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Modified Task 4 Assignment

Spring 2018 MAED 3224

Section A: Context for Learning


1. Grade level: 4th

2. How much time is devoted each day to mathematics instruction in your classroom? 1 hour
and 15 minutes.

3. Identify any textbook or instructional program the teacher uses for mathematics instruction.
If a textbook, please provide the title, publisher, and date of publication.

EngageNY curriculum

4. From your observations, list other resources (e.g., electronic whiteboard, manipulatives,
online resources) the teacher uses for mathematics instruction in this class. Provide one
example of how a resource was used to teach a concept.

The teacher had a personal whiteboard for each student to use to solve problems while they
were going through the lesson. This allowed the teacher to see how each student was doing
with the concept as the lesson progressed because each student would work out the problem
on their whiteboard and the teacher could see their work and check for understanding.

5. From your observations, explain how your teacher makes sure the students learn the
standard/objectives conceptually giving a specific example. (one paragraph)

One way that my teacher checked for understanding throughout the lesson was by having the
students work out example problems on their personal whiteboards and hold them up when
everyone was finished with the problem. This allowed the teacher to see which students had an
understanding of the concept and which students were struggling. After the lesson, the
students would complete a problem set to turn in and the teacher was use this to see which
students needed further instruction.

6. What did you learn most about teaching mathematics from observing this teacher? (one
paragraph)

I learned that it is important for students to have a variety of strategies to choose from. Not
every student learns the same way and by teaching a variety of strategies, this can ensure that
each student will find a way that works best for them. I learned that it is important to give
students time to work out example problems throughout the lesson so that the teacher can get
an idea of how well the students are understanding the concept and to see if they need to go
further in depth with their teaching.

Section B: Whole Class Lesson


Meet with your IMB teacher and decide what you will teach. Make sure your teacher
understands that your lesson must have a conceptual understanding instruction along with both
procedural fluency and problem solving components. You teach just one lesson.

1. Describe the Central Focus of your lesson (a description of the important understandings
and core concepts that students will develop with this lesson).

The Central Focus of my lesson is multiplying fractions by whole numbers.

2. State the CCSSM Standard and the objective for your whole class lesson.

CCSS.4.NF.B.4: Apply and extend previous understandings of multiplication to multiply a


fraction by a whole number

Objective: Students will be able to represent the multiplication of whole numbers times fractions
using visual models.

3. Instructional Strategies and Learning Tasks: (summarize the lesson plan components by
briefly describing the instruction and the learning tasks you used. Include the tasks students will
solve during the lesson.) (one paragraph)

To begin, students completed the problems: 4 x ⅔ , 3 x ⅔ , 4 x ⅖, 5 x ⅗ to review the concept


from the previous day, which they were building on in my lesson. Students were then asked to
solve the following problem by using a tape diagram to find their solution: Rhonda exercised
⅚ hour every day for five days. How many hours did Rhonda exercise? After discussing this
problem, students solved the word problem The serving size for cereal is ⅔ cup. 27 students in
health class measured out one serving to eat for breakfast. If one box of cereal contains 16
cups, how many boxes of cereal were needed? A few students worked this problem out on the
board to show the multiple strategies that could be used to find the solution. To end, the
students completed an exit ticket so that I could check for understanding.

4. Create a formative assessment that assesses conceptual knowledge, procedural fluency,


and problem solving. Insert a copy of the assessment with your solutions here. (exit ticket used
for whole group lesson)

Students were asked to solve this problem using a tape diagram.


5. Define your evaluation criteria for mastery of the assessment in a rubric. Make sure you
define separately conceptual understanding, procedural fluency, and problem solving parts of
this rubric, including the corresponding points. Insert this rubric here. (how did you grade exit
ticket)

Correctly draws the tape diagram 2 pts


(Conceptual)

Putting the correct fraction in the tape 3 pts


diagram (Problem solving)

Using the correct equation (Problem Solving) 2 pts

Getting the correct solution (Procedural 3 pts


Fluency)

Section C: Results of Whole Class Assessment


1. Create a graphic showing class performance of conceptual understanding, procedural
fluency, and problem solving of the objective. This can be pie charts, tables, bar graph etc. but
must show performance in each of the above areas separately, according to each student’s
performance in the formative assessment. (provide a table and color code green/yellow/red
based on mastery)

Student Conceptual Procedural Reasoning/ Total


Understanding Fluency Problem Solving 10 points
(Show work) (answer and (equation/explan
2 points how they got it) ation)
3 points 5 points

A 2 3 5 10

B 2 3 5 10

C 2 3 5 10

D 2 3 5 10

E 2 3 5 10

F 2 3 5 10

G 1 0 2 3
H 2 3 2 7

I 2 0 5 7

Green- Mastery (8-10 points)


Yellow- (4-7 points)
Red- (0-3 points)

2. Describe common error patterns in each of the areas of patterns of learning - conceptual
understanding, procedural fluency, and reasoning/problem solving. Refer to the graphic to
support your discussion. (3 separate paragraphs, one per each pattern of learning)

Procedural Fluency is the ability to apply mathematical procedures accurately to get


the correct solution. In my exit ticket, students had to draw a tape diagram to represent ⅜
times 6 and get the correct answer. The procedural part of this exit ticket would be getting the
correct answer and multiplying correctly. 7 out of 9 students demonstrated procedural fluency
by getting the right answer. The two students who did not get the correct answer did not
multiply correctly.
Conceptual Understanding is the drawings or sentences that students use to
find/represent their solution. On my exit ticket, students were required to use or represent their
solution using a tape diagram. The tape diagram should have been split into six equal parts
with ⅜ in each part to represent the multiplication problem. All 9 of the students used a tape
diagram to represent or solve the problem. I gave one student 1 out of 2 points for conceptual
fluency because they drew the tape diagram, but it did not represent their solution.
Problem Solving is the steps used to solve the problem. In my exit ticket, I gave students
points for problem solving for using the correct fraction in their tape diagram and using the
correct equation. 7 students received 5 out of 5 points for problem solving. Two students
received 2 out of 5 points for problem solving because they did not use the correct fraction
within their tape diagrams.

Note: Patterns of learning include both quantitative and qualitative patterns (or consistencies) for different
groups of students or individuals. Quantitative patterns indicate in a numerical way the information
understood from the assessment (e.g., 10 out of 15 students or 20% of the students). Qualitative patterns
include descriptions of understandings, misunderstandings, partial understandings, and/or developmental
approximations and/or attempts at a solution related to a concept or a skill that could explain the quantitative
patterns.
For example, if the majority of students (quantitative) in a class ordered unit fractions from least to greatest as
1/2, 1/3, 1/4, 1/5, the students’ error shows that they believe that the smaller the denominator, the smaller the
fraction and they have a mathematical misunderstanding related to the value of fractional parts (qualitative).
For example, if a student error occurs in a subtraction problem then the underlying mathematical
understanding may include trading or regrouping, meaning of subtraction, and/or subtraction as the inverse of
addition. You start with the quantity of students who made the specific mistake and you continue with the
quality of the mistake in terms of the mathematical misconception.
3. Scan and insert here the copies of 2 students first work samples as follows. Choose the
most representative examples from the whole class assessment (no student names). Then,
analyze each student’s misconceptions.

Student 1 Mathematics Work Sample (student struggles with conceptual understanding)


(one paragraph)

Student G started off the problem by drawing a tape diagram to represent ⅜ one time, rather
than 6 times. They lacked the conceptual understanding of how to represent ⅜ times 6 on a
tape diagram. The student wrote times 6 after their drawing which represents that they knew
the correct equation that needed to be used to solve the problem and they correctly wrote out
the equation. The student’s solution is incorrect because their multiplication was incorrect.
Their solution shows 6 times 3 equals 24, when the correct answer would be 18.

Student 2 Mathematics Work Sample (student struggles with procedural fluency or problem
solving)
(one paragraph)

Student I started this problem off very strong. They drew the tape diagram that correctly
represented ⅜ times 6 and wrote the correct equation to be used which showed that they had
strong conceptual understanding and strong problem solving skills. Their lack of procedural
fluency can be seen at the end of the problem when the multiplication is incorrect. The student
thought that 6 times 3 was 12, rather than 18 which led to them finding an incorrect solution.

Section D: Plan for Re-Engagement


Assessment results are irrelevant if you do not act on them. Thus, you are to create a plan to
use the results you described in Part C. You do not have to actually re-engage the students but
you must show that you understand what to do with these results. Thus, based on the
assessment results you described above, group each of your students into one of these groups:
Group 1 - re-engage for conceptual
Group 2 - re-engage for procedural
Group 3 - re-engage for problem solving
Group 4 - mastery/ready to move on
1. Describe the number of students you will have in each of these groups. (Note: if a child
performed poorly in multiple parts of the assessment, that child will start in the conceptual
group)
Group 1: 1 student
Group 2: 2 students
Group 3: 2 students
Group 4: 6 students

2. Plan to re-engage for conceptual understanding.


a. Describe your re-engagement lesson for this group (objective from CCSSM, learning
tasks, strategies, materials, assessment). (one paragraph)
For the student in group 1, I would begin to reteach the concept how to use a tape
diagram to solve multiplication of fractions by whole numbers. I would start by working
through a problem or two that are similar to the exit ticket with the student such as:
“Paul ran ⅘ miles everyday for 5 days. How many miles did he run in total” and
discuss which numbers need to be used and how to represent the problem on a tape
diagram. Then, I would give the students a few practice problems that involve using
tape diagrams to see if they develop a better understanding of the concept.
b. Explain why you believe this re-engagement lesson will be effective based on the
error patterns you found in the data. Score here will be based on how well you describe
the connection to the re-engagement lesson and the error patterns found, effective use
of materials, and sound methodology. (1-2 sentences)
I believe that this lesson will be effective because this student drew ⅜ on a tape
diagram correctly, but did not use the tape diagram to show the multiplication which
could have potentially have given him the right answer. I think a little extra practice
with this concept could be beneficial for this student and that they could master it
quickly.
c. Explain how you will reassess for mastery of the concept. (exit ticket)
I will give the student the same exit ticket from the lesson to see if they are able to
correctly draw the tape diagram to represent their solution.
Choose to do either 3a OR 3b:

3a. Plan to Re-engage for procedural understanding.


a. Describe your re-engagement lesson for this group (objective from CCSSM, learning
tasks, strategies, materials, assessment). (one paragraph)
The two students who are in group 2 lacked procedural fluency of multiplication. To
begin, I will review the basic facts of multiplication with these students. I will give them a
short worksheet with basic multiplication facts (1-12) on it so that they can practice
using these strategies.
b. Explain why you believe this re-engagement lesson will be effective based on the
error patterns you found in the data. Score here will be based on how well you describe
the connection to the re-engagement lesson and the error patterns found, effective use
of materials, and sound methodology. (1-2 sentences)
I believe this lesson will be effective because these students were very close to finding
the correct answer. Their answers were each a factor of 6, but not the correct one. I think
that by reviewing the multiplication facts and doing some practice problems will be very
beneficial to the students and they will have strategies to use that they may have
forgotten.
c. Explain how you will reassess for mastery of the concept. (exit ticket)
I will give students the problem from the original lesson: “It takes Skylar 3/8 of an hour
to drive to the mall. If she goes to the mall 6 times, how many hours did she drive?”

3b. Plan to Re-engage for problem solving.


a. Describe your re-engagement lesson for this group (objective from CCSSM, learning
tasks, strategies, materials, assessment). (one paragraph)
b. Explain why you believe this re-engagement lesson will be effective based on the
error patterns you found in the data. Score here will be based on how well you describe
the connection to the re-engagement lesson and the error patterns found, effective use
of materials, and sound methodology. (1-2 sentences)
c. Explain how you will reassess for mastery of the concept. (exit ticket)
Scoring Rubric
Possible
Points

Section A: Context for Learning


A1 1
A2 1
A3 1
A4 5
A5 5
A6 5

Section B: Whole Class Lesson


B1 1
B2 1
B3 10
B4 8
B5 10

Section C: Results of whole class assessment


C1 10
C2 14
C3 6

Section D: Plan for re-engagement


D1 2
D2 10
D3a or D3b 10

Total of all scores: 100

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