Donald McFatridge

FRIT 7232: Instructional Design: Design Document

Dr. Hodges

Summer 2015
Identification of Learning Problem

By 5th grade, students should be fluent (fast and accurate) with their multiplication facts

up to 12x12. Using fluency tests of 30 mixed multiplication facts has shown that only 40 percent

of 5th grade students can complete them in the one-minute time frame. Tests that track the

fluency of division facts up to 144/12 are slightly lower with only a 30 percent success rate.

These deficiencies in quick and accurate recall of basic math facts hinder the students from

successfully completing multi-step math problems. The majority of 5th grade students have

shown they can set up multi-step math problems correctly, however, their failure to quickly and

accurately solve the basic math calculations results in wrong answers.

The National Council of Teachers of Mathematics (NCTM) (2000) Principles and

Standards for School Mathematics is supportive of the use of technology in the classroom, and

believes that students at every grade level should be exposed to the use of technology (including

calculators) believing that it will lead to a greater depth of problem-solving ability. Students that

are less anxious about simple calculation mistakes can more readily focus their attention to

reasoning skills as well as problem-solving. Students' structured use of calculators has been

shown to increase the degree in which they can solve complex real-world problems, see number

patterns, and check estimates against detailed answers.

A sample of twenty-four 5th grade math students, ages 10 to 12 years old, was used to

determine if students were able to use calculators effectively to solve multi-step problems. The

students were randomly put into two groups of twelve. One group was given simple arithmetic

calculators that have the four basic arithmetic operations and a numeric keyboard. The second

group was only allowed to use pencil and paper. The group with calculators scored lower than
the students without. However, the students without calculators still scored lower than

anticipated due to lack of simple arithmetic skills. Although the majority of students with

calculators showed they understood how to set-up the problems accurately, less than 30 percent

of the students were able to use the calculators effectively.

For the calculator to be an effective tool, the 5th grade students will need instruction on

how to properly use them. The goal is for students to demonstrate the proper keying of a

calculator and be aware of possible causes of unreasonable answers on a calculator.

Learner Analysis

The target learners are between the ages of 10-12 years old and have been promoted to

5th grade. The student groups are heterogeneous, each containing approximately 58% male and

42% female. Up to 70% of these students come from socio-economically disadvantaged homes.

Out of the 50 students, 7 are identified SPED, 6 are identified gifted and talented, and 5 are in

RTI tiers. The 12 students identified SPED and RTI read on at least a third-grade level. The rest

of the students read on a fourth-grade level or higher. Behavior issues have not been established

for these groups of students. Standardized test scores are not available for this past year.

However, 95% of the students met or exceeded the CRCT in math after completion of the 3rd

grade. The residual 5% were able to meet the standards on a subsequent test following

remediation. There were no instances of students being retained in 3rd or 4th grade.

Under a grant from Purdue University, North Harlem Elementary School will implement

Total School Cluster Grouping (TSCG) in the upcoming year. TSCG guidelines dictate there

will be two distinct groups of students. One group will include all identified as gifted and

talented, some high-achieving students, and all SPED students. The other group will consist of
high achieving students, average achieving students, and low achieving students. The SPED

students, as well as the low achieving students, will have the benefit of a resource co-teacher

present to facilitate any extra questions or guidance.

Most students are proficient in setting up basic multi-step math problems. There are

several students who can also set up more advanced problems with minimal assistance. Students

have shown increased motivation when allowed to use technology in the classroom. Students

have vocalized that computers have been helpful in areas of research for science and social

studies. Students are also familiar with using computers for online lessons using sites such as

IXL, MobyMax, and Khan Academy. Although students have experience with a computer

keyboard, they do not have sufficient knowledge on how to properly key a calculator. A

common error made by novice learners is not knowing the proper order to key numeric

computations, especially division.

Task Analysis

Although there are several topics within the framework of using a calculator such as

arithmetic operations and order of operations, the facts and concepts are already understood by

the students. Students have an understanding of the various signs that are associated with each

operation. Students also understand the relationship that exist between addition and

multiplication. Multiplication can be considered repeated addition and both operations increase

numerical value. They also understand the relationship between division and subtraction.

Division can also be considered repeated subtraction and both operations decrease numerical

value. The concept of inverse operations is understood and already used for checking for
correctness of answers. Students have already showed competency in rounding and using this

for estimation. Since the students understand the main topics associated with math, a procedural

analysis is best served for identifying the steps that will be required to properly key a calculator.

There are two subject matter experts (SMEs) for this project. Lee McFatridge, the

instructional designer will also take the role as one of the SMEs. The designer has a degree in

early childhood education and has instructed students in both 4th and 5th grade math. This year

Mr. McFatridge will be looping up with his 4th grade students to instruct them in 5th grade math

and science. Although familiar with the content, Mr. McFatridge has only 5 years teaching

experience and wants to make sure he does not fail to identify important steps or cues, therefore

a second SME was asked to participate. James Smith is an early childhood educator with 12

years teaching experience in 5th grade math. Mr. Smith has his masters degree in curriculum

and

instruction. He also received his gifted endorsement in 2010.

 A topic analysis was initially used to determine the readiness of students for the instruction.

The task analysis determined by the SMEs begins at point 6).

1) The student understands number concepts.

a) Place value is the value of a digit depending on its place in a number.

i) The student should understand place value up to thousands place value.

b) Estimation is an approximation or rough calculation, often based on rounding.

i) Estimation is not precise, but it can help determine if the answer is reasonable.

ii) An estimation should be done after rounding numbers to most appropriate place

value.

(1) Two digit numbers should be rounded to nearest ten.

(2) Three digit numbers can be rounded to nearest ten or hundred.

(a) Rounding to the nearest ten may give a closer estimate but may not be as

simple to solve.

(3) Four digit numbers should be rounded to the nearest hundred.

(a) If rounded to nearest thousand estimation value could be off by a very large

amount.

(4) Examples of rounding.

(a) 23 is rounded to 20

(b) 123 is rounded to 120 or 100 (120 will give a closer estimation to the correct

answer.)

(c) 1,230 is best rounded to 1,200.

(5) The student may want to write down their estimation for easier recall.
2) The student understands the concept of addition.

a) Addition is joining two or more quantities to get one number called the sum.

3) The student understands the concept of subtraction.

a) Involves taking one quantity away from another called the difference.

4) The student understands the concept of multiplication.

a) This is an operation where a number is added to itself a number (multiple) of times.

i) Multiplication can also be described as repeated addition.

b) The answer to a multiplication problem is called a multiple or product.

5) The student understands the concept of division.

a) Division involves grouping a number into equal parts.

b) Division can also be considered repeated subtraction.

c) The student should be especially mindful of division vocabulary.

i) The dividend is the number being divided.

ii) The divisor is the number that will divide the dividend.

iii) The result of division, the answer, is called the quotient.

6) Read the problem and determine the operation that will be used to solve it.

a) The learner will need to determine if the problem is a single or multi-step problem.

i) It is important for the learner to use paper and pencil to record the step-by-step

process if a multistep problem occurs.

7) The student should always use their index finger when keying the calculator.

a) Using other fingers or objects to key the calculator could lead to the wrong keys being hit

and errors being made.

8) Turn calculator on.

a) Some calculators share the ON key with the CLEAR key.

b) The ON key and CLEAR (C or CE) key will be a different color than all the other keys.

9) If the operation is determined to be addition.

a) Press the clear (C or CE) key.

b) Enter the appropriate number.

c) Press plus (+) sign.

d) Enter the next appropriate number.

e) Press equal (=) sign.

f) Write down the answer (total) and compare it to the estimation.

i) The calculator answer and the estimation should be reasonably close.

ii) If not close, check the estimation for any error.

g) If the estimation has no error go back to 9a and repeat the steps for addition.

10) If the operation is determined to be subtraction.

a) Press the clear (C or CE) key.

b) Enter the appropriate number.

c) Press minus (-) sign.

d) Enter the next appropriate number.

e) Press equal (=) sign.

f) Write down the answer (difference) and compare it to the estimation.

i) The calculator answer and the estimation should be reasonably close.

ii) If not close, check the estimation for any error.

 g) If the estimation has no error go back to 10a and repeat the steps for subtraction.

11) If the operation is determined to be multiplication.

a) Press the clear (C or CE) key.

b) Enter the appropriate number.

c) Press multiplication (x) sign.

d) Enter the next appropriate number.

e) Press equal (=) sign.

f) Write down the answer (product) and compare it to the estimation.

i) The calculator answer and the estimation should be reasonably close.

ii) If not close, check the estimation for any error.

g) If the estimation has no error go back to 11a and repeat the steps for multiplication.

12) If the operation is determined to be division.

a) Press the clear (C or CE) key.

b) Enter the appropriate number.

i) The dividend must be entered first.

c) Press the division () sign.

d) Enter the next appropriate number.

i) The divisor is the next appropriate number to enter.

e) Press equal (=) sign.

f) Write down the answer (quotient) and compare it to the estimation.

i) Any remainders will need to be listed as whole numbers until decimals are covered

more in depth.
 (1) Multiply the whole number from the calculator with the divisor.

(2) Subtract that product from the dividend to come up with the remainder.

ii) The calculator answer and the estimation should be reasonably close.

iii) If not close, check the estimation for any error.

g) If the estimation has no error go back to 12a and repeat the steps for division.

13) If all problems have been solved turn off the calculator by pressing the off key.

Instructional Objectives

1) The learner will explain how to turn on a basic calculator and the appropriate fingering of

the keys; label the different keys and explain their function on an assessment.

(Psychomotor and cognitive domains)

2) a. The learner will analyze problems involving (+, -, x and ) or mixture in a multistep

problem; b. properly use the calculator to solve problems and record answers; indicate in

writing the strategies used and support how they work. (Cognitive domain)

Assessments

In determining what type of assessments to include, that were aligned with the goals and

learning objectives for this course, it was determined that the majority of them should be open

ended. Some questions, although may appear to be simply answered from computation on a

calculator, are dual purpose since the student have to support and defend their answer. The open

ended questions are in themselves differentiated because the student will answer according to
their level of understanding. The students will be assessed on their level of understanding and

will then be moved forward or remediated. The open ended questions also give the student an

opportunity to reflect on the lessons. This reflection process will allow students to begin to

experience metacognition (thinking about their thinking) and will help them take ownership in

their own learning. The assessment links, answer keys, and rubric are included in Appendix A.

Content Sequencing and Instructional Strategies

Sequence Description Objective

1 Analyze problems and describe how to determine proper 2 (Part a)

operation to be used

2 Label calculator keys and describe their function and 1

describe proper fingering of keys

3 Use calculator to solve problems, support answers and 2 (Part b)

describe strategies used

Objective 1

The learner will be able to label the calculator keys and describe what keying each one will

produce on the screen of a calculator, as well as describe the proper way to hold and key a

calculator. (Procedure/Application)

Initial Presentation. Using a streaming video, demonstrate how to hold the calculator, the

functions of the different keys, and proper finger position for keying. Emphasis will be on how
not using slow and proper fingering could lead to incorrect entry. Demonstrate order to enter

numbers is based on the operation being presented, important with subtraction and division.

Generative Strategy. After viewing the video, the learner is encouraged to develop a mental

image of calculator keyboard. They should visualize how they would pick up and hold the

calculator while keying in numbers and operations. The learner will be asked to make a

checklist for how to key the calculator with each of the 4 operations. Next, they will be asked to

write their own problem and describe the steps to solve it. Both the checklist and description of

their problem will be created using online document or uploaded.

Objective 2 (Part a)

Given a definition of each math operation (+, -, x and ) and best examples of keywords

associated with each operation, the learner will be able to select the correct operation from a

variety of problems. (Concept/Recall/Application)

Initial Presentation. Present the name and definition of each operation followed by a problem

example of each. Emphasize the keywords that are associated with each operation.

Generative Strategy. The student will be asked to make a tree map titled Math Operations,

list the 4 operations and then locate appropriate keywords for each operation. The student will

upload a picture or video of tree map.

Objective 2 (Part b)
Given a basic four function hand-held calculator and problems involving (+, -, x and ) or

mixture in a multistep problem, the learner will solve problems and support answers by

describing strategies and calculator steps used. (Procedure/Application)

Initial Presentation. Restate the importance of knowing keywords related to math operations.

Restate the appropriate way to hold a calculator and emphasize the importance of slow

methodical key entry.

Generative Strategy. First, the learner visualizes how they were asked to hold and key the

calculator. Then, give the learner several multi-digit numbers for practice of controlled entry of

numbers. Next, the learner is given a variety of math problems using various operations to solve.

They are to use documentation to describe the steps they used and support the answers they came

up with. Finally, they are encouraged to develop their own problems and provide an answer key.

Differentiating Instruction

There are several ways to plan for differentiating the instruction of using calculators. The

first plan is to provide a choice of complexity of math problems and skills so students can select

more challenging problems to match their level of understanding. It is inevitable there will be

some students who will struggle so there will be opportunities for remediation, via additional

videos or readings, that approach the idea or skill in a more basic way. Students will be

submitting work regularly so the instructor can monitor progression and slow down or excel the

pace as that students needs are individually identified. There are also several items that can be

added from online sources to help students better detect what they are entering and why. One
such item for struggling students is the Big Simple Talking Calculator

(http://www.softpedia.com/get/Science-CAD/Big-Simple-Talking-Calculator.shtml) so students

can actually hear what they are typing in giving them an auditory sense of what each key is

doing. There is also the use of a variety of online games which can be used

(http://www.transum.org/Software/SW/Starter_of_the_day/Similar.asp?ID_Topic=7). Students

who excel will be able to challenge themselves with some of the more complex games. Those

who are struggling may find that there are entertaining games that will help them overcome any

of the ideas or skills they are not comprehending.

Instructional Design Summary

Design Description Objective Time Instructional

Sequence (Self-paced, Strategy
time spent
determined
by student)

Pre-instructional Overview _
Strategy
Video showing
calculator usage

Instruction Analyze 2a. _ Initial

(background problems for presentation with
concepts) keywords video (segmented
associated with for each
each operation operation)
(review for
students) Generative
presentation

Learner practice
activities
 Instruction Calculator keys 1 _ Video
(procedures) presentation
Functions of
keys Learner activities

Proper Formative
handling/keying assessment
procedures

Instruction How to use a 2b. _ Short video

(procedures) calculator review

Hands on practice
activities
(progress
monitoring
segmented by
operation)

Additional online
practice activities
(games)

Posttest Culminating _ _ Summative

activity assessment

When looking at the goal for this course it was stated earlier that it is for students to be

able to use a calculator properly. Although there are set state standards when it comes to the

math content, there are no standards for calculator usage so the goal is better determined. By

considering the Universal Design for Learning (UDL) perspective, there are a couple of things

that are considered for this course. In determining the goal, it is first considered which learning

network will be most advantageous. Although the networks work almost simultaneously

together, there are two that stand out for the goal set for this course. The pre-instructional

strategy, used to give the learners a brief overview of what it looks like to use a calculator to
solve problems, should encourage the affective network. This should engage the learners by

knowing they will be allowed to use other means to solve problems instead of just using pencil

and paper. Students have been shown to gravitate toward technology and using a calculator

should elicit this same attitude. One of the main components of the goal falls under the strategic

network though. Again, the goal for this course is mastery of properly keying a calculator;

however, with that knowledge they will then to be able to develop their own effective plans as

they continue to use the calculators during the math core blocks. The math core blocks will

teach math concepts, but this course is only designed for instruction on how and why to use a

calculator. On the what and when to use a calculator is where the student will have to consider

any effective problem-solving strategies they are able to draw upon. This type of consideration

will in itself lead to differentiation.

In order to achieve the goals for each lesson, it has been determined that video

presentations will be best suited for the learners. Given the diversity in reading levels among the

learners only a small amount of written text will be given. The written text will be used to

provide a quick overview or to list the behavior objectives for sections. The main components of

instruction will be multimedia in the form of videos. The videos will describe and although

some text may appear, it will be narrated for the learner. This type of format will allow the

learner to control the pace of the content being delivered. They will have the opportunity to

pause or rewind in order to catch up or reevaluate the instruction.

In order to inform the students of the objectives for the each learning assignment in the

course, the student will be presented at the beginning of each section of the instruction with a

brief list of behavioral objectives following this example:

 At the end of this section, you will

Determine the keywords associated with addition in a word

problem

Describe the steps to properly key the numbers in an

addition problem

Design your own problem that uses the keywords related to

addition

The sequencing of the instruction takes into consideration two things. First, although it

has been determined that students understand keywords associated with math operations, a

review would help students retrieve that prior knowledge. By bringing up this prior knowledge,

the students should feel more connected to the lessons. Second, the instructional objectives are

better suited to be sequenced slightly different than they were initially written.

Sequence Description Objective

1 Analyze problems and describe how to determine proper 2 (Part a)

operation to be used

2 Label calculator keys and describe their function and 1

describe proper fingering of keys

3 Use calculator to solve problems, support answers and 2 (Part b)

describe strategies used

Objective 2a is more about review and activating prior knowledge and should be sequenced first.

After that, the learner will then begin to see the different aspects or the calculator keys and their
functions. It was determined that the actual use of the calculator should be saved until the last

step since the other steps will provide a comprehensive overview before actually handling the

calculator.

The entire course will be consistent with a computer-based instruction (CBI) model and

be asynchronous in design and delivered via a web interface. It has been determined due to

school filtering tools that the best platform for the instruction is through a well-designed wiki

where all instruction can be linked or embedded. It is also helpful that the students are

accustomed to using a wiki interface so it is simple and intuitive for them to use. The instruction

will include a video for each section of instruction as to not overwhelm the learner. The videos

will be segmented according to objective, but also segmented within two of the objectives.

Objectives 1 and 2b will be segmented into the four operations (+, -, x and ) in order to show

precisely what is included within each operation. However, both those objectives will then have

a cumulative video with practice activities to encourage the student to use strategies learned.

During the video instruction, the student will be asked to pause at certain points to give thought

to a specific question. In those cases, the student will then restart the video in order to receive a

knowledge-of-correct-response feedback to check their understanding. During any of the

formative or summative assessments, including but not limited to Appendix A, the students may

be subject to delayed feedback since some of the assessments will be reviewed by the instructor.

There are some formative activities and games that will however, provide immediate response.

In those cases the learner will be asked to document, in an online form, their activity and score

received. After review of any assessment, if a student has passed with 90% or higher accuracy,

they will be able to continue. If a student is having trouble with a certain concept they will be
asked to remediate that section using other avenues provided by the instructor. Those avenues,

although assigned by instructor, will also be self-paced CBI allowing both remediation and

differentiation of the concept.

Formative Evaluation Plan

There will be two SMEs who will serve as expert reviewers during the formative

evaluation stage. The first is James Smith who has already served as an SME during the task

analysis. Since he has the knowledge of 5th grade standards and concepts, he will be key in

determining the instructional effectiveness of the course. A second SME, Angela Bosch, has

been chosen based on her expertise in creating videos for instruction. Mrs. Bosch has been

teaching 3rd grade for 7 years. She has a masters degree in special education and also received

her gifted endorsement. Mrs. Bosch has used video instruction for several years now in working

with flipped classrooms as well as providing distance education for students on long-term

medical leave. Although both SMEs will review all aspects of the course, Mrs. Bosch has better

insight on video instruction usability and functionality.

Student review and evaluation data is also very important. A test group of students will

be assembled in order to get formative survey data concerning how they considered the course.

Since they are the intended audience, this feedback will be extremely beneficial in determining
the success or failures of the designed material. The feedback from the students will not only

provide how much or little the appeal was but also if the instructional program is achieving its

objectives. The students will provide a window that can lead to a better view on how to improve

the instruction and if there are any outcomes that may fall short of the learning goals.

Expert Review Survey

Does the instruction identify appropriate skill levels and prior knowledge?

Are their relationships illustrated and delivered correctly?

Is the instruction complete and accurate?

If not, what is incomplete?

If not, what is inaccurate?

Does the course content cover the learning objectives?

Are the materials appropriate for the kind of learning outcomes desired?

If not, what is missing or what should be changed?

Does the material provide adequate instruction on any subordinate skills?

If not, what is missing or what should be changed?

Are all skills sequenced in a logical manner?

If not, what sequence should be changed?

Are the course materials too easy to use, too difficult or adequate?

Describe any parts of the instructional material that might be too difficult.

Describe any parts of the instructional material that might be too easy.

Are the materials delivered in a clear format?

Do you believe there are any vocabulary terms that might have been presented unclear?

If yes, which are the unclear vocabulary terms?

Is there a definite hierarchical structure to the instruction?

If not, where is the hierarchical structure wrong?

Are the assessments and performance criteria appropriate to evaluate achieved knowledge?

If not, why?

Did all links and videos open appropriately?

If not, which ones?

Did you find the course structure and instructional media to be appealing?

Are there materials that could provide more appeal or ease of use?

Do you have any other comments, questions or recommendations?

Student Review Survey

What did you think of learning through this type of format?

Was there anything that you found hard to understand?

If yes, what was hard to understand?

Did all the videos and links work when you checked them?
 If no, what links or videos did not work?

Did you find the videos entertaining?

Did the practice activities provide you plenty of opportunities to practice?

Would you have liked more practice or was there too much practice?

Did you like the games that were provided for practice?

Were any of the games not enjoyable to you?

How long did it take you to go through the instruction?

How much time do you think a student should have to complete the instruction?

Are there any changes you would make to the instruction?

Appendix A

1. Looking at Calculators:

https://docs.google.com/forms/d/1OhB9uiySoDUp3yFrQAA38CgzxN5pb5QDC7Hlrvkd

Qo0/viewform?usp=send_form

a. This button clears the last number you entered (clear entry) and switches the

calculator on.

b. This button clears all numbers entered (all clear).

c. The advanced functions keys are % the percentage key, +/- which changes

between positive and negative numbers, and the MR, M-, M+, MC keys which are

the memory keys.

d. Answers vary but should include that rushed use or improper keying could lead to

typing the wrong number or multiple numbers.

e. addition key, subtraction key, multiplication key, division key, and equals key

f. Answers vary but should include that just like on paper there are place values that

have to be considered when reading and writing the numbers, careful observation

skills are needed for this.

g. leg

h. log

i. ill

j. loose
2. Addition:

https://docs.google.com/forms/d/1Fp9xfwLLYMCvtw-DUVqJ5VjoD9t5fSgG1Fenunvfo

Dk/viewform?usp=send_form

a. Should include words like add, plus, together with, sum.

b. 12

c. 89

d. 1022

e. 1123

f. There isnt a comma key to use but most calculators will add it as you type in the

numbers so you can see the place value.

g. 190

h. 171

i. 281

j. 642

k. Answers will vary according to what was the best strategy for them.

3. Subtraction:

https://docs.google.com/forms/d/1IjLrWUX3jQtQtwHyl7p-Ki_tscb9SKCP82ZSOTL7Lh

0/viewform?usp=send_form

a. Should include words like take away, subtract, minus, less than, difference.

b. Should include that the larger number must be entered first since we do not deal

with negative numbers in 5th grade.

c. 345
 d. 81

e. 14

4. Multiplication:

https://docs.google.com/forms/d/1KYWk_QA_-mLyf6h0bqPnzFvTX9S8fCAII49QFR83

bNo/viewform?usp=send_form

a. Should include words like multiply, times, lots of, groups of, double, twice as

many, and product.

b. Could include how multiplication is used when we work with the same number,

e.g. 7 + 7 + 7 = 7 x 3. We must use addition if the numbers are different. We can

only use multiplication if we are adding the same numbers together e.g. 7 + 7 + 7.

But could talk about how both can be used if multiple instances of the same

number appear in a problem added to other multiple instances of another number.

c. 2,400

d. 232

e. Should include discussion on the commutative property.

5. Division:

https://docs.google.com/forms/d/1Mksq4oorQ9lko5UvdqJccpzvZDdlJjV-YZFxXHrHpP

0/viewform?usp=send_form

a. Should include words like divide, share, halve, split, quotient, dividend, and

divisor.
 b. Should include discussion on how the dividend and the divisor need to be

properly identified. The order you key them in must be the dividend first, then

the divisor.

c. Should include discussion that to multiply the divisor times the whole number

answer on screen. Then, subtract that product from the original dividend to be left

with a whole number remainder.

6. Cuminating Activity:

https://docs.google.com/forms/d/1V-oPW0acTMF7pSMt2ml8yXqQvC5ZjqyUX4ykvjqv

VjU/viewform?usp=send_form

a. Answer Key: Hi, Im your calculator. I want to tell about the funniest thing I ever

did see. I hope I can tell it without starting to giggle. Once, Liz, Bill, and Lee

were using me to see if they had enough money to go the zoo. Bill was eating an

egg, and he dropped the shell all over the floor. Just then a bee flew over and was

about to sting Liz on the leg. Her cat, Belle, came running down the hill and

started to gobble the bee. But then Belle saw the egg shell on the floor. She spit

out the bee and ate the shell instead. Gosh that was funny!

b. Student answers will vary based on what combination of numbers they decide to

use.

c. Student reflection

d. Student reflection

e. Student reflection

7. Proper Use of a Calculator Rubric will be used with all activities in course.