Modified Task 4 Assignment

Fall 2017 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?: 1.25
hours

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.: Pearson Realize

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 in this classroom
extended learning by doing extra examples of math problems on the SmartBoard.

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

The teacher constantly checks for understanding. He does this through questioning, class
discussion, and assessments. By doing this, he can tailor the instruction to meet the needs of
his students. Most of the math time is spent teaching a lesson from the textbook, but this
teacher extends the teaching. Math time begins with a warmup, and after students are finished
the class discusses how to solve the problem. After the textbook lesson is taught and students
have been given the opportunity to ask questions, math time ends with extension problems that
the teacher has on the SmartBoard. Students are given time to solve the problems and then the
teacher goes over it, answering any questions.

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

The biggest thing that I learned from observing this teacher is how important it is to teach
students multiple ways to solve problems. Not all students learn the same way and math can be
especially difficult for some students. As a teacher, you should show your students a variety of
ways to solve the same problem so they are all able to comprehend the material. It is also
important for teachers to always be aware of their students level of understanding. Whether
this is through assessments, exit tickets, class discussion, or questioning, the teacher should
always be aware of any misunderstandings with the concepts to be able to meet the learning
needs of their students.

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).

This lesson works to continue student understanding of two digit by two digit multiplication.
This has been the topic that the class has been learning about, and the teacher wanted me to
plan a lesson to review the material and reinforce student understanding. The students will
participate in a bingo game which requires them to solve two digit by two digit multiplication
problems.

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

4.NBT.5 Multiply a whole number of up to four digits by a one-digit whole number, and multiply
two two-digit numbers, using strategies based on place value and the properties of operations.
Illustrate and explain the calculation by using equations, rectangular arrays, and/or area 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)

This lesson was planned in order to review two digit by two digit multiplication. The students
will play bingo, which was a game that the teacher said they were all familiar with. Each student
will receive a bingo card and counters to cover up spaces. I will write problems, one at a time, on
the SmartBoard which the students will have to solve. If the answer they get is on their bingo
card, they will cover up the space with a counter. After a few rounds of the bingo game, the
students will complete an exit ticket to 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)

Ms. Taylor took her 4th grade class on a field trip to the Discovery Place. There are 24 students
in the class and admission to get into the Discovery Place is $13 per person. How much money
will it cost for Ms. Taylor and her class to get in?
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)

Conceptual Understanding: Students need to show their work using one of the methods that
they have learned in class (partial products, arrays, area model, base ten model, expanded form,
etc.) 3 points

Procedural Fluency: Students need to be able to find the correct answer using a method that
they choose. They also need to somehow identify the answer, for example circling it. 4 points

Mathematical Reasoning: Students are expected to give the answer in context to the question
(Example: It will cost Ms. Taylor and her class $325) 3 points

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 students
performance in the formative assessment. (provide a table and color code green/yellow/red
based on mastery)

Green: 8, 9, 10 Yellow: 4, 5, 6, 7 Red: 0, 1, 2, 3

Student Conceptual Procedural Mathematical Total
Understanding Fluency Reasoning (10 points)
(3 points) (4 points) (3 points)

A 2 4 3 9/10

B 3 1 3 7/10

C 3 4 3 10/10

D 3 4 3 10/10

E 1 4 1 6/10

F 2 2 3 7/10

G 1 4 3 8/10

H 2 3 3 8/10

I 3 4 3 10/10

J 3 3 3 9/10

K 3 4 3 10/10

L 3 4 3 10/10

M 2 3 3 8/10

N 3 4 3 10/10

O 1 3 2 6/10

P 3 3 3 9/10

Q 3 2 3 8/10
2. Describe common error patterns in each of the areas of patterns of learning - conceptual
understanding, and procedural fluency. Refer to the graphic to support your discussion. (3
separate paragraphs, one per each pattern of learning)

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.

Conceptual Understanding: Over half of the class showed mastery in conceptual understanding,
but there is still room for improvement. Out of the 17 students in the class, 10 scored 3 out of 3
possible points in this area. The rest of the students scored either a 1 or a 2, and there were not
any students that received no credit. The students were able to choose whatever method they
wanted to solve the problem, they just had to show some kind of work. The students who
received all 3 points showed a clear drawing or work that demonstrated how they solved the
problem. The students who lost point in this area either made a mistake in the procedure of the
method they chose, or they left their work incomplete.

Procedural Fluency: Only 9 out of 17 students received all 4 possible points in the procedural
fluency category, demonstrating mastery. These students found the correct answer using their
chosen method, and they indicated that it was the final answer by circling it, boxing it, etc. There
were 5 students that lost one point because they did not indicate the final answer, even though
the answer was correct. The remaining 3 students lost points from getting an incorrect answer,
not indicating the final answer, or not giving an answer at all.

Mathematical Reasoning: Almost all of the students in the class demonstrated mastery in the
mathematical reasoning category. 15 out of the 17 students in the class received 3 out of 3
possible points because they wrote their answer in the context of the question. They either
wrote a short sentence or phrase that showed they knew exactly what the question was asking
them to find. The other two students lost points because they did not relate their answer back to
the original question.

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 students misconceptions.
Student 1 Mathematics Work Sample (student struggles with conceptual understanding)
(one paragraph)

Student E: This student struggled with conceptual understanding, receiving only 1 out of 3
possible points. They were able to identify 2 numbers from the problem, however there are 25
total people which this student did not identify correctly. This student also was not successful
in their drawing, or with solving the problem. They attempted to show work, but it almost looks
like they combined the lattice method with an area model, which is why they could not get to an
answer. This student would benefit from extra practice or review of the different methods that
can be used to solve multiplication problems. The review problems should also use smaller
numbers so that the student can get comfortable actually using the different methods.

Student 2 Mathematics Work Sample (student struggles with procedural fluency or problem
solving)
(one paragraph)
Student F: This student shows some procedural fluency, but they have room for improvement.
They received 2 out of 4 possible points in this area. The student correctly used the partial
products method, but they should have used 25 instead of 24, since there are 25 total people
including the teacher. The student obviously found a final answer, but it was incorrect and they
did not indicate it as being the final answer, which all of the students were instructed to do. This
student would benefit from just being reminded to indicate their final answer and to make sure
to pay attention to the details in a word problem.

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: 2 students (E, O)

Group 2: 2 students (B, F)
Group 3: none
Group 4: 13 students (A, C, D, G, H, I, J, K, L, M, N, P, Q)

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)
Since there are only 2 students (E, O) that require a re-engagement lesson for conceptual
understanding, they would most likely benefit most from being pulled in a small group
setting with the teacher while the remainder of the class would work independently or in
small groups to complete a word problem worksheet. The standard would still be:
4.NBT.5 Multiply a whole number of up to four digits by a one-digit whole number, and
multiply two two-digit numbers, using strategies based on place value and the properties
of operations. Illustrate and explain the calculation by using equations, rectangular
arrays, and/or area models. The 2 students working with the teacher would receive the
same worksheet, but they would complete a few of them with assistance from the
teacher. The teacher should explain the different methods that can be used and make
sure that the students understand how to correctly use them.
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)
This lesson will be effective because the 2 students that struggled in this area need
extra time to learn how to use the different methods for solving two digit by two digit
multiplication problems. In a small group setting, the teacher is able to explain how to
work through the problem, step by step.
c. Explain how you will reassess for mastery of the concept. (exit ticket)
There are 12 rows in a parking lot and 14 cars can park in each row. How many total
cars can fit in the parking lot? Show your work and indicate the final answer. (Students
must receive 8 out of 10 points to show mastery)

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)
There are only 2 students (B, F) that require an re-engagement lesson for procedural
understanding. This lesson is similar to the re-engagement for conceptual
understanding, but with an emphasis on finding the correct answer. The teacher should
walk through the problems with the students, breaking down each step and making sure
that the students can reach the correct final answer. They should also be reminded that
 it is important to indicate what the final answer is and write it in context with the
problem.
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)
This lesson will be effective for the 2 students in this group because they need to review
the correct procedure for solving two digit by two digit multiplication problems.
c. Explain how you will reassess for mastery of the concept. (exit ticket)
15 students are about to play a game of bingo in their class. They each need 18
counters. How many total counters will the class need for their game of bingo? Show
your work and indicate the final answer. (Students must receive 8 out of 10 points to
show mastery)

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