Key Assessment Part 1: Identification of Learning Problem

General Audience
The general audience that I have chosen contains 24 first grade children between the ages
of six to eight years. 96% of the children (23) are African-American and 4% (1) are of
mixed background. All children are in a low income bracket, many of whom are using
government housing and aid. The school is a Title 1 school with 100% on free breakfast
and lunch. The children have been in first grade for over half a year, and all attended
Kindergarten with only one having been previously retained.
Problem Identification
Being in a data driven district, I have many resources as my disposal to gain an insight on
areas that are causing a problem. Assessments such as the STAR Math assessment and
results from their benchmark testing using M-Class Math helped me identify the specific
needs that need to be addressed class wide. These deficiencies are based on the Common
Core Georgia Performance Standards that have been rolled out state-wide which expects
the students to master these skills before the end of first grade.
Therefore, based on the above mentioned criteria I noticed that my students are having a
problem with certain math standards. I have decided to concentrate on my students being
able to solving addition and subtraction word problems (up to 20). This seems to be
more of an abstract concept that has been giving most of my students problems. Many
are unable to pull details from the text and create strategies for coming to a proper
equation and answer. Teaching second and third grade as well in the past, I know how
important it is for the general audience to be able to problem solve, create a strategy, and
find a solution. I believe that this will not only their problem solving skills, but also help
in the realm of reading with being able to pull out details and using these details to draw
correct conclusions. The Georgia Common Core Standard I am concentrating on is:
MCC.1.OA.1. Use addition and subtraction within 20 to solve word problems involving
situations of adding to, taking from, putting together, taking apart, and comparing, with
unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol
for the unknown number to represent the problem.
Instructional Goals

Students will be able to add within 20 to solve word problems.

Students will be able to subtract within 20 to solve word problems

Students will be able to pick out context clues to help them understand which
property they need to solve the problem.

Students will use multiple representations such as objects, drawings, and

equations with symbols for the unknown number to represent the problem.

Students will be able to explain their way of thinking and strategy to solve the
problem.

Key Assessment Part II: Learner Analysis

Introduction
The primary audience reviewed in this analysis is comprised of 1st graders at Gadsden
Elementary School in the Savannah-Chatham County School System. Students range in
age from 6-8 with only one child that was retained prior in kindergarten. Here at
Gadsden, 29% attended Economic Opportunity Authority (a Head Start program run by
Chatham-Savannah, or a pre-kindergarten program when they were younger. The class is
comprised of 24 students, one of which has just arrived from another school in the district
2 months earlier. In my class, 23 of the students are African-American and one is
classified as multiracial. We also have 100% of the students are eligible for free lunch
and breakfast, and most come from lower-income economic brackets. The neighborhood
surrounding the school consists mainly of government housing. Currently, 2 students are
receiving coaching from Love Mentors that come and volunteer at the school. They help
with reading and math. Three students are currently being taken by an EIP (Early
Intervention Program) teacher for intensive interventions dealing with reading. Six
students are currently in the RTI (Response to Intervention) process. Out of these six
students, 2 are in RTI Tier 3 for behavior problems, and 3 are in Tier 2 for reading and
language problems, while the last student is Tier 3 for processing issues, reading, and
math. Also, during reading and small group time, STAR and M-Class (Dibels & Math)
benchmarks have been used and analyzed to create groups so deficiencies can be worked
on and reinforced. Currently, based on the middle of the year scores, 8 students are
showing as intensive and are in two groups of 4, seeing the EIP teacher at least 3 times a
week for 30 minutes at a time. 10 students fall as on watch and are placed in two
groups of 5, while 6 students are above level and consist of one group with independent
work. Information used came from a variety of sources. Permanent records, registration
forms, and PowerTeacher have been reviewed to attain demographic information,
promotions, retentions, and test scores (such as GKIDS) from the year prior. RTI records
have also been utilized to understand any deficiencies or obstacles that might constrain
learning.

Entry Skills and Prior Knowledge

All students entered the 1st grade after successfully completing Kindergarten Common
Core Georgia Performance Standards as noted on the GKIDS. Those skills include the
following:

Introduction to basic math concepts such as counting, comparing numbers, and

addition/subtraction on one-digit numbers.

Understanding Sound-Letter Correlation through Phonemic Awareness and

reading fluency

Gathering data and sequencing events

Comparing two or more objects

After entry into the first grade, these objectives have been expanded upon, but are still the
main objectives that have a bearing on future instructional design. Pre-testing was used
to gauge specific domains and skills with 6 students showing as intensive help needed
with basic math skills, and 3 students with above-average math skills. The remaining 15
students (63%) have average (or on-level) math abilities, but need word problems read
aloud. Reading skills consist of 8 intensive students focusing on phonics and reading
fluency issues. 10 students have basic ability to read sentences, and are on grade level.
The remaining six students can read leveled text accurately with a high fluency rate and
excellent abilities to pull information from text.
Attitudes Toward Content & Academic Motivation
The students in the group, due to their age, have a hard time understanding the full
importance of an analysis and how it is used. However, they do realize the importance on
a basic level. Many understand the variety of information that can be collected from
surveys and their work. It is in this spirit that I utilized a quick survey to gather
information concerning their attitudes towards what they are learning and their academic
motivation. 20 believe that having an education was very important, while 4 thought
education was somewhat important. When asked about word problems, only 8 said they
liked them. The remaining 16 said they did not like them. When asked if they were

taught how to solve word problems step-by-step like investigators, almost all the class
stated they would be willing to give it a try (22 students). Also, 20 of students stated
having to do a lot of reading made them not want to even try to figure the problem out.
Educational Abilities
Using the benchmark scores from STAR Math, 14 of students are below in representing
and interpreting data. Also 9 out of 24 students are struggling addition to 20 and with
understanding properties of addition and subtraction, while 16 students have a solid
understanding of place value. Overall, the class is diverse when it comes to reading
ability and word problems. Multiple representations and repeated reading will be
necessary with most of the class.
Learning Preferences
Most of the class showed a preference for hands-on projects as well as interactive
promethean board or iPad activities. This keeps their attention and allows all modalities
of learning to be utilized.
Attitude Toward Teacher and School
The majority of the class said they enjoyed coming to school, with only 4 choosing that
they do not like coming to school. Many have a positive outlook on the teachers they
interact with everyday, with only 2 stating in the negative. The things they liked most
about the school based on a Promethean Board survey was the using neat technology,
feeling comfortable, and their friends.

Key Assessment Part III: Task Analysis

Task Analysis
I conducted the task analysis using a topical and procedural analysis, since the
understanding of word problems require a variety of both topics and procedural tasks (or
steps) that the students need to learn. These topics and procedural tasks are needed in
order to identify the type of problem, correctly create a strategy to solve the problem,
showing multiple representations to represent the problem (including pictures and
number sentences), and explain their way of thinking and the strategy used to solve the
problem effectively. I felt that using solely a topic analysis, though good with going over
the various types of world problems, would not go into the procedural steps and thinking
needed on the students part that might not be fully explained using the topic analysis.
Task Analysis Outline
1. Procedures for Reading a Word Problem
1.1 Read the problem through completely first, paying attention to the words and
details.
1.2 Go back to the beginning, and take each sentence at a time. Focus on
important details in the problem.
1.2.1 Pay attention to numbers, key words, and the question when reading.
1.2.2 Reread the problem if you do not understand sentence by sentence.
2. Types of Word Problems
2.1 Addition (within 20)
2.1.1 Addition problems focus on putting things together or adding to.
2.1.1.2 Finding the Sum: One type of addition word problem will
ask to put a number of items together. The problem will ask you to
find the total amount or sum.
2.1.1.2.1 Missing Addends:

Another type of addition

problem will give you the total number, but one of the
addends is missing. You must figure out what this missing
addend is.

2.2 Subtraction (within 20)

2.2.2 Subtraction problems focus on taking things away or apart.
2.2.2.1 Finding the Difference: One type of subtraction
word problem will ask to take a number of items away.
The problem will ask you to find difference.
2.2.2.2 Missing Subtrahends: Another type of subtraction
problem will give you the total number, but one of the
subtrahends is missing.

You must figure out what this

missing subtrahend is.

3. Context Clues
3.1 What are Context Clues?
3.1.2 How context clues can identify specific types of word problems.
3.2 Addition Context Clues
3.2.1 Check word problem for words or phrases such as in all, join,
combine, all together, or plus.
3.3 Subtraction Context Clues
3.3.1 Check word problem for words or phrases such as how many
more, difference, separate, eat, took away, or less than.
4. Using Multiple Representations to illustrate the problem
4.1 Drawings
4.1.1 Create drawings to represent the items in the problem. This helps
with being able to add or subtract by counting or crossing out the pictures
you need to.
4.2 Number Sentences
4.2.1 Once you decide if you have to add or subtract, creating the addition
or subtraction problem by looking at the word problem or the pictures you created.
4.3 Tables or Graphs

4.3.1 Graphs or tables can help show a variety of information about the
number of items being discussed in the problem.
4.3.1.1 Tally Charts: Use tally charts when you have large
numbers of items. Each item should get a labeled row with the number of
tallies by it to represent the number of items.
4.3.1.2 Picture Graphs: Use picture graphs when representing a
variety of items in a problem. This will help with counting
effectively and bridging the concrete to the abstract.
Subject Matter Expert (SME)
I, Joseph Johnson, will serve as one of two SMEs for this instructional plan. My formal
education consists of a B.S. Ed. in Early Childhood Education, Georgia Certification for
Grades PK-5 received from Armstrong Atlantic State University. I have also had five
years of experience in the classroom in an inner-city school teaching 2nd grade for two
years, 3rd grade for one year, and 1st grade for two years. I also have five years experience
in training and technology, working for EarthLink. I am currently pursing my M.Ed. in
Instructional Technology and Media Specialist Certification from Georgia Southern
University.
The primary qualification that I have is as the classroom teacher for the specific group
undergoing this particular study, and I am aware of each child, their scores, background,
and strengths and weaknesses. This will better allow me to see if this specific analysis
will work in a dynamic environment and help in understanding and effectively mastering
the common core performance standard in question.
I plan to also have D. Konter as a second SME. She is the first grade chair and has taught
at Gadsden for 10 years. She has vast experience in the first grade, and a wealth of
strategies in teaching the curriculum in an effective manner to the students.

Key Assessment Part IV: Instructional Objectives

Terminal Objective 1: To define and state procedures for reading word problems
Enabling Objectives:
1a. To define steps how to read a word problem
1b. To identify key details in the sentence needed to solve the problem
1c. To label key details once identified
Terminal Objective 2: To identify addition and subtraction word problems (within 20)
Enabling Objectives:
2a. To classify the types of addition problems (adding to, putting together, comparing and
unknowns in all positions (missing addends or sums))
2b. To classify types of subtraction problems (taking apart, comparing and unknowns in
all positions (missing subtrahends or difference))
2c. To define specific context clues used in word problems to accurately identify if the
problem requires addition or subtraction

Terminal Objective 3: To provide clear explanations using a variety of methods to

explain thinking
Enabling Objectives:
3a. To utilize drawings to represent addition and subtraction word problem
3b. To illustrate the word problem using number sentences
3c. To utilize graphs or charts using data and details in the problem

Classification of Instructional Objectives:

Content

Performance
Recall

Fact
Concept
Principles/Rules
Procedure
Interpersonal
Attitude

2c
2a, 2b,
1a, 1b,

Application

3, 1c,
1, 2, 3a, 3b, 3c

Relationship between Instructional Objective Standards:

1

MCC.1.0A1. Using addition and subtraction within 20 to solve

1a
1b
1c
2

word problems involving situations of adding to, taking from,

putting together, taking apart, and comparing unknowns in all
positions,

2a
2b
2c
3
3a

By using objects, drawings, and equations with a symbol for

the unknown number to represent the problem.

3b
3c

Key Assessment Part V: Assessments

Lesson/
Instructional

Goals

Objectives

UDL

Assessments

Strategies
Lesson 1:
Focus is on
how to read
word
problems, then
breaking the
problem down
by identifying
and labeling
key details
(such as
numbers, key
words, and the
final question).

Define steps on
how to read a word
problem.

Objective 1:
Define and state
procedures for
reading word

Identify key details

problems

in the sentence

1a. Define steps

needed to solve the

on how to read a

problem.

Label key
details once
identified and read
in the word
problem.

Lesson 2:

Classify
Types of word
the types of
problems are
addition
identified
problems
using keyword
(adding to,
strategies.
putting
Problem types
together,
are then
comparing
explored using
and unknowns
examples of
in all
addition and
positions
subtraction in
(missing
all three forms
addends or
(putting
sums))
together or
Classify types of
taking apart,
subtraction problems
comparing,
and unknowns
(taking apart,
in all
comparing and
positions).
unknowns in all
positions (missing
subtrahends or

word problem.
1b. Identify key

The lesson will

provide
simplified
vocabulary
hints, pictures
to support word
recognition or
context,
recognition
(CAST, inc.
(1999-2005).
This will be
tailored by
need of each
student as
contained in
UDL
philosophy.

1. Key Word Quiz:

Students will be given
a mix of words and
asked to sort the
words on a t-chart
online based on
whether they are
addition words or
subtraction words.

2. Word Problem
Detail Assessment:
Students will be given
sentence needed
three word problems
to solve the
and asked to highlight
problem.
key details (numbers,
key words, and the
1c. Label key
details once
final question) in each
identified read in
problem and underline
the word problem.
the question being
asked.
Objective 2:
The lesson will
1. Word Problem
provide
Type Investigation:
Identify addition
simplified
Students will be given
and subtraction
vocabulary
a mix of word
word problems
hints, pictures
problems and must
(within 20)
to support word
identify if they are
recognition
or
addition or
2a. Classify the
context,
subtraction. They
types of addition
recognition
then must identify if
problems (adding
(CAST, inc.
they are putting
to, putting
(1999-2005).
together, taking apart,
Also general
and if they are missing
together,
application
a sum or difference, or
comparing and
hints, problem
missing
unknowns in all
specific hints,
addend/subtrahend.
positions (missing computation
addends or sums)) and fact
2b. Classify types retrieval hints
will also be
of subtraction
provided.
problems (taking
(Rose, D. H. &
Meyer, A.
apart, comparing
(2002).
and unknowns in
Teaching every
details in the

all positions

difference))
Define specific
context clues

subtrahends or
difference))
2c. Define

used in word

specific context

problems to

clues used in

accurately

word problems to

identify if the
problem requires

Lesson 3:
Presentation of
a variety of
strategies to
solve word
problems are
identified such
as utilizing
drawings,
number
sentences, and
graphs or
charts
representing
data in the
problem.

(missing

accurately
identify if the
problem requires

addition or

addition or

subtraction.

subtraction

Utilize
drawings to
represent

Objective 3:
Provide clear
explanations
using a variety of

addition and

methods to

subtraction

explain thinking

word problem.

3a. Utilize

Illustrate the

word problem

drawings to
represent addition
and subtraction

using number

word problem.

sentences.

3b. Illustrate the

word problem
using number
sentences.
3c. Utilize graphs
or charts using
data and details in
the problem.

Utilize graphs

or charts using
data and details in
the problem.

student in the
digital age:
Universal
design for
learning.)
This will be
tailored by
need of each
student as
contained in
UDL
philosophy.

The lesson will

provide
simplified
vocabulary
hints, pictures
to support word
recognition or
context,
recognition
(CAST, inc.
(1999-2005).
Also general
application
hints, problem
specific hints,
computation
and fact
retrieval hints
will also be
provided.
(Rose, D. H. &
Meyer, A.
(2002).
Teaching every
student in the
digital age:
Universal
design for
learning.)
This will be

1. Word Problem
Investigation:
Students will be given
a test where they are
shown 5 word
problems. They must
label key parts in the
problem, identify
problem type, and
show their thinking by
solving using pictures,
graphs or charts, and a
number sentences to.
They must show at
least two ways to
solve the problem.

tailored by
need of each
student as
contained in
UDL
philosophy.
Assessment Examples
The assessments that I have created are performance based and I want students to be able
to demonstrate the key concepts they learn and use that information to solve word
problems while demonstrating their thinking. At the end of the unit, students should be
able to demonstrate what they have learned and should be able to correctly use addition
and subtraction within 20 to solve word problems involving situations of adding and
subtracting by taking apart, and comparing, with unknowns in all positions and
demonstrating their thinking by using objects, drawings, and equations.

Lesson 1-Key Word Quiz

ADD

SUBTRACT

In all

Find the difference

How many fewer

Left over/Are left

Find the sum

less than

All Together

combined

total

Answers:

Lesson 1- Word Problem Details

1.

join

How many more

gave, ate, or lost
Took away

both

Mary picked 5 flowers

on her way to school. Her

friend, Janet picked 6 flowers

How many flowers

on her way as well.

did they pick all together?

Answer:

Mary picked 5 flowers

on her way to school. Her

friend, Janet picked 6 flowers

How many flowers

on her way as well.

did they pick all together?

2.

Jack came to school with 10 cookies

. He ate 2 on
his way. How many did he have left when he got to
school?

Jack came to school with 10 cookies

. He ate 2 on
his way. How many did he have left when he got to
school?

3.

Beth and Scott were at the beach and collected shells

. Beth picked up 8 shells

in the morning and 2 shells

in the afternoon. Scott picked up 3 more. How

many shells

did they have combined?

Beth and Scott were at the beach and collected shells

. Beth picked up 8 shells

in the morning and 2 shells

in the afternoon. Scott picked up 3 more. How

many shells

did they have combined?

Lesson 2 Assessment: Addition or Subtraction?

Decide if you need to add or subtract. Mark up your

problem. In the empty box drag the key word used to
decide and tell if you are finding the sum, difference, or
have a missing addend/subtrahend.
Janet has 5 pins .
She got 3 more for her
birthday. How many
does she have all
together?
Tom had 20 jelly beans
. He only had 6
at the end of the day.
How many did he have
eat?
Chloe the cat saw 3
ducks
. As she
walked along, she saw
2 butterflies. How
many more ducks did
she see than butterflies
?

Decide if you need to add or subtract. Mark up your

problem. In the empty box drag the key word used to
decide and tell if you are finding the sum, difference, or
have a missing addend/subtrahend.
Janet has 5 pins .
She got 3 more for her
birthday. How many
does she have all
together?
Tom had 20 jelly
beans.
He only
had 6 at the end of the
day. How many did he
have eat?
Chloe the cat saw 3
ducks
. As she
walked along, she saw
2 butterflies
.
How many more ducks
did she see than
butterflies?

Addition
More all together
Sum needed
Subtraction
Eat
Missing Subtrahend

Subtraction
How many more
Difference needed

Lesson 3 Assessment: Word Problem Investigation

Mark up your word problems. Circle whether you need to add or subtract. Draw
pictures and include a number sentence to solve. Show your work.

www.MathPlayground.com
Show questions one by one
1. Ned rode his bike 7 miles to the library.
He took a shortcut on the way home which was only 5 miles long.
How many miles did Ned ride altogether?

2. Anne ate 6 cookies.

Samantha ate 4 more cookies than Anne.
How many cookies did Samantha eat?

3. Henry gave 5 stickers to his younger brother.

Now he only has 9 stickers.
How many stickers did Henry have at first?

Draw Picture, Graph or Number Sentence to show your work

4. Derek and Larry have 15 books together.

6 of the books belong to Derek.
How many books does Larry have?

Draw Picture, Graph or Number Sentence to show your work

5. Angela had 8 computer games.

She got 3 more for her birthday.
How many computer games did Angela have then?

Draw Picture, Graph or Number Sentence to show your work

Lesson 3 Assessment: Word Problem Investigation

Mark up your word problems. Circle whether you need to add or subtract. Draw
pictures and include a number sentence to solve. Show your work.

www.MathPlayground.com
Show questions one by one
1. Ned rode his bike 7 miles to the library.
He took a shortcut on the way home which was only 5 miles long.
How many miles did Ned ride altogether?

12 miles

Draw Picture, Graph or Number Sentence to show your work

IIIIIII+IIIII= 12
7+5=12

2. Anne ate 6 cookies.

Samantha ate 4 more cookies than Anne.
How many cookies did Samantha eat?

Draw Picture, Graph or Number Sentence to show your work

Anna ate :

Samantha ate:

6+4=10

3. Henry gave 5 stickers to his younger brother.

Now he only has 9 stickers.
How many stickers did Henry have at first?

Draw Picture, Graph or Number Sentence to show your work

4. Derek and Larry have 15 books together.

6 of the books belong to Derek.
How many books does Larry have?

Draw Picture, Graph or Number Sentence to show your work

Derek and Larrys Books:

6+___=15

5. Angela had 8 computer games.

She got 3 more for her birthday.
How many computer games did Angela have then?

Draw Picture, Graph or Number Sentence to show your work

8+3=11

KA Part VI: Instructional Sequence

Sequence
1
2

Description
Focus is on how to read word problems, then breaking the
problem down by identifying and labeling key details (such
as numbers, key words, and the final question).
Types of word problems are identified using keyword
strategies. Problem types are then explored using examples
of addition and subtraction in all three forms (putting
together or taking apart, comparing, and unknowns in all
positions).
Presentation of a variety of strategies to solve word problems
are identified such as utilizing drawings, number sentences,
and graphs or charts representing data in the problem.

Objective
1
2

This sequence builds on concepts of learning-related sequencing and order. The learner
will proceed through each lesson, building on key strategies learned from the last. This
requires the instructor and student to follow a logical and scaffolding progression when
completing the objectives and tasks that will be set out in the lessons.
Lesson 1: Word Problem Forensics: The Mystery
Begins!
Objective 1: Define and state procedures for reading word problems
1a. Define steps on how to read a word problem.
1b. Identify key details in the sentence needed to solve the problem.
1c. Label key details once identified read in the word problem.
Initial Presentation: Students will be told that they are about to become investigators in
math. It will be their job to solve word problems by reading carefully (sentence by
sentence) and looking for clues in the problem. The clues will help them as investigators
to understand what type of problem it is, and how to solve it using addition or
subtraction. Next, the students will be given a sample problem that will be read silently
first and then out loud in class. Students will discuss what they think some of the key
clues are in the problem (Key clues are numbers, the question, and context words to help
identify addition or subtraction). Students will highlight the numbers in the problem.
They will next underline the question and place a box around the context word that
helped them decide if they needed to add or subtract. Students will then be given two
more problems and work through together as before on their screens.

UDL: The lesson will provide simplified vocabulary hints, pictures to support word
recognition or context, recognition (CAST, inc. (1999-2005). This will be tailored by
need of each student as contained in UDL philosophy.
Generative Strategy: Students will then be asked to demonstrate their skills as detectives
by being given 5 word problem mysteries to solve independently. They will be asked to
first read the problem silently, and then listen to the problem being read through audio.
They will then correctly highlight key clues: numbers, underline the main question, and
box the context word or phrase (using digital pen and highlighting tools) that told them
which operation to use for each problem on the screen.
Lesson 2: Time to investigate and hunt for clues
Objective 2: Identify addition and subtraction word problems (within 20)
2a. Classify the types of addition problems (adding to, putting together,
comparing and unknowns in all positions (missing addends or sums))
2b. Classify types of subtraction problems (taking apart, comparing and
unknowns in all positions (missing subtrahends or difference))
2c. Define specific context clues used in word problems to accurately identify if
the problem requires addition or subtraction
Initial Presentation: Students will quickly review the three important parts of a word
problem: the numbers, the question, and +/- context clue words. Students will then
watch a YouTube video on words or phrases that tell whether they need to add or
subtract. This presentation will help them become familiar with addition words and
subtraction words so they can correctly classify the type of problem as addition or
subtraction. Discuss that there are different types of addition word problems and
different types of subtraction word problems. Many, you need to find the answer by
either adding your numbers or subtracting and getting your answer. However, there are
some problems that may not ask you to find the sum or difference. These problems may
having missing addends or subtrahends. Also you may be asked to compare. Students
will work through examples of each of these problems
UDL: The lesson will provide simplified vocabulary hints, pictures to support word
recognition or context, recognition (CAST, inc. (1999-2005). Also general application
hints, problem specific hints, computation and fact retrieval hints will also be provided.
(Rose, D. H. & Meyer, A. (2002). Teaching every student in the digital age: Universal
design for learning.)
This will be tailored by need of each student as contained in UDL philosophy.

Generative Strategy: . Students will then complete an interactive digital word sort under
two categories: addition or subtraction and drag the provided words or phrase under the
correct category. Students will discuss their reasoning behind the choices made.
Students next will be asked to complete 6 word problems. They will have to pull out the
key clues and create a number sentence. Students will experiment with the discussed
different types of addition and subtraction word problems. Some problems will be asking
for sums or differences, while other problems might ask for comparisons such as who has
more, who has less.

Lesson 3: Solving the Mystery: Putting the Clues together!

Objective 3: Provide clear explanations using a variety of methods to explain thinking
3a. Utilize drawings to represent addition and subtraction word problem.
3b. Illustrate the word problem using number sentences.
3c. Utilize graphs or charts using data and details in the problem.
Initial Presentation: The lesson will begin with an example problem. The problem will
be read, key clues identified, and number sentence created. Discussion will begin about
how there are other ways to illustrate the problem and check to be sure your number
sentence is correct. To do this, students will view a variety of strategies by viewing a
Powtoon Web 2.0 screencast about using illustrations, ten frames, and charts to organize
information in the problem. This allows further tools the students can use as word
problem detectives.
UDL: The lesson will provide simplified vocabulary hints, pictures to support word
recognition or context, recognition (CAST, inc. (1999-2005). Also general application
hints, problem specific hints, computation and fact retrieval hints will also be provided.
(Rose, D. H. & Meyer, A. (2002). Teaching every student in the digital age: Universal
design for learning.)
This will be tailored by need of each student as contained in UDL philosophy.
Generative Strategy: Students will be given 10 word problems in a variety of types.
They will be asked to first mark up the problem and create a number sentence. Next they
will be asked to create two ten frames and illustrate the problem. The final step will be
for the student to illustrate the word problem, demonstrating if they are taking away or
putting together their group of items.

Key Assessment Part VII: Design of Instruction

Lesson/
Instructional
Strategies
Lesson 1:
Focus is on
how to read
word
problems, then
breaking the
problem down
by identifying
and labeling
key details
(such as
numbers, key
words, and the
final question).

Goals
Define steps on
how to read a word
problem.

Objectives
Objective 1:
Define and state
procedures for
reading word

Identify key details

problems

in the sentence

1a. Define steps

needed to solve the

on how to read a

problem.

Label key
details once
identified and read
in the word
problem.

Lesson 2:

Classify
Types of word
the types of
problems are
addition
identified
problems
using keyword
(adding to,
strategies.
putting
Problem types
together,
are then
comparing
explored using
and unknowns
examples of
in all
addition and
positions
subtraction in
(missing
all three forms
addends or
(putting
sums))
together or
Classify types of
taking apart,
subtraction problems
comparing,
and unknowns
(taking apart,
in all
comparing and

word problem.
1b. Identify key

UDL

Assessments

The lesson will

provide
simplified
vocabulary
hints, pictures
to support word
recognition or
context,
recognition
(CAST, inc.
(1999-2005).
This will be
tailored by
need of each
student as
contained in
UDL
philosophy.

1. Key Word Quiz:

Students will be given
a mix of words and
asked to sort the
words on a t-chart
online based on
whether they are
addition words or
subtraction words.

2. Word Problem
Detail
Assessment:
details in the
Students will be given
sentence needed
three word problems
to solve the
and asked to highlight
problem.
key details (numbers,
key words, and the
1c. Label key
details once
final question)in each
identified read in
problem and underline
the word problem.
the question being
asked.
Objective 2:
The lesson will
1. Word Problem
provide
Type
Investigation:
Identify addition
simplified
Students will be given
and subtraction
vocabulary
a mix of word
word problems
hints, pictures
problems and must
(within 20)
to support word
identify if they are
recognition or
addition or
2a. Classify the
context,
subtraction.
They
types of addition
recognition
then must identify if
problems (adding
(CAST, inc.
they are putting
to, putting
(1999-2005).
together, taking apart,
Also general
and if they are missing
together,
application
a sum or difference, or
comparing and
hints, problem
missing
unknowns in all
specific hints,
addend/subtrahend.
positions (missing computation
addends or sums)) and fact
2b. Classify types retrieval hints
will also be
of subtraction

positions).

unknowns in all

problems (taking

positions (missing

apart, comparing

subtrahends or
difference))
Define specific
context clues
used in word
problems to

all positions
(missing
subtrahends or
difference))
2c. Define
specific context
clues used in

accurately

word problems to

identify if the

accurately

problem requires

identify if the

addition or
subtraction.
Lesson 3:
Presentation of
a variety of
strategies to
solve word
problems are
identified such
as utilizing
drawings,
number
sentences, and
graphs or
charts
representing
data in the
problem.

and unknowns in

Utilize
drawings to
represent

problem requires
addition or
subtraction
Objective 3:
Provide clear
explanations
using a variety of

addition and

methods to

subtraction

explain thinking

word problem.

3a. Utilize

Illustrate the

word problem

drawings to
represent addition
and subtraction

using number

word problem.

sentences.

3b. Illustrate the

word problem
using number
sentences.
3c. Utilize graphs
or charts using
data and details in
the problem.

Utilize graphs

or charts using
data and details in
the problem.

provided.
(Rose, D. H. &
Meyer, A.
(2002).
Teaching every
student in the
digital age:
Universal
design for
learning.)
This will be
tailored by
need of each
student as
contained in
UDL
philosophy.

The lesson will

provide
simplified
vocabulary
hints, pictures
to support word
recognition or
context,
recognition
(CAST, inc.
(1999-2005).
Also general
application
hints, problem
specific hints,
computation
and fact
retrieval hints
will also be
provided.
(Rose, D. H. &
Meyer, A.
(2002).
Teaching every
student in the
digital age:

1. Word Problem
Investigation:
Students will be given
a test where they are
shown 5 word
problems. They must
label key parts in the
problem, identify
problem type, and
show their thinking by
solving using pictures,
graphs or charts, and a
number sentences to.
They must show at
least two ways to
solve the problem.

Universal
design for
learning.)
This will be
tailored by
need of each
student as
contained in
UDL
philosophy.

Key Assessment Part VIII

At the end of the online course, I will conduct learner evaluation using a
customized survey of multiple choice questions. The questions and choices will also be
read aloud for those students that are not yet fluent or expert readers. I also plan to ask
the SME to complete the online module as well and fill out a brief survey to provide
feedback concerning the course itself. The SME that I am using is my first grade chair
who has been teaching at Gadsden for 10 years now. She has extensive experience with
the first grade and Georgia Common Core Curriculum.
Survey for Learner:
1. After finishing the online course on word problems, do you think you understand
how to solve word problems?
a. yes
b. somewhat
c. no
2. Did you find this online course to be easy to understand and follow along with?
a. yes
b. somewhat
c. no
3. How confident are you after taking this course on being able to identify key
information in word problems?
a. yes
b. somewhat
c. no
4. Did the online course help you better understand ways of identifying whether to
add or subtract to solve the problem?
a. yes
b. somewhat
c. no
5. Do you have a better understanding of how to identify and solve the types of word
problems such as missing addends/subtrahends, comparing, taking away, and
putting together?
a. yes
b. somewhat
c. no
6. Do you have a better understanding of how to use different ways to show the
information in the problem?
a. yes
b. somewhat
c. no
7. Using all these strategies learned in this course, are you now confident you can
solve word problems if one was given to you?
a. yes
b. somewhat
c. no
8. What was your favorite thing about this online course?
9. What was the hardest thing about this online course?
10. Is there anything in the course that you would change?
Survey for SME

1. After completion of the online course on word problems, do you think all content
was present and given to the learner in a sequence that was appropriate? If no,
please explain.
2. Did the objectives set out in the online course conform to Georgia Common Core
Standards, covering all information needed to be presented set forth by Georgia?
3. Were principles of UDL apparent in the content of the course? If no, which areas?
4. Were the assessments in the module relative to each lesson that was taught?
5. Should anything be added or taken away from the online course?
6. What are your suggestions to make this online course better for the learners or for
the teacher?
After the students have taken their surveys, I will look at the surveys using qualitative
analysis for each question. Also, I will take a look at what the SME stated in her survey.
The results from the qualitative analysis and feedback from the SME will drive any
corrections, amendments, or augmentations necessary for a more effective online course.