ModifiedTask4Assignment

Spring2017MAED3224

SectionA:ContextforLearning
1.Gradelevel:FifthGrade

2.Howmuchtimeisdevotedeachdaytomathematicsinstructioninyourclassroom?

Studentsgetinstructionformathematicsforapproximatelyonehourandahalf.

3.Identifyanytextbookorinstructionalprogramtheteacherusesformathematicsinstruction.
Ifatextbook,pleaseprovidethetitle,publisher,anddateofpublication.

TheteachersuseCommonCoreInstructionalbooksforpracticeandfindsexampleproblems
onSchoolNet.

4.Fromyourobservations,listotherresources(e.g.,electronicwhiteboard,manipulatives,
onlineresources)theteacherusesformathematicsinstructioninthisclass.Also,givea
specificexampleincludinghowtheconceptistaughtandtheresource(s)thestudentsused.

Everydaytheteacherpresentsthewarm-up,notes,andpracticeproblemsonthePromethean
Board.Theteacherallowsthestudentstocomeuptotheboardtoallowthemtoshowtheir
thinking.Theteacherusesanchorchartstodisplaythenotesforeasyaccessibilityduring
classwork.MostdaysthestudentsusetheirpersonalChromeBooksforactivitiesfromonline
gamewebsitesthatarepostedonBlendspace;thisisarareoccasionasitishardtomonitor.
TheyalsouseadifferentiatedonlinemathpracticeforinterventiontimecalledTenMarks.This
sitefitstotheirindividualneedsandbuildsupontheirstrengths.Atthebeginningoftheunit,
theteacherusedabrainpopvideotointroducethetopic.Thebrainpopwasabouthowtheirisa
correctordertocompleteordersofoperation.ThisvideowentpastthethinkingofPEMDASand
talkedabouttheimportanceofeveryonecompletingeveryproblemthesameortheirwouldbe
toomanydifferentanswers.

5.Fromyourobservations,explainhowyourteachermakessurethestudentslearnthe
standard/objectivesconceptuallygivingaspecificexample.

Aftereverylesson,theteachergivesanexittickettogetquickdatafromthestudents.Sheuses
thisdatatoseeifsheneedstoreteachtomorrow,orifshecanjustpullasmallgroupthenext
day.Shenormallycompletestheseonafourthofapieceofpaperandputstheproblemonthe
prometheanboard.Throughoutthestandardandbeforeatest,theteacherusesKahoottotest
theirknowledge.TheKahoothastrueandfalsequestionsand4choicequestions.Whenthey
firstlearnedconversions,theteacherusedKahoottogivethestudentspracticewithsimple
conversions.

6.Whatdidyoulearnmostaboutteachingmathematicsfromobservingthisteacher?
Throughthisopportunity,Iwasabletolearnaboutteachingmathtofifthgraders.Myteacher
hasbeenteachingfourthgradethepastfewyearsandthiswasherfirsttimeteachingfifth
grade.Ilearnedtheimportanceofclassroommanagementandbeingflexiblewithyourpersonal
schedule.Iwasabletoseehowharditistomanageadepartmentalizedgroupofstudents.
Everyteacherhastheirpersonalphilosophy,classroommanagementstyle,andbeliefs.
However,Iwasabletoseehowimportantitistocommunicate.Theirmainmodeof
communicationwasaclipboardforeachhomeroomthatshowedtheirbehaviorinliteracy,
math,science,andspecials.ThroughthisopportunityIwasabletoseeaninterventionblock
thatwasindividualizedfortheneedsofthestudents.Overall,Iwasabletoseeaclassroomthat
wasstudentcenteredandallowedforafosteringoflearning.

SectionB:WholeClassLesson
MeetwithyourIMBteacheranddecidewhatyouwillteach.Makesureyourteacher
understandsthatyourlessonmusthaveaconceptualunderstandinginstructionanda
proceduralfluencyand/ormathematicalreasoningcomponent.Youteachjustonelesson.

1.DescribetheCentralFocusofyourlesson(adescriptionoftheimportantunderstandings
andcoreconceptsthatstudentswilldevelopwiththislesson.Thisshouldaddressconceptual
understandings,ANDproceduralfluencyand/ormathematicalreasoning/problemsolvingskills)

Thegoalofmylessonwastoallowstudentstodemonstratetheirknowledgeofconversionsin
wordproblems.Theyareexpectedtoknowwhichconversiontouseforthegivenproblem,this
wouldbeconsideredmathematicalfluencythatwillleadtoproceduralfluency.Ipresentedtheir
wordproblemsintheformofaJeopardygameandthestudentswereabletoconceptualizethe
problemfortheirstyle.Theywerenotexpectedtodrawpicturesforproof,butmanystudents
didwhenworkingwiththeirconversions.However,thestudentsexplainedtheirworktothe
classandhadtoexplaintheirreasoningfortheirexitticket.

2.StatetheCCSSMStandardandtheobjectiveforyourwholeclasslesson.

ThestandardisCCSS.MATH.CONTENT.5.MD.A.1,convertamongdifferent-sizedstandard
measurementunitswithinagivenmeasurementsystem(e.g.,convert5cmto0.05m),anduse
theseconversionsinsolvingmulti-step,realworldproblems.

3.InstructionalStrategiesandLearningTasks:(summarizethelessonplancomponentsby
brieflydescribingtheinstructionandthelearningtasksyouused.Includethetasksstudentswill
solveduringthelesson.)

Duringthislesson,thestudentswilldemonstratetheirknowledgethroughagameofJeopardy.
Thelessonwillbeginwithawarm-upproblemwithaconversionofpinttoquarts.Astudentwill
bepickedtomodeltheiranswer,whiletheteacherprovidesfeedbackandsupport.Thenthe
studentswillsplitoffintogroupstostartthegameofJeopardy.Eachgroupwillhaveagroup
number,awhiteboard,amarker,andtheirnotebookforquickaccesstotheirconversions.The
studentswillthensolveeachproblemandwillbeawardedpointsiftheiransweriscorrect.
WHilethestudentsareworking,theteacherwillwalkaroundforsupport.Attheendofthe
lesson,eachstudentwillturninanexitticketasarepresentationoftheirskillsonhourto
minuteconversions.

4.CreateaformativeassessmentthatassessesconceptualknowledgeANDprocedural
fluencyormathematicalreasoning.

ProceduralFluency:Thecorrectansweris2hours

ConceptualUnderstanding:Usesa1hourto60minuteconversioncorrectly

Reasoning:Writeasentenceexplainingtheirwork-lookingforexplanationsthatshowthat125
isabouttwohours(Thiswillshowtheirroundingskills)

5.Defineyourevaluationcriteriaformasteryoftheassessmentinarubric.Makesureyou
defineseparatelyconceptualANDproceduralfluencyormathematicalreasoningpartsofthis
rubric,includingthecorrespondingpoints.

NoCredit PartialCredit FullCredit

Procedural Studentattemptsthe Studentgets2hours Studentgets2hoursastheir

Reasoning problem,butdoes and5minutesastheir answer
notgetthecorrect answer
answer

1point 3points 4points

Conceptual Studentattemptsthe Studentdetermines Studentdeterminesthatthey

problem(usinga theyneedtousea needtouseanhourtominute
picture,writing minutetohour conversionandthattheyneed
conversions) conversion,butdoes toroundtheiranswer
notround

 1point 2points 4points

Doesnotattemptto Studentwritesa Studentwritesasentencethat

Reasoning writeasentence sentence,butdoesnt correctlyalignstotheirwork
explaintheirworkinthe
sentence
2points
0points 1point

SectionC:ResultsofWholeClassAssessment
1.Createagraphicshowingclassperformanceofconceptual,proceduraland/orreasoningof
theobjective.Thiscanbepiecharts,tables,bargraphetc.butmustshowperformanceineach
oftheaboveareasseparately,accordingtoeachstudentsperformanceintheformative
assessment.

Student Procedural Conceptual Reasoning Explanation Overall

Reasoning

StudentOne 4points 4points 0points- Useddivision 8/10

didnt andhada
explaintheir remainder
work

StudentTwo 4points 4points 0points- Used 8/10

didnt multiplicatio
explaintheir nandstated
work thatthereis
anextra5
minutes

StudentThree 4points 4points 2points Stated 10/10

conversion
andtheextra
5minutes

StudentFour 4points 4points 2points Didntshow 10/10

work-used
sentenceto
explain

StudentFive 3points 2points 0points Didnot 5/10

providea points
sentenceand
got2hours
and5
 minutesas
theiranswer
anddidnt
show
conversion/
work

StudentSix 3points 4points 0points Showed 7/10

conversion
butdidnt
providean
explanation
andput2
hoursand5
minutes

StudentSeven 3points 4points 0points Showed 7/10

conversion
butdidnt
providean
explanation
andput2
hoursand5
minutes

StudentEight 3points 4points 0points Showed 7/10

conversion
butdidnt
providean
explanation
andput2
hoursand5
minutes

StudentNine 3points 4points 0points Showed 7/10

conversion
butdidnt
providean
explanation
andput2
hoursand5
minutes

StudentTen 3points 4points 0points Showed 7/10

conversion
butdidnt
providean
 explanation
andput2
hoursand5
minutes

StudentEleven 1point 4points 0points Miss 5/10

calculated points
butshowed
conversions

StudentTwelve 1point 2points 1point Showed 5/10

conversion, points
butdidnot
executeit
correctly

StudentThirteen 1point 2points 0points Answer 3/10

doesnt points
matchwork
or
conversions

StudentFourteen 1point 0points 0points Didntshow 1/10

anyworkor points
conversion.
Juststated
ananswerof
onehour

StudentFifteen 1point 2points 2points Providesan 5points

explanation
toworkthat
isincorrect.
Butisusing
thecorrect
conversion

StudentSixteen 1point 0points 0points Student 1/10point

attempts
problem,but
doesnt
providea
conversion
oranywork
totheir
incorrect
answer

2.Describecommonerrorpatternsineachoftheareasofpatternsoflearning-conceptual
understanding,proceduralfluency,andreasoning.Refertothegraphictosupportyour
discussion.
Conceptual:Manystudentsdidnotreadtheaboutportionofthequestionandputtheiranswer
as2hoursand5minutesinsteadofthe2hours.Thestudentsdidnotconceptualizethefact
thattheanswerneededtobeanaboutansweranddidnotapplyittotheconcept.Thiswas
seeninstudents5,6,7,8,9,and10,whichresultedthemintheyellowsection.Somestudents
didnotusethecorrecttimeconversionfortheiranswer;thisresultedinstudentsnottakingthe
correctpathsafterreadingtheproblem.Itwouldhaveonlybenefitedthemiftheyusedthe
conversionchartsintheclassroom.Allofthesestudentsjusthadananswerwithoutshowing
anyoftheirthoughtprocess.Thiswasseeninstudents16,14,13,and5;oftenresultingthemin
theredsection.

Procedural:Manystudentsdidnotreadtheaboutportionofthequestionandputtheiranswer
as2hoursand5minutesinsteadofthe2hours.Thispatterncouldhavebeenapparentifthe
studentdidnotreadtheaboutpartordidntknowhowtoroundtheirfinalanswers.Thiswas
seeninstudents5,6,7,8,9,and10.Somestudentsdidnotgetthecorrectansweratall
becausetheydidnotshowanyworkorattempttouseaconversion.Thispatternoflearning
wasseenintheredstudentsThiswasseeninstudents13,12,11,15,16,and14.Thispattern
wassevereenoughtohavethesestudentsintheredsection.

Reasoning:Manystudentsdecidedtonotaddreasoningtotheiranswer.Thiswasseenin
students1,2,5,6,7,8,9,10,11,13,and14.Noneofthesestudentsattemptedtoputa
reasoningontheirpaper.Thiscouldhavebeenfromnotpayingattentionordidnotknowhowto
properlyexplaintheirwork.Withinthisreasoningsection,Iwouldhaveexpectedthestudentto
talkabouthowtheansweris2hoursand5minutes,butbyroundingyouranswerwouldbe
about2hours.Althoughtheydidnotgetthereasoningsection,itdidnotaffecttheirmastery
leveliftheyhadthecorrectwork.

3.Scanandinsertherethecopiesof2studentsfirstworksamplesasfollows.Choosethe
mostrepresentativeexamplesfromthewholeclassassessment(nostudentnames).Then,
analyzeeachstudentsmisconceptions.
Student1MathematicsWorkSample(studentstruggleswithconceptualunderstanding)


Ipickedthisstudentsworkbecausetheyattemptedtouseaconversionfortime;however,they
didnotcompletetheirthoughts.Thisstudentknewtheirwas1hourin60minutes.Therefore,
thisstudentfoundoutitwouldbeabout1hourand60minuteslong.Thisstudentfailedto
recognizethattheirwasstillonemorehourassociatedwiththe60minutes.Theywereonthe
righttrack,theyjustdidnotfullyunderstandtimeconversions.

Student2MathematicsWorkSample(studentstruggleswithproceduralfluencyorreasoning)

Thisstudentknewthattheyneededtousetheonehourto60minuteconversionandevenputin
thatitwas120minutesin2hours.However,thisstudentdidnotshowanyworkafterthatandit
resultedthemwiththewronganswer.Thisstudentwasontherighttrack,butintheendtheydid
notgettherightanswerafterfindingouttheconversion.Thestudentlacksproceduralfluency
becauseintheendtheydidnotgetthecorrectanswer.Theirconceptualunderstandingwas
right,astheyhadthecorrecttimeconversion.However,thestudentdidnotusetheconversion
correctlyandfailedtoshowtheirwork.

SectionD:PlanforRe-Engagement
Assessmentresultsareirrelevantifyoudonotactonthem.Thus,youaretocreateaplanto
usetheresultsyoudescribedinPartC.Youdonothavetoactuallyre-engagethestudentsbut
youmustshowthatyouunderstandwhattodowiththeseresults.Thus,basedonthe
assessmentresultsyoudescribedabove,groupeachofyourstudentsintooneofthesegroups:
1)re-engageforconceptual,2)re-engageforproceduralor3)re-engageforreasoningand4)
Mastery.

1.Describethenumberofstudentsyouwillhaveineachofthesegroups.(Note:ifachild
performedpoorlyinmultiplepartsoftheassessment,thatchildwillstartintheconceptual
group)
StudentsinGroupOne:5,11,12,13,14,15,and16
StudentsinGroupTwo:NotApplicable-Allstudentswhoneededproceduralfluencyneed
conceptualunderstandingfirst
StudentsinGroupThree:1,2,6,7,8,9,and10
StudentsinGroupFour:3and4

2.PlantoRe-engageforconceptualunderstanding.
a.Describeyourreengagementlessonforthisgroup(objectivefromCCSSM,learning
tasks,strategies,materials,assessment).
Studentswilldirectlylearnhowtoconvertusingtimemeasurements.Thenthestudents
willusetheirknowledgeofbasicconversionsandapplythemtoproblems.The
problemswillgraduallygetharderandleadtowordproblemsifthestudentsare
showingmastery.Theseproblemswillbepresentedonpaperandorally,andtheywill
respondusingwhiteboards.Thestudentswillbeassessedusinganexitticketthatis
converting3hoursand15minutestoatotalamountofminutes.Theyareexpectedto
statewhichconversiontheychoseandwhy.Thestandardis
CCSS.MATH.CONTENT.5.MD.A.1,convertamongdifferent-sizedstandardmeasurement
unitswithinagivenmeasurementsystem(e.g.,convert5cmto0.05m),andusethese
conversionsinsolvingmulti-step,realworldproblems.

b.Explainwhyyoubelievethisre-engagementlessonwillbeeffectivebasedonthe
errorpatternsyoufoundinthedata.Scoreherewillbebasedonhowwellyoudescribe
theconnectiontothere-engagementlessonandtheerrorpatternsfound,effectiveuse
ofmaterials,andsoundmethodology.
Manystudentsinthisgroupdidnotpresentaconversionfortheirworkortheyusedthe
correctconversioninthewrongmanner.Therefore,Ithinkitisimportanttodirectly
teachthemhowtoconvertfromhourtominutecorrectlybeforeputtingtheconversion
intoadetailedwordproblem.
c.Explainhowyouwillreassessformasteryoftheconcept.

Studentswillanswerthefollowingproblemandareexpectedtostatewhichconversion
theyusedandwhy.
Sherrywentouttothemoviesfor3hoursand15minuteslastnight.Howmany
totalminuteswassheoutforthemovies?

3.PlantoRe-engageforreasoning.
a.Describeyourreengagementlessonforthisgroup(objectivefromCCSSM,learning
tasks,strategies,materials,assessment).
Iwillbeginthelessonwithanexampleofproblemthatastudentcompletedwrong.The
studentsaregoingtohavetousetheirknowledgeofteachingtoexplainwherethey
wentwrong,thecorrectconversion,andhowtheywillhelpthestudent.Thefirstproblem
willhaveanexplanationthatissaidorallytotheirpartnerandthesecondoneisdone
throughwriting.Itisimportantthatthegroupofstudentsrealizehowimportantitisto
knowhowtoexplaintheirworkandknowhowtodothateffectively.Thisstandard
relatedtoCCSS.MATH.CONTENT.5.MD.A.1,convertamongdifferent-sizedstandard
measurementunitswithinagivenmeasurementsystem(e.g.,convert5cmto0.05m),
andusetheseconversionsinsolvingmulti-step,realworldproblems.Thislessonwill
helpthestudentsknowhowtotalkaboutconversionsandapplythisknowledgetoother
mathsubjects.
b.Explainwhyyoubelievethisre-engagementlessonwillbeeffectivebasedonthe
errorpatternsyoufoundinthedata.Scoreherewillbebasedonhowwellyoudescribe
theconnectiontothereteachlessonandtheerrorpatternsfound,effectiveuseof
materials,andsoundmethodology.
Mostofthestudentswhoneedre-engagementforreasoning,didnotprovidea
reasoningfortheirwork.Asawaytoshowthemhowimportantitistoexplainisto
teachthemhowtocorrectotherpeoplesmistakesintheirownwords.
c.Explainhowyouwillreassessformasteryofreasoningskills.

Studentswillbegiventhefollowingproblemandtoldtoexplaintheirreasoningonthe
ShowMeApp.
Sherrywentouttothemoviesfor3hoursand15minuteslastnight.Howmany
totalminuteswassheoutforthemovies?

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