Melody EllZ;W Response to Intervention-RTI-Math Word Problems Major Problem to Be Addressed: Student Assessment ~

I J
"'1

The major problem that should be addressed is the comprehension of a word problem and knowing the different ways/processes to represent the correct overall answer.

What student knows # of items will v Basic addition skills ber order sequence accurate (1-15)

What student doesn't know # ofitems will v Comp' hension when reading the word problem ow to get to or realize when solution is found.

Con~pt of when to multiply instead . Adding of multiple numbers (entire total column =150) Organization of labels on the chart is reversed . Knows she needs an or anizer of some kind.

V
~~Wha

the student's conceptual understanding/misunderstanding?

Student misunderstanding what process skill is need for this problem.

is the student's procedural understanding/misunderstanding? Student misunderstands how to set up a chart/picture accordingly from reading the word problem. I Justify:

This student is below basic because though they have some basic addition skills, they are unable to understand the whole problem. The student seemed to give up, before finishing the problem. processing style of the student Part-to-whole Justify:

_Brai~ed

C/:

The student was unable to set up the whole problem by using a chart, but was able to determine the step by step process.

Math adaptation to go with the brain-processing style: Show student part-to-whole by using a tally tree.

Sample problem (level of difficulty like one on worksheet) drawn with manipulative and relevant movement of materials to get the correct answer: (Use more space ifnecessary) Miss Ellsworth wanted to plan a way to contact her students by phone in case there was a snow day when they were planning to go to the art museum. This phone call would let the children know that the field trip would be canceled and rescheduled on a better day. She decided to call I

RTI-Studenl Assessmenl-page I

Melody Ellsworth student who would then call 2 other students. Each of these students would then call 2 other students. This would continue until all students had been called. Miss Ellsworth has 15 students. How many students will need to make phone calls if Miss Ellsworth calls the first student?

dtl!lI. ~

T eacller

The teacher calls the ist student. (1)

::I students call ::I

=4

~'\.

1.

Ist Student calls 2 = 2

'''lW do we know?
_Total students - 15 *1+2+4+8= 15

"

I\ ~
~ \ ').

"'''::

~;....::;:.

=:.':.."':.::' .

.
Total
:2

Students 1
:2

Calls

a phone eaIl, eonntiJlg Aliss Ellsworth's call to 1 student. * Connt aU purple dots EXCEPT the last........ f8* Now left with this eqwation: - 1+2+4 = 7 students made a phone call.

:2

+ , -=-7
)

students made a phone call.

This row represents the bottom rovof purple dots, which we do not count. This is because THESE students did not make a hone eaIl, th..,.-just got re<:eived the call.

o o

o o

When teaching this problem I would have my student first start with a visual, this would be a drawing. Prior to the lesson the student would pick one shape to work with when drawing out this word problem. (The student chose a circle or dot.) I would as the student, "Who makes the first call?" (The teacher) The student then would pick a color to represent the "teacher". (The teacher is the blue dot) I would then proceed to ask the student, "How many students did the teacher call?" (The teacher called I student.) The student picked a different color to represent the students that were being called. (The student picked purple.) The student would draw the 1 dot to represent the student that the teacher called. I then would ask, "How many students was the 151 student suppose to call?" (The 151 student is to call 2 more students) The student would proceed to draw 2 more dots off the 151 student. I then would advise the student to continue on, with my assistance, to make a tota! of 15 purple dots. When she is has the dot tree done I have them count each row. (I, 2, 4,8)

RTI-Student Assessment-page 2

Melody Ellsworth o Then I would have the student add the numbers they come up with (1+2+4+8 = 15 total students) which is what we were given from the word problem. I would ask the student, "Is this number anywhere in the word problem?" (Yes, it is the total of students) The student would then be asked to count all the students who actually made a phone call. (The students counts all but the last row) I would ask, "What number did you come up with?" (7 students) I would then praise the student for doing a job well done. After praising them I would ask them to check themselves by using a chart. I ask the student "What should each column be labeled? And in what orderT' (The student responds with, "Calls, Total, Students." I would respond with, "Correct, would you write them in that order?" The student looks back the problem and thinks, then responds with, "No, I would start with the student first then the calls to get the overall total." I would respond with, "Yes, let's try that and see what we get.") The students rows would show: I"row=> 1 , 2 , 2 2nd row => 2, 2, 4 3rd row => 4 , 2, 8 Then I would ask the student, "Do you see a pattern with the numbers in the total column?" o Student responds, "Yes, they are doubling." I would respond with, "Good, how did you know that? What math process are you using to get the total number column?" o Student responds, "The math process 1 am using is multiplication." (then the students proceeds to show me, to back up the response.) 1x2=2 2x2=4 4x2=8 I would respond, "Good job, correct! Now, from this chart you made, how do we find the number of students who made a phone call? That '7' that you got from the drawing?" o Student responds, "I would find the answer by taking the first two rows (2, 4) and add the first student that was called by the teacher, to get the 7 students." Teacher, "can you show me please, I don't think I know what you mean." o Student writes: 2+4+ I = 7 students Teacher, "Why don't you add the last row?" ( the 8) o Student, "because that is like our last row in our drawing, we don't count it because they did not call anyone. They just got the call." The teacher wraps up with letting the student know that they are getting the hang of word problems and are able to understand how important each step is to get the whole picture. (whole picture = the answer)

Plannin for Re-teachin -A ro nate Use of: Computer Calculator No Why? e No Why? Yes, because this Yes, because if website would the students are give the student not as advanced some ractice on in their facts then
RTI-5tudenl Assessmenl-page 3

Mental Math No Why? Yes, because it would benefit the student to et to the

Computational Flexibility/Fluency No Why? Yes, because the student is to know their

-----------

------

---

Melody Ellsworth how to use the given information in a word problem to come to the correct answer. Name Program if used: htto://www.mathplaygrou nd.comlmathhoops ZI.ht ml they would be able to use one. (If needed) correct answer. multiplication tables & addition to help see the pattern and to get the right answer.

Construct New Teaching Plan Realistic Beginning Point: The realistic beginning point is to show the student how to draw the word problem as a visual, in order get a better understanding.

Component Parts to be Re-taught (from what was unknown to student in the second section above): (# of items will vary depending on the student's misunderstandings ..feelfree to add or lesson as needed) I. Label the order is significant. r\ How? - Show the proper order the labels should be in and why /',

Level I Depth of Knowledge Question: When we label the drawn picture, how should we properly label each part, to keep track of our number?

2. Identify nattern How? - Have the student say the numbers out loud and let them think about what the numbers are doing. Are they doubling? Tripling ... etc.? Level 2 Depth of Knowledge Question:

Is there a pattern of the shapes that are shown for each student? Are they doubling or just singles?

. Draw conclusion How? - Have the student look at the overall picture (all the numbers from the word problem) to see what they think will happen with all these students calling one another. Level 3 Depth of Knowledge Question: What could you conclude about what we just drew? How many students actually called others?

4. Prove How? - Have the student check their work and prove to the teacher that they are getting a better understanding of word problems, and how to solve them. Level 4 Depth of Knowledge Question:
RTI-Studenl Assessmenl-page 4

Melody Ellsworth

How can you prove your answer by using a chart? Can you show me, please?

New Task Created to Recheck for Understanding with Place for Student Written Reflection! Explanation (Stapled behind this page) Cindy Lou Who is in charge of telling the whole town of Who-ville about her big birthday celebration this weekend. She wants to invite everyone to come. She decides to invite one Who, her best friend Lindy Ann, who would then invite 3 other Who's. Each of the ones Lindy Ann invite would then invite 3 other Who's. This would continue until all the Who's in Who-ville are invited. In Who-ville there are 81 Who's to be invited. How many Who's will need to invite others if Cindy Lou Who invited the first one? Guide-- showin the "Look Fors" for the new task created:

Rubric Scorin

Below Basic Score--l : Student will be able to pick the numbers from the word problem, but don't understand to make more branches to represent each invite made. cScore-2: Student will be able to understand the progression of the branches, but may not get the overall answer. Proficient Score- 3: Student will be able to get the overall answer and could use different variations of the Who's inviting others. Advanced Score--4: Student will be able to apply the different variations to other problems and be able to create problems themselves.

Next Development Steps-where

to rejoin class instruction:

When the concept is mastered and has full understanding of working a word problem accurately.

Steps in Correct Seque'nce for instruction: 1. Asks the first, "What do we know from the problem?" 2. Have the student chose a way they want to present the problem in a visual way. 3. Have the student also pick a manipulative that they would like to use as a concrete way to solve the problem. 4. Have the student start with the manipulative of their choice then have them draw what they showed on a piece of paper. 5. The student will then draw a dot tree and go through the steps from the previous problem. 6. When the dot tree is finished the student will have to check their answer by using a chart.
RTI-Student Assessment-page ,

Melody Ellsworth 7. When the student is done with the problem they should have the answer of39 Who's invited other Who's.

RTl-Studenl Assessmenl-page 6