Modified Task 4 Assignment Commented [1]: good job, Nathan.

Let me know if you

have any questions!

Fall 2017 MAED 3224

Section A: Context for Learning

1. Grade level: K/1

2. How much time is devoted each day to mathematics instruction in your classroom?

There is a 1 hour block from 1:05-2:05 each day for Math. The CE does not always get to math
or uses this section for science, social studies, or make up time.

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.

No textbook or specific instructional program implemented in the class. I have a combo class
so we are constantly jumping between standards and small groups.

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 electronic whiteboard and the small handheld whiteboards are the two most utilized tools
during math instruction. The electronic whiteboard has so many uses. As a teacher you can
utilize all the tools that it offers. You can present lessons, problem of the days, different
strategies, videos, and interactive features that allow for student involvement. The small
whiteboards are used to check for student understanding in small and whole group instruction.
Specifically, during a lesson the electronic whiteboard was used for the problem of the day. It
was an addition story problem that the students could use any strategy to solve the addition
story problem. Students were called to come up to the smartboard and were allowed to draw
pictures to solve. After solving they also wrote the equation, while also using a ten frame and
number line that were ready and available already on a slide. A downside could be physically
students can not hold manipulatives that are represented by pictures on the smart board.
Different strategies should be available for students to use for the students that may not make
the connection to solving problems off of 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)

During a lesson my CE will over multiple opportunities for students to express their
understanding of the learning objective. The teacher will first model a problem before allowing a
student to model a similar problem right after. After modeling the student will then explain
procedurally what occured within the problem and why. Through specific questions the teacher
will scaffold the students to conceptually understand the learning objective so the students can
use this strategy in multiple ways to continue their learning.

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

I believe my most important takeaway from my observations during math instruction is the
amount of time a teacher should wait in between questions so students can think through
concepts during instruction. Especially in younger grades (I have K/1) the students are
completely new to math and having to process all this new information may take a few extra
moments during instruction. Compared to higher grades students are learning numbers and
procedures to solve questions along the way. So as a teacher being able to take the time to
allow different students to come to the board to answer questions and speak about their
knowledge i Learned became essential to student learning during this process.

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 this lesson is operations and algebraic thinking.

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

CCSS.MATH.CONTENT.K.OA.A.2: Solve addition and subtraction word problems, and add and subtract within 10,
e.g., by using objects or drawings to represent the problem.

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 intended to be a whole group instruction, but ended up being a small group
lesson with 4 students. Instruction was will include strategies such as modeling by the teacher
and students on either electronic whiteboard or small handhelds. Students will be able to
collaborate between one another while the teacher will prompt the students to use appropriate
math language during the lesson to strengthen their 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)
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)
 Total: Out of Does Not Meet Partially Meet Expectations Meet Expectation
10 points Expectations

Procedural Incorrect or no N/A Correct Answer

Fluency- answer 3 points
(Solving the 1 points
problem
correctly)

Conceptual Student showed Students work was not Student work was
Understanding no work consistent and did not match accurate and correctly
- (Showing 0 points the word problem accurately. matched the word
work) 2 point problem.
3 points

Problem Student chose Student chose correct Student chose correct

Solving/ wrong strategy strategy, but did not correctly strategy and correctly
Reasoning- for solving the set up the word problem solved word problem.
(Choosing problem. accurately. 4 points
appropriate 2 points 3 points
strategy)

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)

Procedural Conceptual Problem Solving Total Points out

Fluency Understanding of 10

Student 1 1 2 3 6

Student 2 3 3 4 10

Student 3 3 2 4 9

Student 4 1 3 3 7
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)

Procedural Fluency: This assessment consisted of a small group of 4 students out of a class
size of 16 students. The quantitative patterns of procedural fluency with 50% of the students
receiving full credit (3 out of 3) on the scoring while the other 50% only received partial credit (1
out of 3) on the scoring rubric. Also, the only incorrect response given on this assessment was
2.

Conceptual Understanding: This assessment consisted of a small group of 4 students out of a

class size of 16 students. The quantitative patterns of learning conceptually with 50% of the
students receiving full credit (3 out of 3) on the scoring while the other 50% only received partial
credit (2 out of 3) on the scoring rubric. Qualitatively the common misunderstandings
conceptually were the work did not match their work for solving the word problem. The 2
students that did not receive perfect scores on this part of the rubric each had different
misconceptions with their work. With the small sample size I did not have enough student work
samples to find misconceptions that run parallel to one another. Student 1 could not transfer
their knowledge conceptually over the entire exit ticket. Student 3 only had 1 minor
misconception in one strategy on their exit ticket. If they could successfully complete the
number line along with the other sections the student would have received a perfect score on
this part of the rubric. Students 2 and 4 received perfect scores on this section of the rubric.

Problem Solving: This assessment consisted of a small group of 4 students out of a class size
of 16 students. The quantitative patterns of problem solving with 100% of the students
choosing the correct strategy. I believe this is because the assessment provided all the
strategies that were presented in class. 50% of students received full credit ( 4 out of 4) on this
rubric while the other 50% received partial credit (3 out of 4). According to the rubric the
difference between partial and full credit was correctly solving the word problem. This
difference references back to procedural fluency, as well as conceptual understanding. If a
student understands conceptually their knowledge would stretch across all strategies allowing
the students to answer the problem correctly. This statement is true in 75% of our cases.

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)
After analyzing student 1’s data, it shows that students does not have a strong conceptual
understanding of the mathematical concepts being taught in this learning segment. For
example, the student used the incorrect action in their drawing while also not setting up the
problem correctly in their drawing or number sentence segment of the assessment. The student
also set up the ten frame incorrectly by filling up the entire ten frame before eliminating
numbers, these actions would support a subtraction problem which is the opposite of what her
drawing represents. Finally, the student did not answer the problem correctly to tie their
conceptual understanding as the most important issue to be addressed as the overall learning
segment was not addressed as the student could not apply any prior knowledge or knowledge
learned successfully.

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

Student 4’s errors represent a minor misconception that relates an inability to identify the action
of the problem. The student successfully identified the numbers that needed to used and
successfully completely the grouping and take away action. One possibility could have been the
student could have rushed through the problem and wrote the final answer to the right of the
equal sign instead of that the problem was asking for. This could be a misconception of the
definition of the equal sign. This misconception will not be addressed until proportions and
ratios in 4th/5th grade.
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- Student 1
Group 2- Student 4
Group 3- N/A
Group 4- Student 2 & 3

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)
The objective for my re-engagement lesson for this group would be K.OA.2 Solve
addition and subtraction word problems, and add and subtract within 10, e.g., by using
objects or drawings to represent the problem. The learning task would be , students will
independently solve addition word problems using numbers less than 10 by using
counters or drawings to be able to count on. The lesson will focus on subtraction word
problems, specifically change unknown problems. The small group of students will use
manipulatives to model a problem of the day on a ten frame. The teacher will model the
strategy by breaking up the story problem into 3 parts to model. After the teacher models
a problem the small group of students will be given an opportunity to model a similar
problem similar to our story problem and exit ticket on our previous lesson. The exit
ticket will be similar to the one I gave the original students but in comparison I would let
the students pick what strategy they wanted to use to solve.

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 by re-engaging the student in one specific strategy for example using ten
frames will benefit student 1 with their misconception. The student struggled
with every strategy available. By starting back at step 1 with the student and choosing 1
specific strategy to build off of will allow the student to build their knowledge to transfer
to across different learning tasks.
c. Explain how you will reassess for mastery of the concept. (exit ticket)

I would use the same rubric and a similar exit ticket for reassessment to check for
mastery of the concept.

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)
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)

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)
The objective for my re-engagement lesson for this group would be K.OA.2 Solve
addition and subtraction word problems, and add and subtract within 10, e.g., by using
objects or drawings to represent the problem. The learning task would be , students will
independently solve addition word problems using numbers less than 10 by using
counters or drawings to be able to count on. Re-engaging this small group I would focus
on setting up the equation with the students using individual whiteboards. The teacher
would model the problem, focusing on the comprehension of the story problem. Focusing
on this would address the misconception students would have choosing the wrong action
to complete the story 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 re-engagement strategy would be effective because it would address the
misconception students would have choosing the incorrect action when attempting to
 complete the story problem. While also focusing on the comprehension or decoding
strategies from ELA while setting up their equation students would be working on
multiple concentrations at once. Using individual would
c. Explain how you will reassess for mastery of the concept. (exit ticket)
I would use the same rubric and a similar exit ticket for reassessment to check for
mastery of the concept. The exit ticket would differ by focusing on drawing pictures and setting
up the equation to find the final answer compared to a ten frame or number line.

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