FRIT 7231 Instructional Design

Design Document

Heather Hodges

Dr. Hodges
Fall 2016
Identification of Learning Problem

The target audience for my module is kindergarten students from Langston Road

Elementary School in Houston County. They are 5-6 years old and come for higher income

families. Most of these families are involved in their child’s academic career. Children this

young have short attention spans but usually enjoy working with technology so this module

should be fun and educational for them.

My needs assessment is based on anticipated/future needs. The teacher I am working with

has taught kindergarten for 10 years so I am using her prior knowledge. The learning problem

she has seen in the past is that students have difficulties when learning math word problems to

10. The students have difficulty determining whether to use addition or subtraction in these word

problems. This is a skill that is built upon later in their education so it is important that they learn

how to do these problems correctly. The standard for this skill is addressed in MGSEK.OA.2-

Solving addition and subtraction word problems, and add and subtract within 10, e.g. by using

objects or drawings to represent the problem. As for instruction the teacher uses manipulatives

to help students learn how to add and subtract as the standard calls for them.

Goal: Students will be able to determine when to use addition and subtraction when solving

word problems.

Learner Analysis

The target audience is kindergartner students. They are all 5 years old at this time but

most will be 6 years old when this module is conducted. There are 9 boys and 9 girls in this class

making the total 18 students. There are 2 African American students and 16 Caucasian students.
8 of these students attended Pre-k at Langston Road Elementary last year. These students all

come from high income families and the parents are involved with their child’s progress in

school. Children at this age are very excited to learn about the world around them and have a

great desire to learn. They do have short attention spans so lessons have to be shorter and using

hands on materials seems to work best for them.

Goal: Students will be able to determine when to use addition and subtraction when solving

word problems.

Task Analysis

For my task analysis I am using a topic analysis. A topic analysis defines the facts,

concepts, principles, and rules that make up final instruction. From our reading this analysis

seemed best because it identifies the focus of the content and the structure of the components.

My subject-matter expert is Mrs. Williamson from Langston Road. She is friend and was

my son’s kindergarten teacher last year. She has taught kindergarten for 10 years so she knows

what these students need to learn in order to move to first grade and she is able to identify any

problems that students have when learning the curriculum.

I. Addition

A. Review with students how to add two numbers together

1. Use manipulatives to add numbers together

2. Examples: 2+3=5. 9+1=10, 3+3=6

II. Subtraction

A. Review with students how to subtract two numbers

 1. Use manipulatives to subtract numbers

2. Examples: 7-2=5, 5-1=4, 7-0=7

III. Word Problems

A. Words/Phrases used in addition word problems

1. Altogether

2. Many

3. In all

B. Words/Phrases used in subtraction word problems

1. Less

2. Left

3. Take away

C. Practice word problems together

1. Addition

a. I have one apple. Sarah gives me another apple. How many apples

do I have in all?

b. John has 5 apples. Pat gives him 2 apples. How many apples does

John have now?

2. Subtraction

a. Kendall has 2 apples. She eats 1 apple. How many apples does

Kendall have left?

b. Isaac has 6 apples. Matt takes away 2 apples. How many apples

does Isaac have now?

 Instructional Objectives

Cognitive Objectives

1. Given a word problem, students will be able to determine if the problem is solved using

addition and subtraction and indicate the proper choice by selecting + or – following the

problem.

2. Students will be able to solve addition and subtraction word problems with and without

manipulatives.

Assessment

For my assessment I looked back at my objectives. The first objective is that given a word

problem students can solve the problem and indicate the proper choice of + or – and the second

objective is that the students solve addition and subtraction word problems using manipulatives.

For these objectives I developed two types of word problems that satisfy the differentiation part

of our rubric as students’ show they can solve a word problem and distinguish between addition

and subtraction. One type allows students to solve the word problem by reading the problem then

using images as manipulatives to help them add or subtract depending on the problem. The

second type of question allows students to read the problem then choose whether the problem is

addition (+) or subtraction (-). Examples of each type of question are found in the appendix at the

end of this document. This satisfies the part of our rubric that states our assessments should

cover our goals and objectives.

Content and Sequencing

Sequence Description Objective

1 Review words associated 1

with addition and subtraction
in word problems
2 Practice addition and 1&2
subtraction word problems
with image manipulatives

Step 1: Review words associated with addition and subtraction word problems.

Strategy: Concept

Application: Rehearse/recall words used to represent addition and

subtraction.

Step 2: Practice addition and subtraction word problems as a class with manipulatives.

Strategy: Concept

Application: Identifying addition and subtraction in word problems and

solving problem.

For differentiation in this module the students will explore several different types of reviews

with addition and subtraction words problems. Students will complete word problems with

image manipulatives and will complete problems that ask only if the problem is addition or

subtraction. Students will also have the opportunity to complete word problems without image

manipulatives.

Instructional Design Summary

 Gain Inform Activate Delivery of Feedback Differentiation
attention about prior content and UDL
objectives knowledge
A greeting Objectives Review Video, audio, Each website Students can
with a cute will be read addition and and written game gives choose to do
puppy. to students subtraction text students either addition
and problems. delivering automatic or subtraction
explained word feedback of or can do a
with audio. problem correct or combination of
content and incorrect each. Students
links to can read or
websites for listen to word
activities problems and
do problems
with or without
manipulatives.

Sequence Description Objective

1 Review words associated 1

with addition and subtraction
in word problems
2 Practice addition and 1&2
subtraction word problems
with image manipulatives

Activity Description Objective

http://www.abcya.com/kindergarten_word_problems_add_subtract.htm Reads students addition and 1&2

subtraction word problems up to
10 with manipulatives.
http://www.abcya.com/kindergarten_word_problems_add_to_10.htm Reads students addition word 2
problems with manipulatives to
help count.
https://www.ixl.com/math/kindergarten/subtraction-word-problems- Reads students subtraction word 1&2
problems up to 10 without
numbers-up-to-10
manipulatives
https://www.ixl.com/math/kindergarten/subtraction-word-problems- Reads students subtraction word 1&2
problems up to 5 without
numbers-up-to-5
manipulatives
https://www.ixl.com/math/kindergarten/addition-word-problems- Reads students addition word 1&2
problems up to 10 without
sums-up-to-10
manipulatives
https://www.ixl.com/math/kindergarten/addition-word-problems- Reads students addition word 1&2
problems up to 5 without
sums-up-to-5
manipulatives

Assessment Description Objective

www.classmarker.com This assessment has a section of 1&2

addition and subtraction word
problems to 10 with image
manipulatives to help them count.
The second section has addition and
subtraction word problems and
students must determine whether to
problem is addition or subtraction.

Formative Evaluation Plan

The subject matter expert that will serve as my expert reviewer is Melissa Williamson. She is the

teacher whose class I am using to pilot this module. She has been teaching kindergarten for 10

years and because of this she has seen what students excel at and what they have trouble

understanding when it comes to the academic material. She also knows how to engage the

students to make learning fun.

SME Survey

On a scale from 1-6 rate this module.

1-Strongly disagree 2-Disagree 3-Somewhat disagree 4-Somewhat agree 5-Agree 6-Strongly

Agree

Content Appropriateness and Accuracy

Are the activities in this module appropriate for your students?

1 2 3 4 5 6

Is the information in this module accurate?

1 2 3 4 5 6

Is the information presented in a way that students will understand?

1 2 3 4 5 6

Completeness

Does this module cover everything students must learn in regards to the unit?

1 2 3 4 5 6

Does the module include enough instruction for your students to succeed?

1 2 3 4 5 6

Usability and Appeal

Would you use this module to teach future classes?

1 2 3 4 5 6

Would your students find this module fun yet educational?

1 2 3 4 5 6
Comments:

Do you have any suggestions to make this module better?

A student/learner assessment completed by a test audience will show me what I need to work

on to make this module more user friendly. It will also tell me what needs to be improved and

what the strengths of this module are. Since it is for kindergarten student assessment will also

show if the module kept their attention and if they thought it was fun.

Test Audience Survey

Underline yes or no.

Time

Did you finish this module fast? Yes No

Was this module easy? Yes No

Was this module hard? Yes No

Usability

Was this module easy to use? Yes No

Were the games in this module easy to use? Yes No

Appeal

Was this lesson fun? Yes No

Did you learn anything new from this module? Yes No

Apendix

Examples
Assessment

Solve this word problem.

1. Kendall has 5 apples. Isaac eats 3 apples. How many apples does Kendall have left?

Solve this word problem.

2. Maya has 2 crayons. Jake gives her 6 more crayons. How many crayons does Maya have

now?
 Solve this word problem.

3. Chris has 9 leaves. Jackson takes 4 of his leaves. How many leaves does Chris have left?

Solve this word problem.

4. John has 2 cookies. Heather gives him 2 more cookies. How many cookies does John have

now?

Is this word problem addition (+) or subtraction (-)?

5. Sarah has 5 balloons. 3 balloons pop. How many balloons does Sarah have left?

Is this word problem addition (+) or subtraction (-)?

6. Will has 8 pieces of candy. His mom gives him 2 more pieces of candy. How many pieces of

candy does Will have altogether?

Is this word problem addition (+) or subtraction (-)?

7. Tim has 7 cups. His brother takes 3 of his cups. How many cups does Tim have left?

Is this word problem addition (+) or subtraction (-)?

 8. Jill has 2 pencils. The teacher gives her 5 more pencils. How many pencils does Jill have
altogether?