Kim’s Inquiry Question: What impact does spiraling and using math games have on student

understanding?

Quality Instruction Artifact: example of how exams are spiraled- one student might get a 2 or a 4 but
spiraling shows us that 2 and 4 level can offer understanding of knowledge level understanding of
multiples, factors and adding and subtracting decimals on concepts that were taught earlier in the year.

Continuous Improvement? Tool/Example of artifact: MATH Notebooks, Interactive, if there is anything

that they need to know that it is added in an ongoing fashion throughout the year, graphic organizers,
venn diagrams, this all goes in at the beginning of the unit and can referred back to, intent is to increase
independence (a resource to call on before teacher)

Engagement Artifact: Murder Mystery students were tricked into covering outcomes from previous
years but disguised as a fun Halloween activity

Blue sheet diagnostic- two concepts or all concepts failed, students were engaged in math games
including with dice, differentiation considered, then re-tested

Fraction pickle- Improper converted to mixed- student tested 9/18, game played 18/18, 14/1818/18

0/1817/18 students only did the math games which shows conclusive evidence that the interventions
allow students to increase the understanding in a short and efficient manner

For the casual observer of a bulletin board timeline spiraling nutshell example, intentional spiraling to
use concepts in order for the purpose of laying a foundation for student learning