ITL 516 LEARNING MAP 1

Samantha Hood
Learning Map
ITL 516
Professor Coura
April 13, 2023
 ITL 516 LEARNING MAP 2

STAGE 1: PLANNING YOUR INSTRUCTION

{TEACHER, LEARNER, TARGET}
MY TARGET: Standard, Goals & Outcomes

Teacher: Mrs. Hood Grade/Subject: 3rd Grade Math

Academic Content Standards: STATE YOUR STANDARD(S).

CCSS.Math.3.NBT.A.1 which includes using the understanding of place value to
round whole numbers to the nearest 10 or 100.

Unpack Your Standard

Essential Questions Skills Content/Knowledge

 What does it mean  Students will use  Students will know

to round? place value the differences in
 Where is the place understanding to place value, such as
value for ones, tens, round whole the ones place, tens
and hundreds? numbers to the place, and hundreds
 How do we nearest 10 or 100. place.
determine when to  Students will identify  Students will know
round to the nearest the place value of the nearest ten or
ten or hundred? numbers. hundred to round
 Why do we round  Understand the number to.
numbers? academic language,  Students will be able
 How can you use a such as rounding to determine
number line to help and place values. whether they should
you round?  Students will be able round up or down.
 How do you use to model their
place value when thinking with a
rounding? number line or other
 Why is rounding visual aids.
useful?  Students will be able
to explain their work
and answer.

English Language Development (ELD) Standards:

ELD.PI.3.1 Exchanging information and ideas with others through oral collaborative
discussions on a range of social and academic topics

ELD.PI.3.5 Listening actively to spoken English in a range of social and academic

contexts
 ITL 516 LEARNING MAP 3

ELD.PI.3.11 Supporting own opinions and evaluating others' opinions in speaking and
writing

Assessment:
Using the data from the initial assessment, I will determine the needs of the individual
students to help differentiate the instruction to better suit their needs. I will use
informal observations to determine if the students are understanding the material
being taught. I will also offer different types of assessments for the students to choose
what they can show their knowledge best with. The students will have the option from
a worksheet, showing me on a number line and explaining their answer, or showing
using manipulatives and explaining their answer.
{LEARNER}
Student Learning Goal/Behavioral Objective

❖ By the end of the lesson, students in a classroom setting will be able to

understand place value and be able to round whole numbers to the nearest 10
or 100, with the support of manipulatives, tools, and anchor charts with 75% or
higher accuracy as measured by informal observations and individual
assessment.

{TARGET & LEARNER} Barriers to Learning

 Language difficulties for English Language Learners who have a hard time
comprehending.
 Lack of attention span by distractions, time of day, or attitude against learning
the material.
 Math difficulties/disabilities that can cause anxiety towards math.
 Absences or personal life affecting learning.
 Lack of prior knowledge.
{TARGET & LEARNER} Common Misunderstandings/Learner Misconceptions:
 How to use the number line
 Which number in the three-digit number gets rounded up. When it comes to
three-digit numbers, there seems to be confusion as some of the students are
looking at the first two numbers to round up instead of the last two. This makes
them round to the nearest 100 instead of 10
 Which direction a number ending in 5 gets rounded to because the number 5
is right in the middle, and it confuses some students on which direction it
should be rounded to. These students could use some clarification and a way
to remember that a number ending in 5 gets rounded up and not down.
 Students who are ELL or have an IEP may get confused in some of the
terminology or processes of solving the problem if they do not comprehend
what is going on.
 ITL 516 LEARNING MAP 4

MY CLASS: ASSETS AND NEEDS

Group Selection Criteria
Rationale: (What criteria did you use to group students i.e. scores, skills, performance)
I will group the students based on their assessment scores as the students will be around
the same level of understanding. Students with the higher scores can be challenged more
to develop their higher order thinking skills without it confusing those of lower levels.
Students with average or below average scores may benefit from smaller group or one-on-
one instruction. This allows me to observe the students individually to see what they need
more support with and what skills they can enhance.

Instructional Groupings (MTSS)

Group Number or Names
Group #1: Names Next Steps for Instruction Instructional Resources
Melvin, Bianca, and Angel For this group, I would Kahoot
implement a Kahoot quiz Pencil and paper for
where the students can drawing number lines or
think-pair-share after each other visual representations
question. This gives each Manipulatives (base-ten
student the chance to solve blocks)
the problem on their own,
discuss with their peers why
they got the answer, and
share it with myself to see if
they are correct and receive
feedback. These students
scored very high on the
assessment and seem
confident with the material
so they should need little
help in this instruction.

Group #2: Names This group mainly had Splash Math

Jenny, Natalie, Dwayne, minor mistakes and Anchor Charts
and James struggled with three-digit Manipulatives (base ten
rounding. So, I would want blocks)
to focus mainly on the Place Value Chart
three-digit rounding to give
them more instruction and
practice to get their skills
where they need to be. I
 ITL 516 LEARNING MAP 5

would want to pair them up

in buddies based on their
knowledge. Since Dwayne
and James struggled a little
more, I would split them up
between Jenny and Natalie
so they can help each
other. Now, I would give
small group instruction to
the students first as we go
over the important details of
rounding three-digit
numbers. Then, the
students would practice in
their partners by using
Splash Math to play a game
where they can round
three-digit numbers to the
nearest ten.

Group #3: Names This group is far behind the National Library of Virtual
Tate, Fabiola, and Mario others and needs small Manipulatives
group and one-on-one Physical Manipulatives
instruction to make sure (base ten blocks)
their individual needs are Pencil and paper
being met so they can learn Anchor Charts
the material. This group Place Value Chart
would benefit from a “I do,
we do, you do” instruction
because they can learn how
to round as they do it with
me and can ask any
questions they may have.
This group could also
benefit from a different
assessment as worksheets
may not be the best
resource for them. I would
like to assess this group
through individual
observation as we practice
the material.
What specific supports/accommodations will you include for your 3 Focus Students
in the instructional groupings (base-ten blocks, place value chart etc)?
 ITL 516 LEARNING MAP 6

I would make sure to give Bianca physical objects as this helps her solve problems and
explain her thinking. Such objects would include base ten blocks and a rekenrek. I would
give Fabiola coloring markers and paper for her to solve problems and show her work.
Fabiola loves art so being able to draw out the problems can help her solve them. I would
also make sure to give her direct instruction with guided practice as this is how she
succeeds. Since James struggled with three-digit rounding to the nearest ten, I would
make sure that James uses an anchor chat and place value chart that explain which place
values he should be focusing on when rounding to the nearest ten.

Action Plan
Consider how you I will include UDL by providing multiple means of engagement,
will include: representation, and action and expression by allowing student
UDL multiple opportunities to learn through varied instruction,
MTSS practices, and assessments with plenty of tools for support. I will
RTI
incorporate RTI as the class will be taught as a whole group,
Assessment
then students are split into small groups based on their needs for
Differentiation
more instruction, and finally those who need extra support with
get individualized one-on-one instruction. MTSS will be
incorporated by involving families to help their children learn
these concepts at home in everyday life. Assessment will be
used to see what the students understand and do not
understand to further my instruction and help me better support
their needs. Differentiation is included in my instruction by
providing different ways for the students to interact with the
material whether it is through technology, physically handling
objects, drawing, or just speaking about the problems.

I will model and expect students to engage with the material and
be respectful when others share their answers. I expect the
students to try their best to recall their prior knowledge and use it
Classroom to complete the classwork, peer collaboration, individual practice,
Management of and informal assessment. I plan on using the students’ interests
Group Rotations and experiences so they feel more connected and engaged with
during Math the material provided. The students will be closely watched
Workshop:
throughout the lesson to make sure they stay on task and
complete the activities. The guidelines/rules for the lesson will be
established with the help of the students. This will also help the
students keep accountable for each other to make sure they are
behaving appropriately.

STAGE 2: TEACHING SMALL GROUP

 ITL 516 LEARNING MAP 7

{TEACHER, LEARNER, TARGET, ASSESSMENT, INSTRUCTION, MANAGEMENT}

DAILY AGENDA: What is the sequence of your lesson?
Opening: 10-15 minutes
The teacher will explain to the class what they will be learning about, as well as
go over expectations. Since this concept has already been taught, it will be
retaught using different strategies to help those students understand the material.
The teacher will do a short review of the concepts of rounding they have already
learned about. Students will then have time to ask questions about where they do
not understand or need help.

5 Minutes
The teacher will go over the different groups the students will be split into, where
they should go, and a brief explanation of what they are doing.

30 minutes
The students will have small group instruction based on their needs. The teacher
will rotate every ten minutes between each group. The rest of the students will be
working on the activities they have been given.

Assessment 10 minutes
Each student will have the chance to choose which assessment they would like
to use to show their understanding. They can pick a problem from a worksheet
and complete it, choose a problem and show me on a number line while
explaining their answer, or show me using manipulatives and explain their
answer.

Closing 5 minutes
The class will come back together as one group and discuss the lesson they
have learned. They will discuss what was easy, what was hard, and anything
they may still not understand.

Total lesson time should be about one hour.

Group 1: Melvin, Bianca, and Angel

Skill: Enhance the rounding skills they do have, which includes using a number line and
rounding two-digit and three-digit numbers to the nearest ten. This can also be
challenged by moving on to practicing rounding three-digit numbers to the nearest one
hundred.
Activity: Kahoot quiz using think-pair-share for each question. The students must agree
on one answer together. I will review all of their answers together once I get to their
table. They will be last in rotation as they can mainly work with each other for the first 20
minutes and then we can discuss the answers once they are finished.
 ITL 516 LEARNING MAP 8

Group 2: Jenny, Natalie, Dwayne, and James

Skill: This group is focusing on developing their skills to round three-digit numbers to the
nearest ten.
Activity: Splash Math with a partner to practice rounding three-digit numbers to the
nearest ten. First, the partners will attempt to solve the problems themselves. Then, the
teacher will review how they are doing, see what they are struggling with, and give them
small group instruction to help them understand what they are missing. Finally, the
students will go back to Splash Math to show they have mastered the concept.

Group 3: Tate, Fabiola, and Mario

Skill: This group needs help on all three skills for this lesson
Activity: Each student will get one-on-one instruction with the teacher to help them
focus and understand the material in a way that works specifically for them. For the rest
of the time, the students will find which manipulative works best for them to show what
they know. They will have a variety to choose from and practice solving problems in a
way that works for them.

WHAT MATERIALS WILL I USE?

(List technology, handouts, presentation, videos etc)
Kahoot
Pencil and paper for drawing number lines or other visual representations
Manipulatives (base-ten blocks and rekenrek)
Splash Math
Anchor Charts
Place Value Chart
National Library of Virtual Manipulatives
Computers
Worksheets
Coloring markers

HOW WILL I MONITOR/ASSESS STUDENT LEARNING?

The students will be assessed in multiple ways. First, the students will be assessed by
their answers and comments in the group discussion and review of the material. Then
students will be assessed through observation during small group/individual direct
instruction with the activities. This will tell what the students are learning and how they
use that knowledge to solve problems. Finally, the students will be assessed through an
individual assessment of their choice which will be a problem completed on a worksheet,
a problem shown on a number line with explanation, or a problem solved by showing
through physical or virtual manipulatives of the student’s choosing.
 ITL 516 LEARNING MAP 9

Which Standards for Mathematical Practice does your plan address?

1. Make sense of problems and persevere in solving them. Students will be given
problems to solve throughout the lesson and they can work by themselves or with a
partner/their peers to solve them.
2. Reason abstractly and quantitatively. The students will be given a variety of
manipulatives, physical and virtual to use in solving the problems.
3. Construct viable arguments and critique the reasoning of others. The students will be
given the opportunity to use what they need to to explain their thinking when solving the
problems.
5. Use appropriate tools strategically. Students will be given the opportunity to choose
from a variety to tools to help them solve the problems.