Briana Owens

ModifiedTask4Assignment
Spring2017MAED3224

SectionA:ContextforLearning
[Link]:5th

[Link]?The
firsthourofclassisdedicatedtocompletingawarm-up,goingoverhomeworkandlearninga
[Link]
interventiontimewhenthestudentsbreakupintogroupsbasedontheirmasterylevelsof
[Link]
masteredtheskill,[Link]
usuallydoinclude:worksheets,usinganonlineprogramonthechromebooksandworkingat
[Link]
[Link]
[Link]
decimalsbutinthestrugglinggroupforgeometry,itsallbasedondataperskill/standard.

[Link].
Ifatextbook,pleaseprovidethetitle,publisher,anddateofpublication.The5thgrademath
[Link]
Series,theGeorgiaMathematicswebsiteandtheHowardCountywebsiteasresourcestofind
lessons.

[Link],listotherresources(e.g.,electronicwhiteboard,manipulatives,
onlineresources)[Link]
[Link]
[Link]
usedduringmeasurementinstructionandminiwhiteboardshavebeenusedafewtimes
[Link],giveaspecificexampleincludingtheconceptis
taughtandtheresource(s)[Link]
conversionsandmeasurement,theydidanactivitywheretheyusedrulerstomeasure
themselvesandobjectsaroundtheroomsuchastheheightofthedoorandthelengthsofthe
[Link],orfeet,and
thenconvertistoanotherunitofmeasurement.

[Link],explainhowyourteachermakessurethestudentslearnthe
standard/[Link]
learningconceptuallywouldbewheneverthestandardalgorithmformultiplicationwas
[Link]
finishmultiplyingbytheonesplace,weputa0asthefirstnumberontherighthandsideofthe
secondrow.This0actsasaplaceholderbecausewethenstartmultiplyingbythetensplace.
[Link]
Briana Owens

ofmultiplication,[Link]
[Link]
becausethestudentsunderstandwhytheydothisparticularstepwhenperformingthis
[Link]
[Link],sheoftencallsononestudenttotellherwhy
[Link],sheisable
toinformallygaugewhetherornotthatstudentunderstandstheconceptofputtingthezeroas
aplaceholderbecausetheyaremovingandbeginningtomultiplybythetensplace.

[Link]?The
thingIlearnedmostaboutteachingmathfromobservingthisteacherwouldbethatyoushould
practiceproblemsoverthecourseoftheyearinsteadofjustdrillingitintotheirbrainsatone
[Link],butinmyhighschoolmath
classeswewouldlearnanewconcept,havethatdrilledintoourbrainsbydoingathousand
[Link]
wewouldlearnanewconceptandwouldnttouchthepreviousconceptagainuntilwereceived
[Link],[Link],theylearnanewconcept,discuss
[Link]
[Link]
nothingeversettlestothebottomoftheirbrains,theyrealwaysbringingitbackupand
[Link],amplepractice
beforetheunittestorEOGanditcreatesmorepermanent,learnedskillsinsteadofstudents
justmemorizingthematerialandconceptsfortheshorttermtestoreventheEOG.

SectionB:WholeClassLesson
[Link]
understandsthatyourlessonmusthaveaconceptualunderstandinginstructionanda
proceduralfluencyand/[Link].

[Link](adescriptionoftheimportantunderstandings
[Link]
understandings,ANDproceduralfluencyand/ormathematicalreasoning/problemsolvingskills)
[Link],students
willpracticereadingwordproblemsandthendeterminethecorrectoperationbyidentifyingkey
wordsandphrasesandwillthensolvetheproblemusingtheappropriatealgorithm.

[Link].NBT.7
Add,subtract,multiply,anddividedecimalstohundredths,usingconcretemodelsordrawings
andstrategiesbasedonplacevalue,propertiesofoperations,and/ortherelationshipbetween
additionandsubtraction;relatethestrategytoawrittenmethodandexplainthereasoningused.
Briana Owens

Objective:Studentswillbeabletodeterminewhetherawordproblemrequiresmultiplicationor
divisionandthensolveaccordinglyusingtheappropriatealgorithm.

[Link]:(summarizethelessonplancomponentsby
[Link]
solveduringthelesson.)

Beginbyreviewingthestepsinvolvedformultiplyinganddividingdecimals.
Multiplying:estimate,removethedecimal,multiplyandcheck
Dividingadecimalbyawholenumber:ignorethedecimal,divideasusualand
movethedecimalup.
Dividingadecimalbyadecimal:movethedecimaltomakeitawholenumber,
movethedividendsdecimalpointthesamenumberofspots,divideasusual,
movethedecimalstraightup.
Foreachproblem:Identifywhethertheproblemcallsformultiplicationordivision,how
youknowandsolvetheproblem.
[Link]
practiced99.5daysthisseason,howmanymilesdidKennedyrunperday?
Answer:[Link]
daysandasksustofindthenumberofmilesperday.Kennedyruns3milesper
day.
Jarroddrives15.7mileseveryday.Howmanymileswillhedrivein3.4days?
Answer:[Link]
andwantstoknowhowmanyhewilldrivein3.4days.Jarrodwilldrive53.38
milesin3.4days.
Theteacherandstudentswilldiscusshowtheycametotheanswerstheyfoundby
identifyingkeywordsandphrasesintheproblemsandworkingthroughthestepsofthe
appropriateoperationtogether.
[Link]
withchoosingthecorrectoperation,thestudentswillworkthroughproblemswiththe
teacherandwillpracticereadingtheproblemsandidentifyingkeywordsandphrases
[Link]
strugglingwithcomputation,itmaybebeneficialtogivethemtimetomakeflashcards
thatcanhelpthemlearntheirmultiplicationfacts.
Astheirassessment,studentswillrespondtoanexitticketthatwillallowtheteacherto
assessthestudentscomputationskillsaswellastheirabilitytodeterminethecorrect
operationfortheproblem.

[Link]
[Link]
Key
Briana Owens

[Link]
defineseparatelyconceptualANDproceduralfluencyormathematicalreasoningpartsofthis
rubric,includingthecorrespondingpoints.

Conceptual ProceduralFluency Problem-Solving Mathematical

2points 3points 3points 2points

Didstudentschoose Didstudentscome Arestudentsableto Dostudentsidentify

Studentswillshowconceptualunderstandingbychoosingthecorrectoperationtouse,
proceduralfluencybycomingtothecorrectanswer,problem-solvingskillsbydemonstrating
theirabilitytofollowtheskillstocarryouttheprocedureandtheirmathematicalreasoningis
determinedbytheirabilitytojustifytheiranswer.

SectionC:ResultsofWholeClassAssessment
[Link],proceduraland/orreasoningof
[Link],tables,[Link]
oftheaboveareasseparately,accordingtoeachstudentsperformanceintheformative
assessment.

Student Conceptual-2 Procedural-3 Problem Reasoning-2 Total:outof

A 2 2 2 1 7/10

B 2 3 2 1 9/10

C 2 1 2 0 5/10
Briana Owens

D 2 3 3 2 10/10

E 2 0 0 1 3/10

F 1 0 0 0 1/10

G 2 3 3 2 10/10

H 2 3 3 2 10/10

I 1 0 1 0 2/10

J 2 3 3 2 10/10

K 2 2 2 2 8/10

L 1 0 0 0 1/10

M 2 3 3 2 10/10

N 2 1 3 0 6/10

O 2 2 2 2 8/10

[Link]-conceptual
understanding,proceduralfluency,[Link]
discussion.
Note:Patternsoflearningincludebothquantitativeandqualitativepatterns(orconsistencies)fordifferent
[Link]
understoodfromtheassessment(e.g.,10outof15studentsor20%ofthestudents).Qualitativepatterns
includedescriptionsofunderstandings,misunderstandings,partialunderstandings,and/ordevelopmental
approximationsand/orattemptsatasolutionrelatedtoaconceptoraskillthatcouldexplainthequantitative
patterns.
Forexample,ifthemajorityofstudents(quantitative)inaclassorderedunitfractionsfromleasttogreatestas
1/2,1/3,1/4,1/5,thestudentserrorshowsthattheybelievethatthesmallerthedenominator,thesmallerthe
fractionandtheyhaveamathematicalmisunderstandingrelatedtothevalueoffractionalparts(qualitative).
Forexample,ifastudenterroroccursinasubtractionproblemthentheunderlyingmathematical
understandingmayincludetradingorregrouping,meaningofsubtraction,and/orsubtractionastheinverseof
[Link]
qualityofthemistakeintermsofthemathematicalmisconception.

ConceptualUnderstanding
3/[Link]
iswhetherornotthestudentschosethecorrectoperation(multiplication)forthisproblem
[Link]
[Link],the
studentthensubtractedtheproductfromJeanettefromtheproductfromCourtneyand
Briana Owens

[Link]
[Link]
[Link]
numbers(13.75and16,14.35and14)butshedividedthenumbersinsteadofmultiplying.
StudentLpairedtheamountofmoneyperdayvaluesandthenumberofdaysvaluesand
performedmultiplicationonthosetwopairsofvalues.(13.75x14.35and16x14).Asa
whole,thesestudentsneedassistancewithdeterminingwhataquestionisaskingand
usingthecorrectoperationtosolvetheproblem.

Proceduralfluency
9/[Link]
fluencyareawardedbasedonwhetherthestudentgotthecorrectproductforboth
[Link]
whoonlylostonepointinthiscategorymadeanerrorinoneoftheircomputationssoone
[Link]
studentswholostpointsforconceptualunderstandingbysettinguptheproblem
incorrectly.

Reasoning
8/[Link]
ofthesestudentslostonepointbecausetheyidentifiedtheiranswer,thatJeanettemade
moremoney,[Link]
halfofstudentsreceivednocreditbecausetheydidntidentifyananswerofwhomadethe
mostmoneyandsincetheydidntidentifyananswer,theydidnthaveanysortof
sentence.

[Link]
mostrepresentativeexamplesfromthewholeclassassessment(nostudentnames).Then,
analyzeeachstudentsmisconceptions.
Student1MathematicsWorkSample(studentstruggleswithconceptualunderstanding)
PleaseseefileinsharedfolderlabeledStudentFConceptual

Misconceptions:Thisstudentperformeddivisioninsteadofmultiplication,however,they
[Link]
studentusedtheincorrectoperationbecausetheywerentquitesurewhatthequestionwas
[Link]
whomademoremoneyperdayasopposedtowhohadagreatertotalattheendofthemonth.

Student2MathematicsWorkSample(studentstruggleswithproceduralfluencyorreasoning)
PleaseseefileinsharedfolderlabeledStudentCReasoning

Scanandattachstudentworkhere:
Briana Owens

Misconceptions:Thisstudentlostpointsonthereasoningsectionoftherubricbecausethey
[Link]
[Link]
studentreadtheproblem,theyprobablythoughttheyjustneededtofindthetotalforeach
[Link]
enoughtoknowthattheywerebeingaskedtocomparethesetwovaluesandfindwhichoneis
larger.

SectionD:PlanforRe-Engagement
[Link],youaretocreateaplanto
[Link]-engagethestudentsbut
[Link],basedonthe
assessmentresultsyoudescribedabove,groupeachofyourstudentsintooneofthesegroups:
1)re-engageforconceptual,2)re-engageforproceduralor3)re-engageforreasoning.

[Link].(Note:ifachild
performedpoorlyinmultiplepartsoftheassessment,thatchildwillstartintheconceptual
group)
Conceptual:3students(F,I,L)
Procedural:4students(A,E,K,O)
Reasoning:3students(B,C,N)
Studentmade100%anddoesnotneedre-engagement:5students(D,G,H,J,M)

Dotwoofthefollowing(BrequiredandthendoCorD)

[Link]-engageforconceptualunderstanding.
[Link](objectivefromCCSSM,learning
tasks,strategies,materials,assessment).
[Link].5(multiplyingmulti-digitwholenumbers
usingthestandardalgorithm)[Link].6(dividingmulti-digitwholenumbersusingthe
standardalgorithm).Sincethesestudentsjustneedpracticewithreadingword
problemsandchoosethecorrectoperation,itsnotnecessaryforstudentstohaveto
workwithdecimals,asthepresenceofadecimalmightthrowthemoffwhentheyneed
tojustfocusonusingthekeywordsandphrasestodeterminethecorrectoperationfor
[Link],
identifyingkeywordsandphrasesintheproblem,identifytheoperationandthensetting
[Link]
onitandadoccamorsomethingthatwillallowthestudentstoseetheteacherspaper,
thiswaythestudentscanfollowalongwiththeteacherandtheteachercanhelpguide
[Link]
Briana Owens

askingstudentstoidentifytheoperationandsetuptheproblemasiftheyweregoingto
solveitandthensolve.
[Link]-engagementlessonwillbeeffectivebasedonthe
[Link]
theconnectiontothere-engagementlessonandtheerrorpatternsfound,effectiveuse
ofmaterials,[Link]
theseselectedstudentsarereallystrugglingwithchoosingthecorrectapproachtosolve
[Link]
withreadingtheproblemandfindingthecorrectoperationtousewhichiswhattheyll
[Link]
wordproblems,[Link]
problemsaretricky,thesestudentsjustneedextrapractice.
[Link].
[Link]
ticketwouldbeaproblemforexample:[Link]
[Link]?Studentswouldthen
havetoidentifythecorrectoperationforthisproblem,identifythekeywordsorphrases
thatsignaltothemwhatoperationthisis,[Link]
gradingtheexittickets,Iwouldofcourselookattheaccuracyoftheircomputation,but
mymainconcernwouldbetheirabilitytochoosethecorrectoperation,justifyhowthey
knowtheiroperationiscorrect(eitherbyunderliningthekeywords/phrasesorwriting
themout)andsettinguptosolvetheproblemappropriately.

[Link]-engageforproceduralunderstanding.
[Link](objectivefromCCSSM,learning
tasks,strategies,materials,assessment).
[Link]-engagementlessonwillbeeffectivebasedonthe
[Link]
theconnectiontothereteachlessonandtheerrorpatternsfound,effectiveuseof
materials,andsoundmethodology
[Link].

[Link]-engageforreasoning.
[Link](objectivefromCCSSM,learning
tasks,strategies,materials,assessment).Theplantore-engagethereasoninggroup
wouldbesimilartotheplantore-engagetheconceptualgroupasbothconceptshavea
[Link]
[Link].6becauseforthesakeofthislesson,students
[Link]
thislesson,learningtaskswouldincludereadingwordproblems,underliningwhatthe
questionisaskingthemathematiciantosolve,solvingthewordproblemandthen
identifytheanswerbycirclingit,andwritingasentencethatbothanswersthequestion
[Link]
Briana Owens

[Link]
andwhetherornotstudentsidentifyandjustifytheanswertothewordproblemonthe
exitticket.
[Link]-engagementlessonwillbeeffectivebasedonthe
[Link]
theconnectiontothereteachlessonandtheerrorpatternsfound,effectiveuseof
materials,[Link]-engagementlessonwillbeeffective
becausethedatafromthefirstlessonshowsthathalfofstudentsarentansweringthe
[Link]-engagementlessonwillbehelpfulbecausestudentswillgainextra
practiceandtheywillreceivefeedbackontheirabilitytoanswerthewholeproblem.
Practicingthisskillwithstudentswillalsohelptheminotherareasofproblemsolving
[Link]
questiontheyretryingtoanswer,[Link]
example,intheoriginallesson,thestudentfoundthedifferenceofthetwoproductsand
[Link],hewouldknow
that.50didntmakesenseasananswerforwhatthequestionisasking(whomade
moremoneyinthatmonth).
[Link].
[Link]
wouldincludeawordproblemsuchas:Jarrodbought12boxesofcrackers,eachbox
contains24crackers.Emilybought14boxesofcrackerswith20crackersineachbox.
Whohasmorecrackers?Howdoyouknow?Asalways,computationaccuracyis
importantbutheretheteacherwillbeassessingmasterybasedonwhetherornotthe
studentclearlyidentifiesJarrodastheonewhohasmorecrackersandwritesa
sentencealongthelinesofJarrodhasmorecrackersbecausehehas288crackers
[Link]
justfindthetotalnumberofcrackersforeachpersonanddonotidentifyananswerwill
notmeetmastery.

Briana Owens

ScoringRubric
Possible
Points

SectionA:ContextforLearning
A1 1
A2 1
A3 1
A4 5
A5 5
A6 5

SectionB:WholeClassLesson
B1 1
B2 1
B3 10
B4 8
B5 10

SectionC:Resultsofwholeclassassessment
C1 10
C2 14
C3 6

SectionD:Planforre-engagement
D1 2
D2 10
D3orD4 10

Totalofallscores: 100