Modified Task 4 Assignment 

Spring 2018 MAED 3224 

  
Section A: Context for Learning 
1. Grade level: ​2nd Grade 

2. How much time is devoted each day to mathematics instruction in your classroom? 6
​ 0-75 
minutes were devoted to mathematics instruction. 

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.  

4. From your observations, list other resources (e.g., electronic whiteboard, manipulatives, 
online resources) the teacher uses for mathematics instruction in this class. Provide one 
example of how a resource was used to teach a concept.​ Teacher used SmartBoard, 
whiteboards. The teacher used the SmartBoard to show the class a fun and engaging song on 
multiplications facts 1-9. There was a textbook/workbook and program used in this school was 
Core Knowledge Sequence. This was used throughout mathematics, social studies, language 
arts and science.  

5. From your observations, explain how your teacher makes sure the students learn the 
standard/objectives conceptually giving a specific example. (​ one paragraph) ​To make sure the 
students learn the objective of the lesson, the teacher would let students use white boards to 
solve multiplication problems. If the students did not understand how to solve 4 x 5 (example) 
she would explain to them how they can solve this using an array. She would then draw it on the 
board and explain the rows and columns and what they represent.  

6. What did you learn most about teaching mathematics from observing this teacher? (​ one 
paragraph) ​The thing I learned most about teaching mathematics from observing my teacher is 
that all students learn differently. Some can automatically understand the objective, and some 
need more of a push or more guidance. Therefore, the instructor must be patient and 
accommodate to students in order for them to grow.  

 
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 along with both 
procedural fluency and problem solving components. 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). R
​ elating division by 4 to 
multiplication by 4 
2. State the CCSSM Standard and the objective for your whole class lesson. ​NC.2.OA.4: Use 
addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and 
up to 5 columns; write an equation to express the total as a sum of equal addends. 

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.) (​ one paragraph) ​To introduce or engage the students, I will begin by 
giving them the different methods they can use to solve multiplication: arrays, repeated addition, 
and skip counting. In the explore, we will play a whole group game to strengthen their four’s 
multiplication facts. Student’s will use beads to help them with the word problems (located 
here: W
​ ord Problems​). We will create arrays and groups to solve answers. Students will come 
up to the board to draw/show their thinking.  

4. Create a formative assessment that assesses conceptual knowledge, procedural fluency, 

and problem solving. I​ nsert a copy of the assessment with your solutions here. (​ exit ticket used 
for whole group lesson) 

 
5. Define your evaluation criteria for mastery of the assessment in a rubric. Make sure you 
define separately conceptual understanding, procedural fluency, and problem solving parts of 
this rubric, including the corresponding points. ​Insert this rubric here. ​(how did you grade exit 
ticket) 
 

Conceptual  Student does not show  Students draws but  Student draws and 
Understanding  any visual work to show  does not label or group  labels/groups their 
how they got their  how they got their  answer to represent 
answer (1 pt.)  answer (2 pts.)  thinking (3 pts.) 

Problem Solving  Student does not solve  Student solves only one  Students solves both 
any of the  of the two  multiplication/division 
multiplication/division  multiplication/ division  sentences (3 pts.) 
sentences (1 pt.)  sentences (2 pts.) 

Procedural  Student does not  Student solves one only  Students solves both 
Fluency  correctly solve any  of the  multiplication/division 
multiplication/division  multiplication/division  sentences correctly (4 
sentences (1 pt.)  sentences correctly (2.5  pts.) 
pts) 
 

  
Section C: Results of Whole Class Assessment 
1. Create a graphic showing class performance of conceptual understanding, procedural 
fluency, and problem solving 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 student’s 
performance in the formative assessment. (​ provide a table and color code green/yellow/red 
based on mastery) 
 
Student Name   Conceptual  Problem Solving   Procedural  Total out 10 pts. 
(Student: X)  Understanding  Fluency 

I  3  3  4  10 

R  1  3  4  8 

Nv  2  3  1  6 

S  2  3  2.5  7.5 

N  2.5  3  1  6.5 

J  2  2  1  5 

Kh  1  2  1  4 

Ki  3  3  4  10 

G  2  3  2.5  7.5 
 K  1  1  1  3 

C  3  3  4  10 

Ct  1  1  1  3 

A  3  3  1  7 
 
 
2. Describe common error patterns in each of the areas of patterns of learning - conceptual 
understanding, and procedural fluency. Refer to the graphic to support your discussion. ​(3 
separate paragraphs, one per each pattern of learning) 
Conceptual Understanding:​ 3 out of the 13 students present that day did not demonstrate 
conceptual understanding in their responses. And only 6 out of the 13 only demonstrated some 
conceptual understanding. The three students who did not demonstrate this only received one 
point. That was because they hadn’t shown any work to go along with their writing. The ones 
who did receive 2-3 points, did so because they had began to draw and label their work but 
stopped halfway. I assume this because as they were beginning to draw out their visuals they 
most likely started figuring out the answer and left the rest alone or they felt the need to not 
complete it any more. 
Problem Solving:​ Again three out of the thirteen students received the lowest point(s) possible 
and did not demonstrate problem solving. Six out of the thirteen received some points when 
demonstrating problem solving. To receive the full amount of points, students were to solve 
both of the multiplication sentences provided. The ones who received no points, had not solved 
either of the problems and the ones who received some only solved one of the two problems. 
Procedural Fluency​: The same three out of the thirteen students did not demonstrate 
procedural fluency and the six out thirteen only received some points. To receive the full amount 
of points students were to solve both multiplication sentences correctly. The students who 
received one point did so because neither equation was solved correctly, this could have been 
due to the fact that they had stopped from the beginning (draw and label to show support). Or 
that even after the lesson, they still needed guidance and more support. The students who 
received some points did so because they only correctly solved one out the two equations 
correctly. 
 
Note:​ Patterns of learning include ​both ​quantitative and qualitative patterns (or consistencies) for different 
groups of students or individuals. Quantitative patterns indicate in a numerical way the information 
understood from the assessment (e.g., 10 out of 15 students or 20% of the students). Qualitative patterns 
include descriptions of understandings, misunderstandings, partial understandings, and/or developmental 
approximations and/or attempts at a solution related to a concept or a skill that could explain the quantitative 
patterns. 
For example, if the majority of students (quantitative) in a class ordered unit fractions from least to greatest as 
1​/​2, 1​/3
​ , 1​/​4, 1​/5
​ , the students’ error shows that they believe that the smaller the denominator, the smaller the 
fraction and they have a mathematical misunderstanding related to the value of fractional parts (qualitative). 
For example, if a student error occurs in a subtraction problem then the underlying mathematical 
understanding may include trading or regrouping, meaning of subtraction, and/or subtraction as the inverse of 
 addition. You start with the quantity of students who made the specific mistake and you continue with the 
quality of the mistake in terms of the mathematical misconception. 
 
 
 
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 student’s misconceptions. 
 
Student 1 Mathematics Work Sample (​ student struggles with conceptual understanding) 
(one paragraph) 
In the student exemplar below, it showed that the student did not show demonstration of 
conceptual understanding. To receive half or full credit, there needed to be a visual with some 
sort of labeling that went with the equations. Though this students did show that they knew the 
answer and had knowledge of connecting division back to multiplication, what was being looked 
for was if the student grasped the information of multiplication being drawn out in groups or 
arrays or any other method. It isn’t just mere memorization, but to look beyond the multiplication 
sentences.  
 

 
 
 
 
Student 2 Mathematics Work Sample (​ student struggles with procedural fluency or problem 
solving) 
(one paragraph)  
In the student exemplar below, no demonstration for procedural fluency was shown. Though 
they did receive a point for conceptual understanding and problem solving, they fell back on 
correctly solving or correctly using their method to solve the problems. Many times I saw 
students do something similar to this. For this equation in particular, they had to do _x4=28 and 
28 divided by 4=__. The answer they wrote down was 6. They did this because they initially 
started off by labeling the first four circles going across horizontally. Then they began drawing 
six circle going vertical for each of the four original rows. Instead of counting 7 in each row, the 
student disregarded the initial four circles. 
 
 
 
  
  
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:  
Group 1 - re-engage for conceptual 
Group 2 - re-engage for procedural  
Group 3 - re-engage for problem solving 
Group 4 - mastery/ready to move on 
1. 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) 
Group 1-Re-engage for Conceptual Understanding: ​KH, K, CT 
Group 2-Re-engage for Procedural Fluency: N ​ V, S, N, J, G, A 
Group 3-Re-engage for Problem Solving: ​I believe with working on procedural fluency, the 
students will master their problem solving. 
Group 4-Mastery/Ready to move on: C ​ , KI, R, I 
2. Plan to re-engage for conceptual understanding. 
a. Describe your re-engagement lesson for this group (objective from CCSSM, learning 
tasks, strategies, materials, assessment). (​ one paragraph) 
The CCSSM will be the same as the one used in the original lesson (NC.2.OA.4). The 
teacher will model for the students how to use a visual to help solve multiplication 
problems. Since this is a much smaller group, I will bring in the beads again. We will start 
 off easy (4x2). Together we will use the beads to make an array. We will discuss how 
4x2 is shown using a manipulative. “We have four rows, we want to make sure there are 
two bead in each of those four rows.” I will model it for them and then have them do it 
themselves. I will then ask how many bead are there altogether. I will then give them 4x4 
to do on their own and we will discuss once everyone is finished. For the exit ticket, the 
small group will be given back the original problem the scored low points on to show if 
they improved or mastered this step of conceptual understanding. 
 
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. (​ 1-2 sentences) 
I believe that the additional practice will help students know that drawing or using a 
visual helps with solving these problem and that it deepens their understanding.  
c. Explain how you will reassess for mastery of the concept. ​(exit ticket) 
For the exit ticket, I will have students solve the original problems they chose in the initial 
lesson. They will use what we discussed and went over in the re-engagement to draw out 
and solve the problems efficiently. 
  
 
3a. Plan to Re-engage for procedural understanding. 
a. Describe your re-engagement lesson for this group (objective from CCSSM, learning 
tasks, strategies, materials, assessment). (​ one paragraph) 
For the re-engagement on procedural understanding we will use the same CCSSM 
(NC.2.OA.4). The teacher will have prepared a worksheet with multiplication problems 
that are incorrect. Our job is to find out what the correct answer is. We will use white 
boards during this time. We will draw out an array according to the multiplication 
sentence. So, if a sentence says 4x7=21, we will first draw out four rows that have seven 
in circles/dot in each row of four. We will then count the total of how many circles that 
are in the array. The students should notice that that the answer to the sentence on the 
worksheet is incorrect and they are to write the correct answer in a red marker. 
 
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. (​ 1-2 sentences) 
I think this will be effective to them because instead of giving them a worksheet that has 
sentences that are 4x7=__ or 4x9=__, it’ll be more stress on them to solve the problem. If 
I give them worksheets that has problem that look complete but are not correct, it gives 
them the responsibility to use their newfound knowledge to answer it correctly. I see this 
more as giving them that teacher role of going over and grading. 
c. Explain how you will reassess for mastery of the concept. ​(exit ticket) 
 The worksheet we use during the re-engagement will be part of the exit ticket. We will 
start off doing two or three together. Then they will finish the remainder independently. I 
will collect them at the end to see if they have master this part or if they need more 
guidance and help. 
  
 
 
 
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 
D3a or D3b  10 

Total of all scores:   100