FRIT 7231 Instructional Design

Design Document

Kathryn Smerker

Dr. Hodges
Fall 2017
Identification of Learning Problem

After viewing the classes pre- assessment scores for the Unit 1 CCSD and I-Ready

assessments 67% of the 5th grade students at *********** Elementary school scored below the

25-percentile mark in the area of multiply and dividing of decimals.

This data shows a weakness in the area and therefore students need a new approach to the

curriculum. Students were weakest in the area of dividing decimals, writing an equation to

match a model and determining the value of powers of ten. A new unit of curriculum will be

designed and written to support the needs of the students in the co-taught 5th grade math

classroom.

Goal for Instruction

1. Students will be able to correctly multiple and divide decimal numbers given as
measured by the end of unit assessment.

2. Students will be able to correctly write an equation to match the word problem given.

Learner Analysis

The target audience for instruction is the 5th grade students at *********** Elementary

School in the co-taught math segment. There are 24 students total in the class. The make-up of

the class is 13 males and 11 females ranging from 10 to 12 years of age. Four different races

have been identified within the class through beginning of the year school enrollment forms;

White- nine students, African American- six students, Hispanic-five students, Middle Eastern-

two students, Bi- racial -two students.

 In the area of math, seven students are served under an Individual Education Plan (IEP)

and receive co-teaching support in the area of math. In the area of reading and language arts, ten

students receive special education services. Four students are served in the co-taught reading

and language arts class and six are served in the resource reading and language arts classroom.

There are also five English Language Learners (ELL) in the class, three of them who are also

part of the seven served under an IEP.

All students in the 5th grade class attended and passed the requirements for 4th grade

during the 2016-2017 school year. 80% of the students in the current class attended school at

*********** last year, the remaining 20% transferred to *********** over the summer or

during enrollment time. The 4th grade data from provided showed that 60% (11 of the 19 that

attended CCES) passed the End of Grade Milestones Assessment with a level three or level four.

21% or 4 of the 19 scored a level two on the End of Grade Milestones Assessment and the

remaining 4 scored at a level one for the End of Grade Milestones Assessment.

Post data school based assessments show that 82% of the students who attended 4th grade

at *********** were on grade level. The school based program used is called I-ready and

includes both direct and computer instruction for learning. Benchmark assessments are given

quarterly.

Classroom data showed that 3 of the 24 students received a grade of A, 11 of the 24, 8 of

the 24 received a grade of C and 3 of the 24 students received a grade of D for the content area of

math. Attendance records showed that less than 2% of the class missed more than 15 days of

school during the 2016-2017 academic year. 11% of the class missed 7- 14 days, 12% missed 3-

7 days, 75% of the students missed less than 3 days of school during the 2016-2017 school year.
 Based on teacher observations many students seem unprepared for school each day.

Teacher is often required to give extra copies of papers and materials needed to complete the

task. 11 of the 24 students receive or have applied this year for the free and reduced lunch

program services.

According to the online learning system used county wide by all schools for learning,

announcements and grade viewing only half of the 24 students have a parent who is observing or

signed up for notifications. Parental involvement is unknown at this time as we are in the first

month of school. 7 of the 24 students had a parent who attended Curriculum Night held on a

Thursday at 6:30 PM.

Students took a survey and the survey data shows that 18 of the 24 students are currently

involved in an afterschool activity. The activities included football, baseball, soccer, softball,

tennis, track, piano, dance, art, and religious classes.

Task Analysis

The teacher will conduct a procedural analysis in order to break down the steps that are

needed to learn how to multiply and divide numbers with decimals and correctly create equations

to solve word problems. The analysis will first look at what prerequisite skills the students need

to be able to complete the task and then look at the steps that are need to perform each task and

lastly provide the student with a list of steps to be able to successfully perform the tasks.

Serving as the Subject – matter expert will be Mrs. Ashley Gray. Mrs. Gray is currently

teaching 5th grade math at *********** Elementary. She has her Specialist in Education and is
working towards a doctorate degree in Math Education. Mrs. Gray has a great deal of

knowledge in 5th grade math as she has served on our school districts math curriculum committee

and our schools math development committee. Mrs. Gray has developed lessons and resources

for 5th grade students in the area of addition, subtracting, multiply and dividing decimals. In

addition, she has taught these skills for 3 years and is familiar with the needs and misconceptions

of students.

Multiply Decimal Numbers:

1. Place the larger on top and line up the numbers vertical so that the each place value

matches up.

2. Multiply as you would with a whole number

3. Starting from the right side of the factors count how many decimals places you have

in BOTH numbers.

4. Go down to the product. Start on the right, count over the amount of total decimal

places, and insert your decimal.

Visual:
Dividing Decimal Numbers:

1. Move the decimal to the right (as many times as necessary) to make the divisor a whole

number.

2. Move the decimal in the dividend the same number of times you moved it in the, divisor.

3. Place the decimal into the quotient directly above the moved decimal point in the

dividend.

4. Divide as you normally would a whole number.

Creating an equation from a word problem:

1. Read the word problem two times.

2. Using the CUPS strategy, complete the following steps.

A. Circle the important WORDS that tell the operation you need to use
 B. Underline the important NUMBERS within the problem that are needed to solve

the question being asked.

C. Plan your strategy. Will you be multiply or dividing to solve?

D. Solve the problem, using the strategy taught to you in lesson 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.

All three objectives are classified under the cognitive domain as the objective is asking the

student to perform a specific task that was taught. Student will be asked to recall the steps and

then apply the knowledge to correctly solve. The objectives are asking the students to complete
level one, two and three of Bloom’s Taxonomy. Level one being to recall knowledge of given

information. Level two is comprehension or understanding of how to use the knowledge to solve

a given problem. Lastly, level three application students are asked to correctly solve with 80 to

90 accuracy to show that the can apply the knowledge given.

Assessment

Students will use the skills gain from the lessons on Multiplication and Division of decimal

numbers to complete a Project Based Learning (PBL) math assessment. The assessment asks the

students to plan for the upcoming Thanksgiving meal for their family. The PBL style of the

assessment will allow the student to apply their new skills on a real life problem that they will

encounter in life as an adult. Students will work through three sections in order to complete the

assessment.

First section will require students to use the multiplication of decimals skills they learned

to determine to the size and then the cost of the turkey they will need to feed their guests. They

will then use division and multiplication skills to decide on how much time the turkey will need

to thaw, and lastly cook.

Second section will focus on the side dishes and feast fixings that will be needed.

Students will be required to choose at least six sides but could choose up to twelve. It is

suggested that they do not pick all twelve as it makes the assessment task lengthy. Using the

given store ad and price list the students will decide how much of each item they will need, the

cost per item, and lastly an equation to show the total cost for per item. Completing this section
the student will give a total cost for the dinner they are planning and describing how they will

handle issues that may come up by creating and then solving word problems. Examples of the

problems, the need to cut the budget by 20 dollars, store has a sale on items and the price has

changed, a family members buy items to help save money. The skills needed to complete this

include addition, subtraction, and multiplication of decimals.

Lastly, students will work on a plan for preparing the food in a timely manner. Students

will be challenged to make a plan where most of the items for the dinner will be completed

within 15 minutes of each other. This section of the assessment requires the students to add,

subtract and problem solve real world problems.

The Project Base Learning (PBL), assessment includes a differentiation section. These

pages contain the same components and content but with numbers that are easier to multiply and

divide than the numbers presented in the first form of the assessment. Students who are served

in special education, by a 504, or are in the response to intervention program by be better served

to use form B (Appendix B) over form A (Appendix A) of the assessment to show

understanding of the concepts presented.

The assessment will be graded using the rubric (Appendix C) for both form A and form B

of the assessments. Students will input the information into an online learning platform used by

the school district. After logging in to the online system, they will complete the forms for the

PBL assessment online and then take a quiz where they will input the final answer for each of the

three sections.
Content Sequencing and Instructional Strategies

Sequence Description Objective

1 Identify the learning objective for the lesson. 1

2 Describe and identify the vocabulary terms that will be used 1

during the lesson.
3 Demonstrate how to multiply a 1 digit by 2 digit numbers that 1
has decimals, using the traditional method of multiplication.
4 Demonstrate how to multiply 2 digit by 2 digit numbers that 1
have a decimal, using the traditional method of multiplication.
5 Demonstrate how to multiply 3 digit by 2 digit numbers that 1
have a decimal, using the traditional method of multiplication.
6 Demonstrate how to divide 1 digit by 2 digit numbers with 2
decimals, using traditional method of division
7 Demonstrate how to divide 2 digit by 2 digit numbers with 2
decimals, using the traditional method of division.
8 Demonstrate how to divide 3 digit by 2 digit numbers with a 2
decimal, using the traditional method of division.
9 Demonstrate how to use the CUPS strategy to determine the 3
important numbers, key words and operation to write an
equation to match the word problem.

My sequencing is based on the Learning- Related Sequencing. The content area of math

is one that requires students to have understanding of perquisite skills before being able to

understand the new skill. In fourth grade student were taught how to multiply and divide whole

numbers. Students will use these same skills to be able to multiply and divide numbers contains

decimals. As stated by Morrison, Ross, Kalman and Kemp (2013) sequencing should start with

the easiest step and move to the more difficult step(s). Completing the instruction in this format

ensures that the students are mastering each skill before being asked to learn a more difficult skill

(O’Keeffe, Harrison, and Smyth, 2007). The teacher must take into account the identifiable
prerequisite skills, difficulty of tasks, and the development of the students in the class (Morrison,

Ross, Kalman and Kemp, 2013).

The teaching strategies for teaching the multiplication and division of decimal numbers

will be the same. The teacher will review the objective and vocabulary then demonstrate how to

able the rule for multiply decimals. After teaching the procedure the teacher will ask for the

students to work in pairs to practice and then review procedures with the teacher and finally

practice the using the procedure to independently work on problems using the same skill. Once

the teacher feels that the students have mastered the skill of multiply decimal numbers word

problems of such skill will be introduced and then practiced. Using the same strategy the teacher

will introduce the procedure for dividing 1 by 2, 2 by 2 and finally 2 by 3 digit numbers. First,

the teacher will demonstrate the procedure for students, then ask student to practice with a peer

with guidance from teacher and finally independent practice. Lastly, division word problems

using numbers with decimals will be introduced and practiced.

The above strategies follows the principles and rules strategy. Using the active learning

strategy of EGRUL the teacher gives the students several examples of how to use the procedure

outline on the anchor chart then requires the students to use the gained knowledge to solve

related multiplication and division problems and then word problems (Morrison, Ross, Kalman

and Kemp, 2013). Teaching the procedure for each skill will require the students to use

cognitive recall. Although the anchor chart will be displayed for students to recall information,

the goal is that the students will be able to pull the information need to solve both the

multiplication or division problems (Morrison, Ross, Kalman and Kemp, 2013).

Morrison et al (2013), speaks to the fact that using this strategy is most like real life application.

Student will need to know how to multiply and divide numbers with decimals throughout their

life. Using a real life application as the assessment will allow the student to not only show the

mastery of learned skills but also solve a real life problem that they will face later in life.

Students who are struggling to solve the problems correctly with the traditional method of

multiplication and/or division will be taught how to solve the problem using other methods. The

first method call area model, breaks down the problem into smaller (easier) problems for the

student to multiply.

If needed the students will be shown partial product method as a third possible way to solve

multiplication problems. This method is shown in the below image.

Division difficulties will be address by using a partial quotient model, the model allows the

students to break the division problem into larger numbers that may be easier for the student to

solve.

Instructional Design Summary

Attention Getter:

In order to engage students and get their attention I will be introducing them to the real world

problem that they will be required to solve. The PBL assessment will be explained to students

using Office Mix, which will include a video of the teacher challenging students to host a dinner.

Objectives:

Students will be presented the units objectives in the same Office Mix as the attention getter.

Students will view the objective in written form and the teacher will narrate each slide.
Prior Knowledge:

The teacher will embedded video and voice overs to activate prior knowledge of the students

before teaching the newer skills. The videos will include rules of multiplication and division

with whole numbers. Reminder that multiplication is repeated addition and division repeated

subtraction into equal groups. The teacher will also review key words and which fall under each

operation.

Delivery of Instruction:

Instruction will be delivered online through the school district canvas site. Each student

enrolled will login to their student dashboard, once signed in they will select the 5th Grade Math

class. Students will then be directed to the class welcome page where they will select the Unit

and then the day. Under each day tab, there will be a checklist of activities and assignments to

be completed. The office mixes; sway and videos will be under the tabs. Assignments will be

either be completed or uploaded to the assignments page. Similarly, assessment will be taken

online and/ or uploaded to the assessments tab under the 5th Grade Math Class. Students and

parents can set the account settings to receive emails and notifications as information is added to

the class dashboard.

Lesson Topic Length

Review /Intro Review of Pre-Skills, Vocabulary and Lesson Objectives 1 day

Lesson 1 Multiplication of decimals 5 days

Lesson 2 Division of decimals 8 days

Lesson 3 Word Problems: multiplication and division of Decimals 5 days

Assessment Thanksgiving Day Dinner Assessment 3 days

Sequence of Instruction:

Students will start with learning how to multiply decimals. Once the teacher reviews and

teachers the procedure and steps to follow students will watch as the teacher solves problem, this

is called an “I DO”. The teacher is doing all the work and the student is watching. Second

students will be asked to work alongside the teacher on a problem; this is called a “WE DO”.

Lastly the student will be asked to complete a problem on their own and submit to the online

dashboard to be graded automatically, called and “YOU DO”. After submitting at least one

problem and receiving a correctly done notification through the system student will be asked to

upload a question for peer view. This will be a written or voice responds and will be submitted

to canvas. This same format will be followed for dividing decimals and word problem lessons.

Which lesson will have 4 days of instruction; check- ins due at the end of each day to check for

understanding and then an assessment on day 5. Each day will have its own link to the office

mix, videos, and sway required for the daily activities.

Differentiation:

Students will use a separate login to work in a system where they will receive instruction on their

own level in the area of math. Placement in the program in based on a pre- assessment that is

given 3 times a year, August, December, and March.

 Formative Evaluation Plan

Subject Matter Expert

Serving as the subject matter expert will be Mrs. Ashley Gray. Mrs. Gray is currently

teaching 5th grade math at *********** Elementary. She has her Specialist in Education and is

working towards a doctorate degree in Math Education. Mrs. Gray has a great deal of

knowledge in 5th grade math as she has served on our school districts math curriculum committee

and our schools math development committee. Mrs. Gray has developed lessons and resources

for 5th grade students in the area of addition, subtracting, multiply and dividing decimals. In

addition, she has taught these skills for 3 years and is familiar with the needs and misconceptions

of students.
Survey for Subject Matter Expert Evaluation

In order to receive the feedback from Mrs. Ashley Gray I will give her access to the canvas site

by adding her to the platform as a teacher assistant as well as a student. This will allow her to

see both views and give feedback on the below survey, created on surveymonkey.com.
How Learner Information can Inform Instruction

Using Evaluation to inform my instruction is of upmost importance. As a special education

teacher I can not just teach from the textbook or module and hope for the best. All students but

especially students served under the special education program need a teacher who is willing to

design instruction to meet their current needs. As Morrison, Ross, Kalman and Kemp (2013)

explain in chapter 13 teacher must plan a formative evaluation of the curriculum they have

developed to ensure that the curriculum in question is teaching the standards in intend to the

intended audience in a way that is purposeful. The table on page 318 is a great resource for

teacher to follow when planning a formative evaluations (Morrison, Ross, Kalman and Kemp,

2013).

One important piece of the evaluation is having an outside expert review and provide

feedback on the developed curriculum. Morrison, Ross, Kalman and Kemp (2013), call this a

“Connoisseur – Based Studies”, and is important to review the overall effectiveness. The

reviewer should be a person who has knowledge of the curriculum and can provide the designer

with recommendations and revisions that would improve the overall curriculum.

Survey for Test Audience

Once developed I would like to ask a group of middle school students to test the canvas site to

receive feedback on the clarity of layout, usefulness of resources, and ease to use. I have

decided to use middle school students has they already have the skills needed to complete the

task and they will be able to work through more of the site than a student group without the
skills. This survey will be completed on paper to ensure that students give all the information

needed and feel that they can be honest.

Question Agree No Opinion Disagree Note

Were you able to

locate the unit on
canvas?
Once in the unit was it
clear where to start?
Do you understand the
objective of the
lesson?
Were you able to
access the
resources?(Office
Mix, online games,
etc.)
The information
within the unit was
clear and helpful.
The tasks/assessments
within the unit were
clear.

I think that in order to make the online unit more effective for student use that the following

should be changed or added:_________________________________________________

________________________________________________________________________.
 References

O’Keeffe, S.L., Harrison, A.J., &Smyth, P.J. (2007). Transfer or specificity? An applied

investigation into the relationship between fundamental overarm throwing and related

sports skills. Physical Education and Sport Pedagogy, 12 (2), 89-102.

Morrison, G., Ross, S.M., Kalman, H.K., Kemp, J.E. (2013). Designing Effective Instruction.

Seventh edition. John Wiley& Sons Inc.

 Appendix A

Form A of Thanksgiving Day Dinner PBL Assessment Project

 Appendix B

Form B of Thanksgiving Day Dinner PBL Assessment Project

 Appendix C

Grading Rubric

0 Points 1 Point 2 Points 3 Points Total

Points

Section 1 Not Less than 17 Less than 17 All 17 blanks

completed blanks are blanks are are completed
or less than completed and completed and and no more
50% of 6 or more 3 to 5 errors than 2 errors
section is errors were were made were made
completed made
Section 2 Not Less than 6 Less than 6 At least 6 items
completed items were items were were chosen
or less than chosen and 3 chosen, chart is and chart filled
50% of or more errors filled out out and have
section is were made correctly for all less than 2
completed items chosen errors
Section 3 Not Less than 6 Less than 6 At least 6 items
completed items were items were were chosen
or less than chosen and 3 chosen, chart is and chart filled
50% of or more errors filled out out and have
section is were made correctly for all less than 2
completed items chosen errors

Total Points: /9

Grade on Quiz:

Notes: