.- delete the discussion
three tab.
The rubrics didn’t make it clear about what students were supposed to do. I would include what the student would need to do to
achieve each score level.
Lesson 3:
-The click here for more practice on dividing decimals quiz was small and hard to see.
-“CLICK TO POST A DISCUSSION AND READ WHAT OTHER HAVE TO SAY.” It should have been others not other

Module 8: I didn’t see any links to assistive technologies.

Overall I feel as though the pages were a bit crowded and it was a little hard to follow the links and wording after the videos.
Also, I would suggest adding a first and last name box on each quiz. I don’t know how you would know who submitted their work
without being able to identify them. I do believe all of the module was age appropriate.