Modified Task 4 Assignment

Spring 2017 MAED 3224

Section A: Context for Learning

1. Grade level: 3rd grade

2. How much time is devoted each day to mathematics instruction in your

classroom?

My class gets about an hour and 15 minutes of math instruction every day.

3. Identify any textbook or instructional program the teacher uses for mathematics
instruction. If a textbook, please provide the title, publisher, and date of publication.

The class I was in uses Ten Marks during math instruction. This is an online resource
the teacher uses to assign weekly tasks to the student.

4. From your observations, list other resources (e.g., electronic whiteboard,

manipulatives, online resources) the teacher uses for mathematics instruction in
this class. Also, give a specific example including the concept is taught and the
resource(s) the students used.

She always uses an electronic whiteboard during her mini lessons. The students will
come up and do some problems in front of the class and the rest of the class will
snap if they agree with the student. Ive only seen her use manipulatives once and
that is when we were working with identifying time. She got out her collection of
small clocks for them to use to explore how the minute hand affects the hour hand.
The class uses TenMarks all the time. When they finish with their exit ticket they get
on TenMarks to work on their weekly assignments.

5. From your observations, explain how your teacher makes sure the students
learn the standard/objectives conceptually giving a specific example.

My teacher makes a lot of connections when teaching her lessons. When she was
introducing fractions she used questions that involved cutting a cake or sharing
toys. All of the questions involved some sort of real life scenario so the kids could
visualize what was happening more easily. So when we were talking about
partitioning we used a question such as Maria has a cake that she wants to share
with 5 other people. If she divided the cake into equal parts, how many slices would
each person get?

6. What did you learn most about teaching mathematics from observing this
teacher?

I learned that it is important to keep refreshing your students of skills that they have
already learned so they dont forget. She starts every single lesson by reviewing a
previously learned skill. This way the students dont have the opportunity to forget
skills as the year goes on. Sometimes she is able to connect the past skills to the
new skill they would be learning that day. That is great because it builds of a pre-
existing schema. I also learned that there is a huge push by the administration
when it gets closer to the EOGs. They had a meeting with the admin once a week
about the bubble kids and what it was going to take to push them over into the 3
score range. This affected her lesson set-up. The lesson was still whole group but
she would send the kids that didnt need to be worked with to do the exit normally
but she kept the bubble kids on the carpet with her and did the exit ticket with
them. This made all of their exit tickets the same and ungradable but she was able
to assess their performance while she was on the carpet with them.

Section B: Whole Class Lesson

Meet with your IMB teacher and decide what you will teach. Make sure your teacher
understands that your lesson must have a conceptual understanding instruction and
a procedural fluency and/or mathematical reasoning component. You teach just one
lesson.

1. Describe the Central Focus of your lesson (a description of the important

understandings and core concepts that students will develop with this lesson. This
should address conceptual understandings, AND procedural fluency and/or
mathematical reasoning/problem solving skills)

Students will be able to find the elapsed time by using jumps on a timeline. They
will understand when it is most appropriate to jump in increments of hours,
quarters, 5 minutes and single minutes.

2. State the CCSSM Standard and the objective for your whole class lesson.

3.MD.1- Tell and write time to the nearest minute and measure time intervals in
minutes. Solve word problems involving addition and subtraction of time intervals in
minutes, e.g., by representing the problem on a number line diagram.
Students will be able to find elapsed time represented in word problems by using a
timeline.

3. Instructional Strategies and Learning Tasks: (summarize the lesson plan

components by briefly describing the instruction and the learning tasks you used.
Include the tasks students will solve during the lesson.)

This lesson was to finish up the unit on just telling time and move on to calculating
elapsed time. We did a small review on the makeup of a clock, what the
components mean, and a short practice of determining time from a picture of a
clock. Then we moved on to solving word problems that involve finding the elapsed
time. I did this in an I do, we do, you do fashion. I modeled how to get your
information out of the text and put it on your timeline. Then showed how to make
your jumps in an efficient way. We talked about how you know how much time to
jump and how to calculate your jumps as we did some problems together. One of
the problems they had to solves during the stage was If Jimmy started getting
ready for the movies at 4:30 and his movie started at 6:55 how long did it take him
to get ready and make it to the movie theatre? Then I let them do a you do
problem on the carpet and after we discussed that they were sent to their desks to
complete the exit ticket.
4. Create a formative assessment that assesses conceptual knowledge AND
procedural fluency or mathematical reasoning. Insert a copy of the assessment with
your solutions here.
5. Define your evaluation criteria for mastery of the assessment in a rubric. Make
sure you define separately conceptual AND procedural fluency or mathematical
reasoning parts of this rubric, including the corresponding points. Insert this rubric
here.

I broke my rubric into three categories: problem solving, conceptual understanding,

and procedural fluency. I gave 4 points for problem solving; one point if they
underlined the key parts in the problem, one point if they labeled the timeline at all,
one point if they made jumps, and one point if they kept track of their jumps in
some way. I gave 3 points for conceptual understanding; one point if the timeline is
labeled correctly, one point if the jumps are taken and labeled correctly, and one
point if they have an addition problem shown. I gave 3 points for procedural fluency;
one point for having an addition problem shown and two points if the answer is
written in the correct format. I graded this out of a 60 point scale because my CT
thought this lesson would be a little too challenging to have more than 6 problems
on the exit ticket; so 80% is required for mastery which is 48 out of 60 points.

Section C: Results of Whole Class Assessment

1. Create a graphic showing class performance of conceptual, procedural and/or
reasoning of the objective. This can be pie charts, tables, bar graph etc. but must
show performance in each of the above areas separately, according to each
students performance in the formative assessment.

Problem Conceptual Procedural Total

Solving/Proces Understanding Fluency/ (Out of 60)
s / Picture Answer
(24 total) (18 total) (18 total)

Student A 24 12 12 48

Student B 24 12 12 48

Student C 21 7 0 28

Student D 23 18 18 59

Student E 24 12 12 48

Student F 24 12 12 48

Student G 24 11 12 47

Student H 23 12 8 43

Student I 22 7 12 43
2. Describe common error patterns in each of the areas of patterns of learning -
conceptual understanding, procedural fluency, and reasoning. Refer to the graphic
to support your discussion.

Problem Solving:
For the most part the students understood the process of finding elapsed
time. A few people missed underlining the key parts of the problem before they
started to solve. This class likes to skip that foundational part of solving problems;
they want to just dive right in and that might trip them up. For this specific exit
ticket they were able to solve it correctly without underlining the key parts in each
question because the questions were all formatted identically, this was the
preference of my CT.

Conceptual Understanding:
What killed this class in the conceptual understanding category is showing
your work. In my opinion, showing your work is a part of your picture too. I wanted
to see that they knew they had to add the jumps together to get the total elapsed
time. They just did it in their head which is good but since this was an introductory
lesson to elapsed time, I wanted them to show the addition process to ensure they
didnt make mistakes. Some of them showed addition signs between their jumps
and I accepted that as an answer since it is a visual representation of the addition.

Procedural Fluency:
The part that took the most points away in this category was when the
students wouldnt write the answer in the correct format. Instead of saying He
walked for 2 hours and 30 minutes the students would just write 2:30. To them it
made sense because they knew that was their answer and didnt see that someone
reading that would think it was an individual time. Their lack of work took points
away here too because I have no idea how they got the answer, correct or incorrect,
if they didnt show their work.

3. Scan and insert here the copies of 2 students first work samples as follows.
Choose the most representative examples from the whole class assessment (no
student names). Then, analyze each students misconceptions.
Student 1 Mathematics Work Sample (student struggles with conceptual
understanding)
Student I
For the most part this student struggled with conceptual understanding because she
wouldnt show her work. But what sets her apart from the other students that did
the same thing was that on the 4th and 5th question she incorrectly labeled her
timeline and didnt label her jumps right. The jumps she took are unclear and you
cant tell how much they represent. Knowing this student, I believe she just got
distracted there in the middle of the exit ticket and wasnt doing her best work.
Student 2 Mathematics Work Sample (student struggles with procedural
fluency or reasoning)
Student C
This student didnt give one answer in the correct format and didnt show any work.
This student didnt show much proof of a procedure on the entire exit ticket. He did
do all of the jumps but left most unlabeled and didnt do anything else with them.
When he did give an answer he did not put it in the correct format; he almost got
there but didnt label the minutes. I am not sure if this student didnt understand
what to do or if he was just distracted and couldnt focus on his work, I would have
to determine that in the re-engagement lesson.
Section D: Plan for Re-Engagement
Assessment results are irrelevant if you do not act on them. Thus, you are to create
a plan to use the results you described in Part C. You do not have to actually re-
engage the students but you must show that you understand what to do with these
results. Thus, based on the assessment results you described above, group each of
your students into one of these groups: 1) re-engage for conceptual, 2) re-engage
for procedural or 3) re-engage for reasoning.

A. Describe the number of students you will have in each of these groups. (Note: if
a child performed poorly in multiple parts of the assessment, that child will start in
the conceptual group)
Conceptual- 2 Procedural- 2 Reasoning- 0 Mastery- 5

Do two of the following (B required and then do C or D)

B. Plan to Re-engage for conceptual understanding. Mandatory

a. Describe your reengagement lesson for this group (objective from
CCSSM, learning tasks, strategies, materials, assessment).
We would use the same standard and objective of the original lesson
(Students will be able to find the elapsed time by using jumps on a timeline.
They will understand when it is most appropriate to jump in increments of
hours, quarters, 5 minutes and single minutes. 3.MD.1). For this group I want
to focus on the labeling aspect of this problem. These two students had a lot
of trouble keeping their work organized and on some problems didnt finish
the process at all. For a lesson I would go back through and do some we do
problems just because I think they need more practice with this type of
problem. I would sit down with them and we would use white boards to draw
our timelines and go through the whole process several times just so they
have repetition of the correct way to do the problem.

b. Explain why you believe this re-engagement lesson will be effective

based on the error patterns you found in the data. Score here will be based
on how well you describe the connection to the re-engagement lesson and
the error patterns found, effective use of materials, and sound methodology.
On the first exit ticket these two students didnt display all of the parts
needed to solve the problem. I believe that they were either distracted during
the lesson or exit ticket so they werent able to retain the information
needed. So they either didnt know what to do well enough to focus on the
exit ticket. I believe that providing repetition of correct practices will build
that confidence and help them retain the information and process to do the
exit ticket correctly this time. I would be sure to go slowly through all of the
steps and assess during the lesson their ability to do so on their own.

c. Explain how you will reassess for mastery of the concept.

To reassess this group for mastery, I will give an exit much like the
original but I will have the first two questions be more guided. For instance, I
would have a question like Courtney started getting ready at 11:30 and
finished getting ready at 1:15. How long did it take her to get ready? The
timeline would already be drawn, and boxes would be in place where the end
labels would go. Then I would have lines above the timeline for them to put
the amount the jump is. On the side I would have an addition problem set up
so they could fill it in then do the math. Example outline shown below.
 Then I would have 8 questions that were completely blank to see if they
caught on to the routine. They would be graded with the same rubric as the
original exit ticket was.

C. Plan to Re-engage for procedural understanding.

a. Describe your reengagement lesson for this group (objective from
CCSSM, learning tasks, strategies, materials, assessment).
To re-engage this group I will use the same standard and objective.
(Students will be able to find the elapsed time by using jumps on a timeline.
They will understand when it is most appropriate to jump in increments of
hours, quarters, 5 minutes and single minutes. 3.MD.1). This group mainly
needs to work on showing their work on their papers. During our lesson we
will talk about the importance of showing our work and we will make an
anchor chart about the benefits of showing work on our paper. I would use
the same type of words problems during this lesson because this group didnt
have a problem with the jumps or labeling or even finding the right answer. I
just want them to work on and have more practice solving these problems
with their work shown.
b. Explain why you believe this re-engagement lesson will be effective
based on the error patterns you found in the data. Score here will be based
on how well you describe the connection to the reteach lesson and the error
patterns found, effective use of materials, and sound methodology
I believe this lesson will benefit this group because they just need to
recognize that they arent showing all of their work. Most of the points that
were taken away from these two were because of their lack of work. They
could be thinking that they drew their picture and that was enough so we
need to redefine what showing our work really means.
c. Explain how you will reassess for mastery of procedural understanding.
I dont think this group needs any special exit ticket. They just need
another shot at one like the original to show that they understand the process and
can show their work for it. I will however change up the questions. All of them on
the original were the same questions just with different times so I would mix it up a
bit to give them more variety. I have copied and pasted the questions below.
Andrea walked along a nature trail. She started walking at 11:15. She finished her
walk at 3:40. How long did she walk?

Kaddir walked along a nature trail. He started walking at 3:45. He finished his walk
at 10:10. How long did he walk?

Miyanni walked along a nature trail. She started walking at 9:45. She finished her
walk at 12:20. How long did she walk?

CeYannah walked along a nature trail. She started walking at 2:15. She finished her
walk at 5:30. How long did she walk?

David walked along a nature trail. He started walking at 9:35. He finished his walk at
11:45. How long did he walk?

Chayse walked along a nature trail. She started walking at 10:15. She finished her
walk at 12:40. How long did she walk?

D. Plan to Re-engage for reasoning. Or this one

a. Describe your reengagement lesson for this group (objective from
CCSSM, learning tasks, strategies, materials, assessment).
b. Explain why you believe this re-engagement lesson will be effective
based on the error patterns you found in the data. Score here will be based
on how well you describe the connection to the reteach lesson and the error
patterns found, effective use of materials, and sound methodology
c. Explain how you will reassess for mastery of reasoning skills.

Scoring Rubric
 Possible
Points

Section A: Context for Learning

A1 1
A2 1
A3 1
A4 5
A5 5
A6 5

Section B: Whole Class Lesson

B1 1
B2 1
B3 10
B4 8
B5 10

Section C: Results of whole class assessment

C1 10
C2 14
C3 6

Section D: Plan for re-engagement

D1 2
D2 10
D3 or D4 10

Total of all scores: 100