Tennille Wilkens

EDTC 670.9041

Spring 2015

Integrative Capstone Course: EDTC 670_9041

Spring Semester 2015
Tennille Wilkens

Phase 2: Creating Objectives and Assessment Materials

The purpose of this phase is to communicate the objectives and methods

used to assess the students involved.

Overview & Purpose

I welcome the students that will be participating in this project. This project
will allow the students involved to sharpen their understanding of
mathematical computations as it relates to the real world. The lesson will
adhere to Fulton County, GA standards for technological educational that
promises to provide students with a 21st century learning environment.
The review and assessing of the project will take place during the last
quarter of the school year. I will assess the students twice, once in the
beginning, and once more at the end to assess their progression. The
students will have to demonstrate their level of understanding before the
project as well as after to show a history of improvement or areas where
additional attention is required.
Learning Objectives:
Students will use Rocket Math Program, which has free material and iPad
applications available for all students. The students will be presented with 3
videos; these videos will provide an idea of what is expected of each student
and the assessments to follow. Please note that for the students that are
deaf, their interpreters will be available for all translation and questions that
need to be addressed.

Tennille Wilkens

Outcome
Ability to independently and
quickly calculate mathematical
problems.

EDTC 670.9041

Learning Objectives
After continuous
practice of activities that
involves repetition of
math facts (read, write,
listen, and speak)
students will have
developed their fluency
of mathematical
expressions.

Ability to compute mathematical

facts.

Confidently test and assess their

level of understanding on a timed
environment.

Assessments
Worksheets with a list of math
facts where students will
practice and identify as many
math facts as possible.

After the use of

technology driven
applications, students
will increase their
understanding as well
as raise their social
interaction within a
group.

Informal assessment through

observations of app use and
responsiveness during lessons.

After group and

individualized learning,
students will feel
confident in their ability
to successfully assess
and meet the
requirements in a timed
environment. (addition,
subtraction,
multiplication, and
division).

Worksheets with a list of math

facts where students will be
required to complete a number
of math facts in a timed
environment.

Students are required to follow these steps:

Part 1:

Spring 2015

Tennille Wilkens

EDTC 670.9041

Spring 2015

Students will view the following videos:

Video 1: a video of other students using the Rocket Math learning system
Video 2: a video explaining the use of the worksheet
Video 3: a video explaining the use of the game or other applications
Part 2:
After the students have completed the videos, lets proceed with the first
assessment. Please note that this is a pre-assessment and no prior practice
will be involved. Use any of the below attachments to test each students
level of understanding. This is where the skill of the student is measured.
Test the students in all areas, addition, subtraction, multiplication, and
division. This may be a little uneasy for them at first but the reward will come
later when their progress is measured.
Part 3:
This is the section where students will read, speak, and repeat mathematical
expressions. Use the below attachments to start with the addition facts,
study, practice, and then gradually move to division. (At first, we will not
write answers, this is a verbal/auditory exercise) Students will speak math
problems aloud, an option to do so verbally or signing to ensure the students
are memorizing the math facts. It is important that students can see the
facts as they speak the math problem. This is an interactive exercise and
volume control will not be necessary. The students will enjoy it and can use a
handheld recorder to playback their progress. After monitoring and observing
the students progression to memorize math facts, then proceed with allowing
the students to record their answers.
Part 4:
Have the instructors help the students search for free math games to
download to the iPad. Students will keep a paper log of the students score to
track their progress. This is a group effort and fun is a must. To further
motivate the students, its optional to offer candy bags or gift cards as an
incentive.
Part 5:
Students are on to completing the final assessment. Using a timer, students
are to complete as many addition facts at first. Then move to the other
assessments. Each sheet has a practice section as described in the video
links and then an assessment to follow. Students will be assessed and scored
once in the beginning of the quarter and again at the end to measure

Tennille Wilkens

EDTC 670.9041

Spring 2015

improvement. Students are allowed to practice as often as needed, but only

required to test twice.
Addition:

Click Assessment to print.

1st assessment - Time allowed: 5 minute timer.
2nd assessment Time allowed: 3 minute timer.

Subtraction:

Click Assessment to print.

1st assessment - Time allowed: 5 minute timer.
2nd assessment Time allowed: 3 minute timer.

Multiplication:

Click Assessment to print.

1st assessment - Time allowed: 5 minute timer.
2nd assessment Time allowed: 3 minute timer.

Division:

Click Assessment to print.

1st assessment - Time allowed: 5 minute timer.
2nd assessment Time allowed: 3 minute timer.

Students will start with addition, and then when addition is mastered, move
to subtraction. Next, will be multiplication, then when students master this
move to division.
According to Rochelle Kenyon, the following tips are helpful when teaching
students with learning disabilities mathematics:

Avoid memory overload. Assign manageable amounts of work as skills

are learned.

Build retention by providing review within a day or two of the initial

learning of difficult skills.

Reduce processing demands by pre-teaching component skills.

Help students to visualize math problems.

Tennille Wilkens

EDTC 670.9041

Spring 2015

Use real-life situations that make problems functional and applicable to

everyday life.

Use uncluttered worksheets to avoid too much visual information.

Practice with age-appropriate games as motivational materials.

Have students track their progress.

Challenge critical thinking about real problems with problem solving.

Use manipulatives and technology such as tape recorders or

calculators.

References:
Kenyon, R. (2013). What are strategies for teaching a student with a mathrelated learning disability? Retrieved from:
http://www.washington.edu/doit/what-are-strategies- teaching-student-mathrelated-learning-disability
Rocket Math Program (2015). Retrieved from:
http://www.rocketmath.com/p/home.html
YouTube for Rocket Math videos. (2011). How students will use Rocket Math?
Retrieved from: https://www.youtube.com/watch?v=qovfuux3a0s
YouTube for Rocket Math videos. (2013). How to study Practice Rocket Math?
Retrieved from: https://www.youtube.com/watch?v=M_v3JMtPYbw
YouTube for Rocket Math videos. (2010). Rocket Math Games.
Retrieved from: https://www.youtube.com/watch?v=ypy-vX2eHKw

Tennille Wilkens

EDTC 670.9041

Spring 2015