Modified Task 4 Assignment

Spring 2018 MAED 3224

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

2. How much time is devoted each day to mathematics instruction in your classroom? ​1 hour

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.

Title:​ EnVision, MATH 2016 COMMON CORE STUDENT EDITION GRADE 2 VOLUME 2

Publisher:​ Scott Foresman

Author:​ Scott Foresman

Language:​ English
Binding:​ Paperback
Publisher:​ Scott Foresman
Publication Date:​ 2014-08-08
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.

-The envisions program is has an interactive computer program that my teacher performs on her
Smart Board. There is a video with each lesson that presents example problems and pauses
intermittently, giving adequate wait time for students to respond. Another resource my teacher
uses are manipulatives when discussing place value. She presents students with flats, sticks
and ones cubes to show students how to exchange 10 cubes for a stick.

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

-My teacher ensured that the students understood the learning objectives by constantly asking
questions to assess student understanding. She would have students repeat instruction back to
her to be sure students were doing what they were supposed to do. Another way she gauges
student understanding by having students give a thumbs up if they understand, have students
put their thumb to the side if they semi-understand, and thumbs dumb if they need more
support. This would usually happen prior to her releasing the students to do their independent
practice. After students were done, they would raise their hands and the my teacher would
check over their work and cirlce problems students needed to look back over.

6. What did you learn most about teaching mathematics from observing this teacher?
-From this teacher, I was able to observe many strategies that I would like to use when
conducting my math lessons every day. This teacher set clear expectations for the students at
the beginning of each math workshop, she kept the same routine for their hour dedicated to
math each day and she always modeled new games by playing with a student.

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).

- Comparing Numbers using Place Value

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

-2.NBT.5 Fluently add and subtract within 100 using strategies based on place value, properties
of operations, and/or the relationship between addition and subtraction

3. Instructional Strategies and Learning Tasks: (summarize the lesson plan components by
briefly describing the instruction and the learning tasks you used.

- Students will complete a “Solve and Share” problem from their Envisions workbook. After
solving this problem, a few students will share out their answers with the class. Students will
then watch a “Visual Learning Bridge” video that provides and explains concepts, as well as,
example problems to provide students with more support. This video is interactive and pauses
intermittently for students to answer questions or select an answer from choices provided.
Following this video, students will disperse into math workshop station rotations. To conclude
the lesson, students will return to their seats and complete an independent practice worksheet
also located in their envisions workbook.

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

and problem solving.

Exit Ticket:

1) Fill in the missing numbers from the number chart.

111 112 113 114 116 117 118

121 123 125 126 127

131 132 133 134 135 136 138

 2) Explain what strategy you used to find the missing numbers in number 1.
-Example answer: Student knew that moving to the right or left of a number meant
adding or subtracting one and moving vertically meant adding or subtracting 10.

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.

-Number one will gauge students procedural fluency by filling in the missing numbers in the
table correctly. (4 points)
-Number two will gauge problem solving and conceptual understanding if student gives the
correct explanation for their answer and shows any type of work. (6 points)

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.
COLOR CODE
Green-Mastery Yellow- Mid-Range Red- Needs More Support
Student Conceptual Problem Solving Procedural Total (out of 10
Understanding (3 pts.) Fluency(4 pts.) points)
(3 pts.)

A 3 3 3 9

B 3 3 3 9

C 3 3 4 10

D 3 3 4 10

E 3 3 4 10

F 2 1 2.5 5.5

G 3 3 3 9

H 3 3 4 10

I 3 3 4 10

J 3 3 4 10

K 3 2 4 9
 L 3 3 4 10

M 3 3 4 10

N 1 1 1 3

O 3 3 4 10

P 3 3 4 10

Q 3 3 4 10

R 1 1 2.5 4.5

S 3 3 4 10

T 3 3 4 10

U 3 3 4 9

V 3 3 4 10

W 3 3 4 10

X 3 3 4 10

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.

For procedural fluency, I was looking to see that students filled the missing numbers in correctly.
A common misconception was that number charts always start with a 1 in the ones place, on
the far left of the chart, and a 0 is in the ones place, on the far right of a chart. Students failed to
realize that if you take a pair of scissors and cut a chunk out of a number chart, those numbers
are missing, they don’t just get replaced by other numbers.

Conceptual understanding is the ability for students to show their work and draw pictures to
support their answers. The misconception here was that students didn’t have to show their work
and explain the adding/subtracting of 10 or 1s based on their findings. This could’ve been a lack
of clarification on my part, but students were told to show their work. (It was written on the board
prior to me handing out the exit tickets. Next time I will write it on the exit ticket itself.)

Problem solving is the complete sentence that was necessary for full credit in number 2.
Students were asked to explain the strategy they used to find the answer. The misconception
here was that the students didn’t have to show work or write in a complete sentence. This is an
expectation that had been set in my clinical classroom long before I got there, so students were
familiar with the concept of writing in a complete sentence, they just chose not to.

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)

-Student didn’t realize that even though the chart didn’t end at a 10, like they are used to seeing
in their workbooks. I chose to challenge the students by presenting them with a chart that ended
at with the 8 in the ones place. This student didn’t conceptualize that even though the chart
didn’t go all the way to the 10, in this case it was to 128, all other rules of number charts still
apply. We look left and right of the missing number OR we look vertically at the changing tens
place. In this partucualr case, it was best for the student to look to the left and realize that they
just needed to add one to 127 to get the missing number to the right.
-Student also didn’t explain the strategy they used in number one to complete number 2
adequately, so they also lost points there as well.
Student 2 Mathematics Work Sample ​(student struggles with procedural fluency or problem
solving)

-Student lacks procedural fluency, as well as problem solving, in the completion of number 2 on
the exit ticket. Student answers number two with two words, “by counting” when the question
clearly states ​explain​ the strategy you used. An explanation is more than two words. This was a
clear expectation by my CT and the students knew it applied here as well. If student had written
what they counted by or showed any kind of work, there would’ve been points to be given.
-Also, in number one students fails to fill in two of the boxes with the correct number, resulting in
loss of points.

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 (Conceptual):​ Students F, R, N, A, B, E, G, and X (Some of these students achieved
mastery, however, I would still go over the conceptual part of the problem with them becuase a
few did not understand ​how​ to figure out what numbers were missing from the chart.)
Group 2 (Procedural):​ K (This student achieved mastery, however, they were unable to
adequately explain their strategy.
Group 3 (Problem-Solving):​ None. (I started these students who struggled in this area in the
conceptual group.)
Group 4 (Mastery):​ C, D, E, H, I, J, L, M, O, P, S, T, U, V, W

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).
-CCSSM: 2.NBT.5 Fluently add and subtract within 100 using strategies based on place
value, properties of operations, and/or the relationship between addition and subtraction
-To re-engage students, we will re-complete the table from the oringinal exit ticket from
number one together, filling in the blanks as we go, then students will be asked to write down
how they know. They can describe the relationships between the numbers, using arrows to
show you’re adding one to the right or moving down one row and adding ten, etc. Students will
be required to show work for each missing number they found.
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)
This lesson will be effective because I believe that if the students are walked through the
answers, after having completed it on their own originally, can help them see what they did
wrong. Then, they can recognize the patterns for the right answers and show their conceptual
understanding of the subject.
 c. Explain how you will reassess for mastery of the concept. (exit ticket)
To reassess, I will have the students turn in the original exit ticket that we worked
through and only give them points for problem solving and conceptual understanding.

3b. Plan to Re-engage for problem solving.

a. Describe your re-engagement lesson for this group (objective from CCSSM, learning
tasks, strategies, materials, assessment).
-CCSSM: 2.NBT.5 Fluently add and subtract within 100 using strategies based on place
value, properties of operations, and/or the relationship between addition and subtraction
-To re-engage students for conceptual understanding, I will give them sections of a
number chart with missing numbers, and have an open discussion within our small group about
the patterns we see and how we can always use the same patterns no matter what number
we’re at. We will fill it in together and talk through the strategies as we go. We could do this on
laminated paper with expo markers because those materials are alway exciting and keep
children engaged.

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.
-This re-engagement lesson will be effective because it’s engaging for students to get
the opportunity to work with exciting materials. This type of small group setting with students of
similar academic levels helps give students confidence and makes them feel more comfortable
asking questions.
c. Explain how you will reassess for mastery of the concept.
-To reassess mastery of the concept, I will give a like constructed exit ticket similar to the
one from our original lesson, exept I’ll change the numbers up.
1) Fill in the missing numbers in the chart below.
172 173 175 176

183 184

193 194 195 196

Scoring Rubric

Possible Points

Section A: Context for Learning 1

A1 1
A2 1
A3 5
A4 5
A5 5
A6

Section B: Whole Class Lesson 1

B1 1
B2 10
B3 8
B4 10
B5

Section C: Results of whole class assessment 10

C1 14
C2 6
C3

Section D: Plan for re-engagement 2

D1 10
D2 10
D3a or D3b

Total of all scores: 100