Dixie Tucker

FRIT 7231
Key Assessment: Problem Solving in Math
Key Assessment Part 1: Problem Identification

Target Audience
The target audience consists of first grade students at Diamond Lakes Elementary in
Augusta, Ga, ages 6-7 years of age. Many of the students are from low-income families and
single parent homes. Several of the students have little parental involvement or academic
support. There are special needs students, EIP (Early Intervention Program) students, as well as
average students in the target audience.
Problem Identification
The county has changed its standards of instruction and has been implementing the
CCGPS. (Common Core Georgia Performance Standards) These standards focus greatly on the
quality and depth of understanding some skills versus a more basic understanding of many skills.
Because of this, there has been an emphasis on teaching a problem based curriculum, meaning
teaching students to work through problems on their own to increase their understanding. This
new process is designed to teach fewer skills more in depth than many skills in a more shallow
fashion. More time is devoted to each standard, since there are less of them, so that this depth of
understanding can be attained. This idea has been applied to the content standards across the
board in all subject areas. One excellent example of how this shift in learning can be seen is with
the math standards, which is where I pull the focus for my instructional design. Students have
previously not been taught how to think about math with a deep, problem solving learning
approach. Students were taught a method, or trick, to solving a math problem and tackled every
problem the same way. In other situations, instead of studying a problem, students pulled out
numbers in a problem and added them together, without understanding what the problem was
even asking. This strategy of students has been seen over and over in analyzing student work and
observing students in practice. As these same students get older, CRCT (standardized test,
Criterion Referenced Competency Test) scores are consistently lower in math areas that require
thoughtful problem solving. In observing the target audience specifically, it is noted that when
asked to solve or think about a problem, they did not know what to do or how to start, and
instead repeated back or copied what was given. Combining the evidence of poor student

performance in word problems with the increasing rigor and emphasis on solving them indicates
that instruction in properly solving word problems would solve this skill deficit.
Instructional Goals

Students will be able to read (or hear) a word problem and understand what the problem

is asking him/her to do.

Students will be able to choose and apply an appropriate strategy, tool, model, or other

method to solve the problem.

Students will be able to explain verbally, or in writing, what he/she did to solve the
problem.
Key Assessment Part 2: Learner Analysis

Introduction
The target audience consists of a first grade class at Diamond Lakes Elementary in
Augusta, GA. There are 20 students in the class, ranging in age from 6-7 years old. There are two
students who were retained previously, one in Kindergarten and another in 1st grade. The student
who was retained in Kindergarten is also in the Special Education program and has ADHD. The
class consists of 14 boys and 6 girls. 16 of the students are African American, 3 are Caucasian,
and 1 is a mixed race, African and Caucasian. Two of the students are in the special education
program, one of them being considered significantly developmentally delayed (SDD). One
student in the class has not been identified yet but has significant difficulties in social and
academic functioning and has to be assisted one-on-one most of the time and has to be constantly
supervised. Five students qualify for the early intervention program (EIP), and approximately
65% of the class qualify for free or reduced lunch. About half of the students in the class come
from single parent homes or other non-traditional family situations (ie, living with aunt,
grandparent, etc). About 75% of the class attended Diamond Lakes for Kindergarten with the
remaining students transferring in from other schools in the county or other states. Information
for this learner analysis was gathered by looking at student academic records and registration
forms, accessing the schools computer database, interviewing kindergarten teachers, classroom
observation of students, talking with the students, and beginning of the year benchmark data.

Entry Skills and Prior Knowledge

Understand what numbers are and that they represent a quantity of something
Have the ability to count to at least 50 on their own
Recognize the numbers 1-50 and can say each number name
Understand the concept that adding is putting quantities together
Understand the concept that subtraction is taking something away (do not fully
understand comparing subtraction yet)

This information was gathered by giving a benchmark assessment which gauges math readiness
skills. On this assessment, 4 students scored in the low range of understanding, 13 in the
midrange, and 3 scored in the high range. The information on entry skills and prior knowledge is
additionally supplemented by in-class tests and lessons that have already been covered and
classroom observation. I listed the skills that most accurately represented the majority of the
class. There were some students who were able to do go more and go further, and there were 2
who are not quite at the levels stated above.
Attitudes toward content and academic motivation
Based on classroom observation and talks with students, students are excited about math
in general and want to show off what they learn and know. Students are eager to share things
they have done with numbers and try to explain what they think. They can tell why using math is
important to them in the real world by giving some age-appropriate examples. (i.e I need math
when I go to the store to buy something) While not all students feel like they know how to do
everything they need to, they are eager to try and do not hesitate to ask questions. When it comes
to problem solving, students are open to sharing their thoughts on how they think problems
should be done and are receptive to further instruction.
Educational ability levels
As noted above, on a math readiness benchmark, students scored at various levels. (4 in
low, 13 in midrange, and 3 in high) The great majority of them show understanding of a math
topic only after much repetition and practice with the skill. Only one or two students understood
a math topic relatively quickly, and even they benefited from the additional practice. There is a
small group of students (about 5-6) which require additional assistance, such as small group
instruction with guided practice or one-on-one assistance, before understanding is reached.
General learning preferences

From classroom observation and student discussion, the preferred learning styles of the
students are hands on activities using manipulatives, games that utilize math skills, and
technology such as the promethean board or computer.
Attitudes towards teachers and school
All of the students love their teachers (teacher and parapros) and feel a family-like
atmosphere in the room. They try to help and motivate their peers in the classroom both
behaviorally and academically. Students like the school building because they can go to the
library and computer lab. When asked about how they liked coming to school, all of the students
said they enjoyed coming to school, though some reported they wished it could start later
because they were sleepy when they arrived.
Group characteristics
Diamond Lakes is situated in the South Augusta/Hephzibah area of the city, near Fort
Gordon. There is a mixture of low-income and lower middle class families who live in the area.
Because many of the schools population qualify for free or reduced lunch, the school is listed as
a Title I school. Because of the proximity to the military base, the school is very transient. It is
not uncommon to have students leave or enter school at any point during the school year. The
great majority of the students at the school, and all the students in the target audience, speak
English as a primary language. All of the students in the class come to school clean and well
dressed, though 2 have limited supplies and materials. As stated in the general characteristics
section, the majority of the class is made up of African American students, and all students are
age appropriate for the class. It should be noted, as mentioned in the general characteristics
section, that the special education student is SDD, which means that he does behave somewhat
less mature than the other students. The other student, which has yet to be identified as having a
problem, behaves significantly less mature than he should as a first grade student. All of the
students are relatively engaged in class lessons and enjoy participating in class.

Key Assessment Part 3: Task Analysis

For this task analysis, I chose to do a procedural analysis, and going slightly beyond with
a cognitive task analysis, since much of the work involved in solving math word problems occurs

in the brain as well as on the paper. I worked through several word problems (on a first grade
level) myself to ensure I documented all the steps needed, as well as observed and interviewed
students as they worked through problems to see what it is they needed the focus on when
solving problems. The task analysis focused on word problems that were only one step word
problems, as is appropriate for initial learning for first graders. The resulting procedural task
outline is as follows.
Task Analysis Outline (See last page for flow chart)
1. Read or listen to the problem.
1.1 Repeat/describe the problem in your own words.
1.2 Underline or highlight the question.
1.3 Reread or hear the problem again.
2. Write the question as a sentence with a blank for the answer.
2.1 Sentence should not begin with a question word.
2.2 Sentence should include the important details from the question.
3. Find necessary information from the problem.
3.1 Determine what is needed by referencing the sentence written and the original
problem.
3.2 List the important information needed to answer the question.
3.3 Note and list what the change that occurs in the problem. i.e, something is given
away, something is needed, added to, etc.
4. Make a model of the problem.
4.1 Determine what type of model is best.
4.2 Create the model
4.2.1 Use the list of information to make an accurate model.
4.2.2 Perform the action that you listed in step 2. (taking, giving, etc)
5. Solve the problem.

5.1 Look at the action you performed in step 4. Find the result of the action by counting,
observing, etc.
5.2 Write the answer in the blank of the sentence you wrote first.
6. Check for accuracy, sense, and explain.

Write the question as a

Repeat/describe
thewith
problem
in you wrote. sentence with a blank for the
6.1 Read the sentence
the answer
answer.
your own words.
Read or hear the problem

Underline
or highlight
the makes sense by rereading
Sentence
should
begin with
6.2 Ask yourself
if the answer
full problem
andnot
observing
the a
question.
question word.
modelyou
made.or hear the question
Reread
Sentence should include
again.
important details from the
6.2.1 If yes, proceed to step 6.3
question
6.2.2 If no, go back to the beginning, and check through each step to find mistake.

Find necessary information

from the problem

Make a model of the problem.

6.3 Explain what you did to solve the problem in writing

or orally.
Choose
the best model.
determine what is needed by
Create the model.
referencing
the
sentence
written
6.3.1 Use math vocabulary.
Use the list of information to
and original problem.
make an accurate model.
List the important information
Perform the action you listed in
Reference
model and problem as needed.
needed6.3.2
to answer
thethequestion.
step 2
Note and list what change occurs
in the problem. (i.e, something is
given away, needed, added, etc)
I, Dixie Tucker, will serve as the subject matter expert for this instructional plan. I have a

Bachelors Degree in Early Childhood Education. I am certified to teach all subject areas in
grades PK-5, and additionally certified in the areas of math, ELA, and reading, in grades 4-8. I

Check for accuracy, sense, and

am currently pursuing my Masters Degree in Instructionalexplain.

Technology, as well as an add-on

Solve the problem.

endorsement
online
teaching.
Look atinthe
action
you performed in step

Read the sentence with the

4. Find the result of the action by

answer you wrote.
counting,
observing,
etc. for being the subject matter expert is my educational
My primary
qualification

Ask yourself if the answer makes

Write the answer in the blank of the
sense
by rereading
full problem
sentence
wrote. in teaching first grade students in
background,
andyou
experience
the subject
area of math.
I have

and observing your model.

taught first grade for 4 years and have taught and observed countless children solving word
problems in math. Part of my job is to teach first graders how to problem solve and work through
different math situations.

Yes: Explain what you did to

solve the problem in writing or
orally.
Use math vocabulary.
Reference the model and
problem as needed.

Flow Chart

No: Go back to the beginning

and check through each step
again to find mistake.

Key Assessment Part 4: Instructional Objectives

Terminal Objective 1: Restate a word problem in your own words. (cognitive)

Enabling Objectives 1a: Explain a problem by using information from the problem.
1b: Locate the question in a problem.
1c: Rewrite a question as a sentence by rearranging the words in the
question, adding necessary words, and a blank for the answer.
Terminal Objective 2: Construct an appropriate model to solve a problem. (cognitive,
psychomotor if model physically built)
Enabling Objectives 2a: Identify the needed information in a problem.
2b: Explain what the change is in a problem. (taking away, adding to,
taking apart, etc)
2c: Identify the different ways to model a problem.
2d: Choose the model needed to best represent a problem.
Terminal Objective 3: Solve a problem by applying addition, subtraction, counting, or a
combination of all three. (cognitive)
Enabling Objectives 3a: Use an appropriate model to correctly add or subtract.
3b: Demonstrate how to add to, take from, put together, take apart, and
compare using an appropriate mathematical model or tool.
Terminal Objective 4: Evaluate the correctness of an answer to a problem. (affective)
Enabling Objectives 4a: Examine the answer that was derived from a problem.
4b: Indicate the reason the answer to a problem is correct by referencing a
model.
4c: Choose to rework a problem if an answer is incorrect.

Content

Performance
Recall

Fact
Concept

1b, 2c
2a,

Application
1, 3, 4a

Principles
Procedure
Interpersonal
Attitude

2d
2b

4c

Instructional Objectives
2b, 2c, 3, 3a, 3b

1, 1a, 1b, 1c, 4, 4a, 4b, 4c

2, 2a, 2c

Lesson 1:
Students will be
shown worked

Georgia Performance Standards

MCC1.OA.1 Use addition and subtraction within 20 to solve
word problems involving situations of adding to, taking from,
putting together, taking apart, and comparing, with unknowns in
all positions, e.g., by using objects, drawings, and equations with a
symbol for the unknown number to represent the problem.
Process standard 1. Make sense of problems and persevere in
solving them. In first grade, students realize that doing
mathematics involves solving problems and discussing how they
solved them. Students explain to themselves the meaning of a
problem and look for ways to solve it. Younger students may use
concrete objects or pictures to help them conceptualize and solve
problems. They may check their thinking by asking themselves,
Does this make sense? They are willing to try other approaches.
Process standard 4. Model with mathematics. In early grades,
students experiment with representing problem situations in
multiple ways including numbers, words (mathematical
language),drawing pictures, using objects, acting out, making a
chart or list, creating equations, etc. Students need opportunities to
connect the different representations and explain the connections.
They should be able to use all of these representations as needed.
Process standard 5. Use appropriate tools strategically. In first
grade, students begin to consider the available tools (including
estimation) when solving a mathematical problem and decide
when certain tools might be helpful. For instance, first graders
decide it might be best to use colored chips to model an addition
problem.

2, 2c, 3, 3a, 3b

Instructional
Strategies

1a, 4
1c, 3a, 3b, 4b

Goals

Students will
understand
what word

Objectives

UDL

1: Restate a word
Lesson is
problem in your own presented with
words
multiple means

Assessments

Students will be
given 6
questions that

Key Assessment Part 5: Assessments

out examples,
then work
through multiple
examples of
reading word
problems and
converting the
question to a
sentence with a
blank for an
answer.

problems are
asking and
how to focus
on what to
solve for by
converting
question to a
sentence.

1a: Explain a

of
representation,
problem by using
using text, audio,
information from the
and illustrations.
problem.
Students have
multiple means
1b: Locate the
of presentation
question in a
by being able to
problem.
choose an
answer, write an
1c: Rewrite a
answer, or create
question as a
an answer using
sentence by
a word list.
rearranging the

they are to
convert to
sentences, with
blanks for the
answer.

words in the
question, adding
necessary words,
and a blank for the
answer.
Lesson 2:
Students are
shown how to
choose important
information in a
problem then
make a model.
Students practice
this concept
through guiding
cues.

Students will
be able to
correctly
model a
problem.

2: Construct an
appropriate model to
solve a problem.
2a: Identify the

Students are
again taught the
lesson through
text, audio, and
pictures.
needed information
Students are
in a problem.
offered choices
2b: Explain what the for modeling. In
practice,
change is in a
students can
problem. (taking
highlight
away, adding to,
information and
choose various
taking apart, etc)
ways to model.
2c: Identify the
different ways to
model a problem.
2d: Choose the
model needed to
best represent a

Students will be
given a two part
assessment. The
first part will be
multiple choice,
where students
choose the
important
information in a
word problem.
In the second
part, students
will model word
problems using
an appropriate
model of their
choice.
(students will
have feedback
from part one
before

problem.
Lesson 3: Use of
worked out
examples to
apply a
mathematical
operation to a
model to solve a
problem,
followed by
student practice.

Students will
use the correct
operation and
solve a
problem using
a model.

3: Solve a problem
by applying
addition,
subtraction,
counting, or a
combination of all
three.
3a: Use an
appropriate model to
correctly add or
subtract.
3b: Demonstrate
how to add to, take
from, put together,
take apart, and
compare using an
appropriate
mathematical model
or tool.

proceeding to
part two.)
Students will be
taught with
audio, text, and
illustrations. In
practice,
students will
have options to
use to work with
model and input
answer.

Students will be
given a short
math scenario
and students will
create a model
and perform the
operation.

Lesson 4: Use of
video,
explanation, and
examples to
teach students
how to self talk
through
analyzing their
own work.
Students will
practice self talk
and checking
their work.

Students will
be able to talk
about a
problem they
have done and
determine
whether or not
the answer is
logical and
therefore
likely correct.

4: Evaluate the

Students are
given a video in
correctness of an
addition to text,
answer to a problem.
audio, and
4a: Examine the
illustrations to
explain topic.
answer that was
Topic is
derived from a
explained slower
problem.
through many
examples.
4b: Indicate the
Students have
reason the answer to
options for
a problem is correct working their
own self talk
by referencing a
such as typing,
model.
recording their
4c: Choose to
voice, and
rework a problem if building
sentences
an answer is
through word
incorrect.
and phrase
options.

Students will be
given word
problems that
have been
worked out.
They must
choose if the
answer was
correctly solved
or not and justify
their answer.
Final
Assessment:
Students will do
a performance
task in which
they perform all
of the steps of
the problem
solving process
on 2-3 complete
word problems.

Assessments and corresponding objectives:

Objective1: Restate a word problem in your own words
1a: Explain a problem by using information from the problem.
1b: Locate the question in a problem.
1c: Rewrite a question as a sentence by rearranging the words in the question, adding necessary
words, and a blank for the answer.
Lesson 1 Assessment: Objectives 1 and 1c
Convert the following questions into sentences with blanks you can use to fill in an answer.
(answers may vary slightly)
1. How many cupcakes were left after the party?

There were ____ cupcakes left after the party.

2. How many animals did Joe see at the zoo?
Joe saw ____ animals at the zoo.
3. How many more books did Mary read than Max?
Mary read ____ more books than Max did.
4. How many stamps did Cal have after his birthday party?
Cal had ___ stamps after his party.
5. How many baby birds flew away from the nest?
____ birds flew away from the nest.
6. After buying the toy plane, how much money will Carla have left?
Carla will have ___ dollars left.
Objective 2: Construct an appropriate model to solve a problem.
2a: Identify the needed information in a problem.
2b: Explain what the change is in a problem. (taking away, adding to, taking apart, etc)
2c: Identify the different ways to model a problem.
2d: Choose the model needed to best represent a problem.
Lesson 2 Assessment:
Part One: Choose the answer that shows the information needed to model each problem.
Objective 2a and 2b, Objective 1a and 1b
1. Sally is having a birthday party. She made 18 cupcakes for her friends. At the party, 12 of the
cupcakes were eaten. How many cupcakes were left after the party?
A. Sally is having a birthday party.
B. Sally made 18 cupcakes, and 12 were eaten.
C. The birthday girls name is Sally.
2. Joes mom took him to the Atlanta zoo. He saw 3 lions, 5 monkeys, 2 elephants, and 3 hot dog
stands. How many animals did Joe see at the zoo?
A. He saw 3 lions, 5 monkeys, 2 elephants

B. He saw 3 hot dog stands at the Atlanta zoo.

C. Joes mom took him to the zoo.
3. At school this month, everyone in the class counted the books they read. Mary read 8 books.
Max read 6 books. How many more books did Mary read than Max?
A. Mary read 8 books.
B. Everyone counted the books they read.
C. Mary read 8 books and Max read 6.
4. Cal collects stamps. His favorite kinds are historical stamps. He already has 24 stamps in his
collection. On his birthday, he gets 5 more stamps. How many stamps does Cal have now?
A. He has 24 stamps in his collection and gets 5 more
B. His favorite stamps are historical stamps.
C. Cal collects stamps.
5. A mommy bluebird has a nest in my backyard. She laid 6 eggs this spring that hatched into
baby birds. Some of the birds have already learned how to fly and left the nest. 2 birds are left in
the nest. How many birds flew away from the nest?
A. A mommy bird has a nest in my backyard.
B. She laid 6 eggs that hatched, some flew away, and 2 are left
C. Its Spring.
6. Carla has a crisp new ten dollar bill and cant wait to spend it. She goes into the toy store to
look around. She sees a toy boat for 4 dollars, a baby doll for 7 dollars, and a toy plane for 6
dollars. She chooses to buy the toy plane. After buying the toy plane, how much money will
Carla have left?
A. Carla has a crisp new bill that she cant wait to spend.
B. She sees a boat for 4 dollars, a baby doll for 7 dollars, and a plane for 6 dollars.
C. Carla has 10 dollars and wants to buy a plane that costs 6 dollars.
Part Two: Using the model of your choice, model each problem. (Answers will vary. Sample
answers shown below.) Objective 2, 2c, and 2d
1. Sally is having a birthday party. She made 18 cupcakes for her friends. At the party, 12 of the
cupcakes were eaten. How many cupcakes were left after the party?

2. Joes mom took him to the Atlanta zoo. He saw 3 lions, 5 monkeys, 2 elephants, and 3 hot dog
stands. How many animals did Joe see at the zoo?

3. At school this month, everyone in the class counted the books they read. Mary read 8 books.
Max read 6 books. How many more books did Mary read than Max?

4. Cal collects stamps. His favorite kinds are historical stamps. He already has 24 stamps in his
collection. On his birthday, he gets 5 more stamps. How many stamps does Cal have now?

5. A mommy bluebird has a nest in my backyard. She laid 6 eggs this spring that hatched into
baby birds. Some of the birds have already learned how to fly and left the nest. There are 2 birds
left in the nest. How many birds flew away from the nest?

6. Carla has a crisp new ten dollar bill and cant wait to spend it. She goes into the toy store to
look around. She sees a toy boat for 4 dollars, a baby doll for 7 dollars, and a toy plane for 6
dollars. She chooses to buy the toy plane. After buying the toy plane, how much money will
Carla have left?

Objective 3: Solve a problem by applying addition, subtraction, counting, or a combination of

all three.
3a: Use an appropriate model to correctly add or subtract.
3b: Demonstrate how to add to, take from, put together, take apart, and compare using an
appropriate mathematical model or tool.
Lesson 3 Assessment: Objective 3, 3a, and 3b
Using the brief stories below, model and perform the operation needed to solve the problem.
(Models will vary. Sample models are shown below.)
1. There are 12 pieces of candy. 7 are eaten. How many pieces of candy are left?

2. There were 6 bugs. 8 more came. How many bugs are there now?

3. George had 9 dollars. He spent 5 dollars. How much money does George have left?

4. Pam has 3 pets. Marty has 5 pets. How many more pets does Marty have than Pam?

5. Mike found 8 leaves. Then he found 9 more. How many leaves did Mike find?

6. Jake gave 4 books away. Then he gave 4 more away. How many books did he give away in
all?

Objective 4: Evaluate the correctness of an answer to a problem.

4a: Examine the answer that was derived from a problem.
4b: Indicate the reason the answer to a problem is correct by referencing a model.
4c: Choose to rework a problem if an answer is incorrect.
Lesson 4 Assessment: Objective 4, 4a, 4b, and 4c
Look at how each problem was solved. Choose whether or not the answer is correct and explain
why. (Explanations may vary.)
1. Mary baked 18 cookies. Her family ate 10 of them. The rest she shared with her friends. How
many cookies did Mary share with her friends?
Mary shared ____ cookies with her friends.

Mary shared __8__ cookies with her friends.

A. Yes, the answer is correct because when you subtract the ten cookies her family ate from the
18 cookies she baked, you are left with 8 cookies.
B. No, the answer is incorrect because _____________________________________________.

2. Carrie scored 4 points in her first softball game, 3 points in her second game, and 5 points in
her third game. How many points did she earn in all three games?
Carrie scored ____ points in all games.

Carrie scored __7__ points in all games.

A. Yes, the answer is correct because ____________________________________________

B. No, the answer is not correct because the number is too low because you need to add the
points for all three games. Only the first two games were added. Another 5 points needs to be
added to 7 to get 12.

3. 10 friends were outside playing ball. Some of them were called in for dinner. 6 friends were
left outside playing. How many friends were called in to dinner?
___ friends were called in to dinner.

__4_ friends were called in to dinner.

A. Yes, the answer is correct because if you count up from the 6 friends who were left to ten, you
get four.
B. No, the answer is incorrect because
_______________________________________________________

4. Joe ate 9 chicken wings for lunch. His sister Sally only ate 4 chicken wings. How many more
chicken wings did Joe eat than Sally?
Joe ate ___ more chicken wings than Sally.

Joe ate _9_ more chicken wingss than Sally.

A. Yes, the answer is correct because _____________________________________________
B. No, the answer is not correct because you need to compare the number of chicken wings Joe
ate to the number of wings that Sally ate, by pairing them up to see how many are left over.
When you do that, you see that 4 wings are left over, which is how many more Joe ate than Sally.

Final Assessment:

ALL objectives
Terminal Objective 1: Restate a word problem in your own words. (cognitive)
Enabling Objectives 1a: Explain a problem by using information from the problem.
1b: Locate the question in a problem.
1c: Rewrite a question as a sentence by rearranging the words in the
question, adding necessary words, and a blank for the answer.
Terminal Objective 2: Construct an appropriate model to solve a problem. (cognitive,
psychomotor if model physically built)
Enabling Objectives 2a: Identify the needed information in a problem.
2b: Explain what the change is in a problem. (taking away, adding to,
taking apart, etc)
2c: Identify the different ways to model a problem.
2d: Choose the model needed to best represent a problem.
Terminal Objective 3: Solve a problem by applying addition, subtraction, counting, or a
combination of all three. (cognitive)
Enabling Objectives 3a: Use an appropriate model to correctly add or subtract.
3b: Demonstrate how to add to, take from, put together, take apart, and
compare using an appropriate mathematical model or tool.
Terminal Objective 4: Evaluate the correctness of an answer to a problem. (affective)
Enabling Objectives 4a: Examine the answer that was derived from a problem.
4b: Indicate the reason the answer to a problem is correct by referencing a
model.
4c: Choose to rework a problem if an answer is incorrect.

Solve each problem. Make sure you go through each step of the problem solving process.
(Responses will vary.)
1. Alfred needs to learn 10 words for his spelling test on Friday. By Wednesday, he can spell 6 of
them correctly. How many more does he need to learn so he gets them all right on his test?
Alfred needs to learn ____ more words.

Alfred needs to learn __4__ more words.

I know my answer is correct because he only had 10 words. I know he learned 6 of them. So,
when I take away the 6 words he knows from the 10 words total, there are 4 left.
2. Jamal wants to make homemade Christmas cards this year. There are 6 members in his family.
He has 8 friends and 2 teachers. How many cards should Jamal make so he has enough for
everyone to get one?
Jamal should make ___ cards.

Jamal should make

16 cards.

I know my answer is correct because I need to add up all the people he knows so I can figure out
how many cards he should make in all. When I add 6, 8, and 2, I get 16.
3. Tamir and his friend Carson both decide to start collecting baseball cards. After a month,
Tamir has 8 cards and Carson has 6. How many more cards has Tamir collected than Carson?
Tamir has collected ___ more cards than Carson.

Tamir has collected 2 more cards than Carson.

I know my answer is correct because I need to compare Tamirs cards to Carsons. When I put
their cards side by side, two of Tamirs cards dont have matches with Carsons. So, Tamir has 2
more cards than Carson.
Differentiation and UDL for assessments:
This assessment is a performance based assessment. It is designed to allow students to show how
they would work each part of the problem solving process, as well as how they would work a
problem from beginning to end. It is inherently differentiated because it allows a great deal of
choice of representation in how students choose to work their problems. Some specific examples
of how they activities will be further differentiated are listed below.
Note: All assessments will offer audio of all text for struggling readers.
Lesson One assessment: For students who have difficulty writing/typing sentences, they will
have several words on the screen they can drag and move to create a sentence, rather than having
to type it.
Lesson Two assessment: In part one, for more advanced students, they will get a highlighter tool
instead of multiple choice questions, and they will highlight the needed information in the
problem. Part two follows UDL just by design because students have the flexibility of choosing
their own models.
Lesson Three assessment: As with part two of lesson two, this task is inherently differentiated
by allowing choice of representation.
Lesson Four assessment: For students who struggle with typing/writing, there will be an option
for them to record and save an oral response.
Final assessment: The current assessment allows for maximum independence for regular and
advanced students, as well as choice of representation. For lower students, there will be prompts
that remind them of each step of the process to keep them on track, as well as a recording option
for their justification.

Complete Assessment as seen by students

Lesson 1
Convert the following questions into sentences with blanks you can use to fill in an answer.
1. How many cupcakes were left after the party?

2. How many animals did Joe see at the zoo?

3. How many more books did Mary read than Max?

4. How many stamps did Cal have after his birthday party?

5. How many baby birds flew away from the nest?

6. After buying the toy plane, how much money will Carla have left?
Lesson 2
Part One: Choose the answer that shows the information needed to model each problem.
1. Sally is having a birthday party. She made 18 cupcakes for her friends. At the party, 12 of the
cupcakes were eaten. How many cupcakes were left after the party?
A. Sally is having a birthday party.
B. Sally made 18 cupcakes, and 12 were eaten.
C. The birthday girls name is Sally.
2. Joes mom took him to the Atlanta zoo. He saw 3 lions, 5 monkeys, 2 elephants, and 3 hot dog
stands. How many animals did Joe see at the zoo?
A. He saw 3 lions, 5 monkeys, 2 elephants
B. He saw 3 hot dog stands at the Atlanta zoo.
C. Joes mom took him to the zoo.

3. At school this month, everyone in the class counted the books they read. Mary read 8 books.
Max read 6 books. How many more books did Mary read than Max?
A. Mary read 8 books.
B. Everyone counted the books they read.
C. Mary read 8 books and Max read 6.
4. Cal collects stamps. His favorite kinds are historical stamps. He already has 24 stamps in his
collection. On his birthday, he gets 5 more stamps. How many stamps does Cal have now?
A. He has 24 stamps in his collection and gets 5 more
B. His favorite stamps are historical stamps.
C. Cal collects stamps.
5. A mommy bluebird has a nest in my backyard. She laid 6 eggs this spring that hatched into
baby birds. Some of the birds have already learned how to fly and left the nest. 2 birds are left in
the nest. How many birds flew away from the nest?
A. A mommy bird has a nest in my backyard.
B. She laid 6 eggs that hatched, some flew away, and 2 are left
C. Its Spring.
6. Carla has a crisp new ten dollar bill and cant wait to spend it. She goes into the toy store to
look around. She sees a toy boat for 4 dollars, a baby doll for 7 dollars, and a toy plane for 6
dollars. She chooses to buy the toy plane. After buying the toy plane, how much money will
Carla have left?
A. Carla has a crisp new bill that she cant wait to spend.
B. She sees a boat for 4 dollars, a baby doll for 7 dollars, and a plane for 6 dollars.
C. Carla has 10 dollars and wants to buy a plane that costs 6 dollars.
Part Two: Using the model of your choice, model each problem.
1. Sally is having a birthday party. She made 18 cupcakes for her friends. At the party, 12 of the
cupcakes were eaten. How many cupcakes were left after the party?
2. Joes mom took him to the Atlanta zoo. He saw 3 lions, 5 monkeys, 2 elephants, and 3 hot dog
stands. How many animals did Joe see at the zoo?

3. At school this month, everyone in the class counted the books they read. Mary read 8 books.
Max read 6 books. How many more books did Mary read than Max?

4. Cal collects stamps. His favorite kinds are historical stamps. He already has 24 stamps in his
collection. On his birthday, he gets 5 more stamps. How many stamps does Cal have now?

5. A mommy bluebird has a nest in my backyard. She laid 6 eggs this spring that hatched into
baby birds. Some of the birds have already learned how to fly and left the nest. There are 2 birds
left in the nest. How many birds flew away from the nest?

6. Carla has a crisp new ten dollar bill and cant wait to spend it. She goes into the toy store to
look around. She sees a toy boat for 4 dollars, a baby doll for 7 dollars, and a toy plane for 6
dollars. She chooses to buy the toy plane. After buying the toy plane, how much money will
Carla have left?
Lesson 3
Using the brief stories below, model and perform the operation needed to solve the problem.
1. There are 12 pieces of candy. 7 are eaten. How many pieces of candy are left?

2. There were 6 bugs. 8 more came. How many bugs are there now?

3. George had 9 dollars. He spent 5 dollars. How much money does George have left?

4. Pam has 3 pets. Marty has 5 pets. How many more pets does Marty have than Pam?

5. Mike found 8 leaves. Then he found 9 more. How many leaves did Mike find?

6. Jake gave 4 books away. Then he gave 4 more away. How many books did he give away in
all?

Lesson 4
Look at how each problem was solved. Choose whether or not the answer is correct and explain
why.
1. Mary baked 18 cookies. Her family ate 10 of them. The rest she shared with her friends. How
many cookies did Mary share with her friends?
Mary shared ____ cookies with her friends.

Mary shared __8__ cookies with her friends.

A. Yes, the answer is correct _________________________________________________.
B. No, the answer is incorrect because _____________________________________________.

2. Carrie scored 4 points in her first softball game, 3 points in her second game, and 5 points in
her third game. How many points did she earn in all three games?
Carrie scored ____ points in all games.

Carrie scored __7__ points in all games.

A. Yes, the answer is correct because ____________________________________________
B. No, the answer is not correct because ____________________________________________.

3. 10 friends were outside playing ball. Some of them were called in for dinner. 6 friends were
left outside playing. How many friends were called in to dinner?
___ friends were called in to dinner.

__4_ friends were called in to dinner.

A. Yes, the answer is correct because ______________________________________________.
B. No, the answer is incorrect because
_______________________________________________________

4. Joe ate 9 chicken wings for lunch. His sister Sally only ate 4 chicken wings. How many more
chicken wings did Joe eat than Sally?
Joe ate ___ more chicken wings than Sally.

Joe ate _9_ more chicken wingss than Sally.

A. Yes, the answer is correct because _____________________________________________
B. No, the answer is not correct because ____________________________________________.
Final Assessment
Solve each problem. Make sure you go through each step of the problem solving process.
1. Alfred needs to learn 10 words for his spelling test on Friday. By Wednesday, he can spell 6 of
them correctly. How many more does he need to learn so he gets them all right on his test?
2. Jamal wants to make homemade Christmas cards this year. There are 6 members in his family.
He has 8 friends and 2 teachers. How many cards should Jamal make so he has enough for
everyone to get one?
3. Tamir and his friend Carson both decide to start collecting baseball cards. After a month,
Tamir has 8 cards and Carson has 6. How many more cards has Tamir collected than Carson?
Key Assessment Part 6: Content Sequencing and Instructional Strategies
Sequence
1

Description
Restate a word problem in your own words.

Objective
1

2
3

Construct an appropriate model to solve a problem.

Solve a problem by applying addition, subtraction, counting, or a

2
3

combination of all three.

Evaluate the correctness of an answer to a problem.

This sequence is a task expertise sequence. Because the goal is for children to successfully tackle
word problems, there is a logical order for both teaching and practicing. This sequence allows for
children to naturally flow through the problem solving process and understand how each step
prepares them for the next step.
Pre-instructional Strategy:
Students will be given the objectives for the modules. The objectives will be listed and read for
them audibly. Students will be shown the terminal objectives as follows:
Objective 1: Restate a word problem in your own words.
Objective 2: Construct an appropriate model to solve a problem.
Objective 3: Solve a problem by applying addition, subtraction, counting, or a combination of all
three.
Objective 4: Evaluate the correctness of an answer to a problem.
Lesson 1: Reading, understanding, and restating a word problem
Objective 1: Restate a word problem in your own words.
Objective 1a: Explain a problem by using information in the problem.
Objective 1b: Locate the question in a problem.
Objective 1c: Rewrite a question as a sentence by rearranging the words in the question,
adding necessary words, and a blank for the answer.
Motivational Strategy/Introduction: The module will begin with a brief introduction. The
objective will be stated in words and with audio, describing that students will be able to explain
word problems and restate the question to help them solve the problem. Statements in the

objective will be expressed with the help of pictures and short active statements. This will help
make the concept concrete for students and utilize multiple means of representation. (Morrison,
Ross, Kalman, and Kemp, 2013)
Initial Presentation: Using an animation of a girl or a boy, students will see a word problem,
hear it being read, and shown a simple picture to help illustrate the problem. There would then be
a series of screens that explain how to restate the information given in a problem, how to find the
question, and how to rewrite the question as a sentence. Presentation would be textually, audibly,
and pictorially shown, again using multiple means of representation. There would be several
examples that are worked out, giving students the opportunity to see the method, hear it
explained, and understand the concept. Research shows that using worked out examples is very
effective in teaching cognitive skills. (Hilbery, Renkl, Schworm, Kessler, Reiss, 2007)
Generative Strategy: Students will have the opportunity to practice the objectives. Response
will be scaffolded, that is, students will be asked to do one part only first, with all other
information given, and then gradually, after several practice problems, more and more is asked
and less is given or guided. (Morrison et al, 2013) Students will have various ways to respond to
the practice, by selecting multiple choice responses, writing their thoughts down and then check
it against the answer revealed, and building a response using offered word choices, providing
multiple means of action and expression.
UDL in this lesson:

words, pictures, and audio for expressing concepts (representation)

several worked out examples (presentation)
scaffolded practice (presentation)
choices of response (expression)

Lesson 2: Identifying information in a problem and constructing an appropriate model

Objective 2: Construct an appropriate model to solve a problem.
Objective 2a: Identify the needed information in a problem.
Objective 2b: Explain what the change is in a problem. (taking away, adding to, taking
apart, etc)

Objective 2c: Identify the different ways to model a problem.

Objective 2d: Choose the model needed to best represent a problem.
Initial Presentation: Our little animated boy or girl will return to the screen with the original
problem from lesson 1. The next part of the problem solving process, finding and modeling
information and change from a problem, will be explained both audibly and in text. A highlighter
type tool will be used to highlight information that students are looking for. There will be
guiding questions and cues that help students learn what to focus on when trying to find needed
information in a problem. (Morrison et al. 2013) Next students will be shown various ways of
modeling the problem for effective ways to represent the information located. This will
accomplish the task of giving students options based on their thinking styles as well as increase
their ability to think of new ways to model. This process is cognitively enhancing and supportive
of UDLs multiple means of presentation and expression.
Generative Strategy: Students will have the opportunity to practice finding information in
problems and modeling the problem. Students will be presented with multiple sample problems,
the same problems from lesson one, one at a time in a virtual sandbox. The problem will be
presented to read or hear, (multiple means of representation) and there will be a workspace for
students to create their model. A highlighter tool will be first available for students to highlight
the information needed in a problem. Then they will have the choice of choosing shapes,
pictures, numbers, or a free hand pen tool to model the problem in the workspace. Students will
not be able to continue to the next problem until they have highlighted and modeled on the
current problem. Student work will be saved so that it can be used for the next module. There
will be a self check box that allows students to click on it to see correct choices, so they can
match their model to the ones shown. (Morrison et al, 2013)
UDL in this lesson:

words, text, and audio (representation)

highlighter tool (expression and presentation)
cues and questions (presentation)
shown multiple ways to solve a problem (presentation and representation)
various tools for student practice (expression)

Lesson 3: Solving a problem using a model and mathematical strategies

Objective 3: Solve a problem by applying addition, subtraction, counting, or a combination of all
three.
Objective 3a: Use an appropriate model to correctly add or subtract.
Objective 3b: Demonstrate how to add to, take from, put together, take apart, and
compare using an appropriate mathematical model or tool.
Initial Presentation: Again we go back to our animated child helper, who will review with the
learner what has already been done to help solve problems. (Identify question, information, and
make a model) She will now guide students to using the model to perform the correct
mathematical operation to solve the problem. The question/restated statement from lesson one
will be referred back to again to help students understand what they are trying to do. Also, the
change that was highlighted in lesson 2 will also be revisited to continue the buildup of
knowledge. As stated by Morrison et al, breaking down a larger process into smaller steps
reduces cognitive load, as well as referring back to previous knowledge, skills, and terms can
help students connect to the new learning. Again, since this unit is basically the breakdown of a
larger cognitive process, I will stick to the same types of multiple representation, using audio,
text, and illustrations. As before, the use of multiple worked out examples can be very beneficial
to student learning, so therefore this module will continue with several worked out examples,
using the same ones from prior lessons, adding this new element of working out the problem.
(Morrison et al, 2013) (Hilbery et al, 2007)
Generative Strategy: Students will be presented with their problems from module 2, along with
the models they created. Students will have the opportunity to choose to make a new model, or
adjust their current model, if after reviewing the problem, they have another idea. Then students
will need to perform the operation by moving items in their model, crossing them out, or
adding/drawing new pictures. Once performed, students will enter their answer using an
onscreen number pad or the number pad on their computer keyboard, a simple, yet effective way
or providing multiple actions. Once complete, student will check a box that will save their work.
Before saving, they will receive a prompt that asks them if they have performed the operation.
(Morrison et al, 2013)

UDL in this lesson:

text, pictures, audio (presentation and representation)

smaller steps (presentation)
options for performing (expression)
options for giving answers (expression)
Lesson 4: Review a problem for correctness

Objective 4: Evaluate the correctness of an answer to a problem.

Objective 4a: Examine the answer that was derived from a problem.
Objective 4b: Indicate the reason the answer to a problem is correct by referencing a
model.
Objective 4c: Choose to rework a problem if an answer is incorrect.
Initial Presentation: This part is perhaps the most abstract of all the objectives in the lesson, so
it will be slower paced, to increase understanding and reduce cognitive load. (Morrison et al,
2013) Each example from prior lessons will be explained carefully, ensuring students know what
to look for in checking their work. A brief video from the instructor will be included to help
students see and hear the concept of self-checking. Then learners will be redirected back to the
girl from each model who will again guide students in how they can check their work for
accuracy. This will help provide multiple means of representation. Students would see the
animated child explain the work through self-talk and review, which would be displayed in
text and with audio. Each prior example would go through this same self talk process, so students
can see and experience various problems and explanations, thus broadening their learning.
(Hilbery et al, 2007)
Generative Strategy: Students would go back through their own work, each problem one by
one, and use their own self talk for checking their work. To monitor this, students must input self
talk in one of three ways, typing it into a text box, recording their voice, or selecting words and
phrases that would express their thoughts and put them together in the text box, thus offering
multiple means of presentation and expression. Once students have input their answers, they will
receive feedback from the program, stating what the correct answer to the problem was, and an

explanation of correctness. Students will then be asked to check yes or no if their answer and
explanation match the one provided. Each time no is checked, students will be guided back
through the problem from beginning to end, allowing them to check each part of the problem for
accuracy, with cues that guide them along the way. If no is selected 3 or more times, a message
will be sent to the instructor, who will review student work in each module and direct the learner
to which module to go back and complete again. (Morrison et al, 2013) (Hilbery et al, 2007)
UDL in this lesson:

review of previous work (presentation)

text, audio, pictures, and video (representation)
different ways of self talk (expression)
redirection based on response (presentation)

References:
Hilbert, T.S., Renkl, A., Schworm, S.,Kessler, S., Reiss, K. (2008). Learning to teach with
worked-out examples; a computer based learning environment for teachers. Journal of Computer
Assisted Learning, 24, 316-332.
Morrison, G., Ross, S., Kalman, H., Kemp, J. (2013). Designing Effective Instruction. New
Jersey: John Wiley & Sons, Inc

Key Assessment Part 7: Design of Instruction

Instructional
Strategies
Lesson 1: Students will
be shown worked out
examples, then work
through multiple
examples of reading
word problems and
converting the question
to a sentence with a
blank for an answer.

Goals
Students will
understand what word
problems are asking
and how to focus on
what to solve for by
converting question to
a sentence.

Objectives
1: Restate a word problem in
your own words
1a: Explain a problem by using
information from the problem.
1b: Locate the question in a
problem.
1c: Rewrite a question as a
sentence by rearranging the

UDL
Lesson is presented
with multiple means
of representation,
using text, audio,
and illustrations.
Students have
multiple means of
presentation by
being able to choose

S
8
a
s
f

words in the question, adding

necessary words, and a blank for
the answer.
Lesson 2: Students are
shown how to choose
important information
in a problem then make
a model. Students
practice this concept
through guiding cues.

Students will be able

to correctly model a
problem.

2: Construct an appropriate
model to solve a problem.
2a: Identify the needed
information in a problem.
2b: Explain what the change is in
a problem. (taking away, adding
to, taking apart, etc)
2c: Identify the different ways to
model a problem.
2d: Choose the model needed to

an answer, write an
answer, or create an
answer using a word
list.
Students are again
taught the lesson
through text, audio,
and pictures.
Students are offered
choices for
modeling. In
practice, students
can highlight
information and
choose various ways
to model.

S
a
T
m
s
i
i
t
s
w
a
o

best represent a problem.

Lesson 3: Use of
worked out examples to
apply a mathematical
operation to a model to
solve a problem,
followed by student
practice.

Students will use the

correct operation and
solve a problem using
a model.

3: Solve a problem by applying

Students will be
addition, subtraction, counting, or taught with audio,
text, and
a combination of all three.
illustrations. In
3a: Use an appropriate model to
practice, students
will have options to
correctly add or subtract.
use to work with
3b: Demonstrate how to add to,
model and input
take from, put together, take
answer.
apart, and compare using an
appropriate mathematical model
or tool.

S
a
a
a
t

Lesson 4: Use of video,

explanation, and
examples to teach
students how to self
talk through analyzing
their own work.
Students will practice
self talk and checking
their work.

Students will be able

to talk about a
problem they have
done and determine
whether or not the
answer is logical and
therefore likely
correct.

4: Evaluate the correctness of an

answer to a problem.
4a: Examine the answer that was
derived from a problem.
4b: Indicate the reason the
answer to a problem is correct by
referencing a model.
4c: Choose to rework a problem
if an answer is incorrect.

Students are given a

video in addition to
text, audio, and
illustrations to
explain topic. Topic
is explained slower
through many
examples. Students
have options for
working their own
self talk such as
typing, recording
their voice, and
building sentences
through word and
phrase options.

S
w
h
T
t
c
a
a

Key Assessment Part 8: Formative Evaluation Plan

For this module, I will collect a learner evaluation through an online survey, conducted at
their level, using smiley faces and frowny faces to answer a series of questions about the course.
The questions will be shown in text and read to the students as needed. For the SME, whom will
be one of my first grade teacher colleagues, I will have my objectives available to her, and a
rubric that allows her to check off how well each one was addressed in my course. Also, there
will be a short interview that is conducted with a few random students from the course. Lastly,
student achievement will be charted and compared to the pretest (the exact same as the posttest,
given before students take any module lesson), noting the percentage of students who mastered
the objectives with a 75% passing rate or better.
Evaluation Tools:
A. Subject Matter Expert (SME) evaluation of lesson content
A SME will receive a list of the module objectives and a rubric. She will then review the lessons
and rate them on how well they meet the instruction of each objective.
1

Lesson does not

Lesson addresses

Lesson adequately

Lesson addresses

adequately address

some concepts toward

addresses the

objectives with

objectives. It is

objective, but is

objective in a way

multiple strategies and

unclear or incomplete,

incomplete or difficult

that is clear and

is clear,

or easily

to follow.

understandable.

understandable and

misunderstood.

Lesson 1
Objective 1
Lesson 2
Objective 2
Lesson 3
Objective 3
Lesson 4
Objective 4

easy to follow.

Terminal Objective 1: Restate a word problem in your own words.

Enabling Objectives 1a: Explain a problem by using information from the problem.
1b: Locate the question in a problem.
1c: Rewrite a question as a sentence by rearranging the words in the
question, adding necessary words, and a blank for the answer.

Terminal Objective 2: Construct an appropriate model to solve a problem.

Enabling Objectives 2a: Identify the needed information in a problem.
2b: Explain what the change is in a problem. (taking away, adding to,
taking apart, etc)
2c: Identify the different ways to model a problem.
2d: Choose the model needed to best represent a problem.

Terminal Objective 3: Solve a problem by applying addition, subtraction, counting, or a

combination of all three.
Enabling Objectives 3a: Use an appropriate model to correctly add or subtract.
3b: Demonstrate how to add to, take from, put together, take apart, and
compare using an appropriate mathematical model or tool.
Terminal Objective 4: Evaluate the correctness of an answer to a problem.
Enabling Objectives 4a: Examine the answer that was derived from a problem.
4b: Indicate the reason the answer to a problem is correct by referencing a
model.
4c: Choose to rework a problem if an answer is incorrect.

B. Student Survey
1. I feel prepared to solve word problems.

2. Each lesson gave me enough information to understand

what I was supposed to do.

3. I was interested in the lessons.

4. I would like to do lessons like this again with a new subject.

5. I would tell my friends and family good things about this lesson.

C. Track student acheivement

Assessment scores will be collected and sorted by percentage of achievement. Students will take
the test twice, once before the module and once after, thus also having comparison data to look
at.
-

Number of students who did not master content (59% or lower)

Number of students who are emerging in understanding (60% - 74%)
Number of students who have mastered with a basic understanding (75% 90%)
Number of students who have mastered with an above average understanding (90%
-100%)
Percent of growth each student made from pretest to posttest

D. Student interview by SME

SME will randomly select students from the class who took the course and interview
them using the following protocal. Answers will be documented or recorded.?
1. Do you feel like you are better able to solve word problems now? Why?

2. Can you tell me what you liked about the course? What didnt you like?
3. What else would you have liked this course to have?
4. Did you struggle with anything in this course? Can you tell me about it?
5. Tell me something you learned from this course.

Using the above evaluation tools, the course will be analysed for possible adjustments
and improvements. The objective evaluation by the SME will be used to alter or improve content
in any areas that scored a 1 or 2 before the course is actually presented to students. Student
surverys and interviews will be read and analysed to determine if learner attitudes were high or
low. A high number of dissatisfied responses or expressions of disinterest will help the designer
work on the presentation of the content to make it more user friendly and motivating. Lastly, the
collection of actual scores will be addressed. A high percentage of low scores will first be
compared to survey and interview responses, to see if attitude played a part in low scores. Next,
the areas in which students achieved low scores will be looked at in terms of content. New ways
to present content, or increasing the level of support or number of examples may be introduced
to increase student achievement. On the other hand, areas where students did well may help
determine what works in presenting the content. All of these things will be looked at collectively
and separately to make necessary adjustments to the overall program.