ModifiedTask4Assignment

Spring2017MAED3224

SectionA:ContextforLearning
1.Gradelevel:

Kindergarten

2.Howmuchtimeisdevotedeachdaytomathematicsinstructioninyourclassroom?

Aboutonehourandfifteenminuteswasdevotedeachdaytomathematics.

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

a. W
orkbook

b. I nvestigationspublishedbyPearsonEducation,2008

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

TheteacherIobservedusedmanydifferenttypesofmanipulativeresourcesaswellasipad
apps.Specifically,theteacheruseddifferentcolorcubemanipulativestoteachcombinationsof
5.Thestudentsusedthecubestoformulatedifferentcombinations,thestudentsthen
recordedtheirmanipulativeintoapicturealongwithasupportingequation.

5.Fromyourobservations,explainhowyourteachermakessurethestudentslearnthe
standard/objectivesconceptuallygivingaspecificexample.

MyCooperatingTeacherensuresstudentslearnthestandard/objectivebyprovidingan
explanationofthetopicwithexamplesfollowedbythestudentsexploringtheobjective.Itwas
veryimportantthatthetimethestudentshaddedicatedtomathwasinvolvementofthe
studentsinteractingwithmanipulatives,whiteboardsandonlineresourcestosupporttheir
learningandunderstanding.Forexamplewhentheteacherbeganherlessonitwasbyshowing
thestudentshowtoperformeachandeverycenter.Theteacherwouldexplainhowtorepresent
acombination5bychoosingfivecubesaltogether.Shewouldshowmultipleexamplesofthis
sothatthestudentsunderstoodtherewasmorethanonecombination.Afterintroducingthe
centersthestudentsweregroupedinsmallgroupstoworkincenters.Asthestudentswere
workingmyCooperatingTeacherwouldwalktoeachgroupensuringthestudentsweremeeting
theobjective.Torecapthelessonforthedaythestudentswouldgatheronthestudentsand
shareasaclasshowtheywereabletorepresentcombinationsof5bydrawingapictureonthe
boardandrepresentingitwithanequationforalltheotherstudentstosee.Theteacher
discoversstudentunderstandingbyaskingquestionsthroughoutthecenters.Whenthe
studentscompleteonecentertheymustbecheckedoffbyexplaining/readingtheirwork.This
ishowmyCooperatingTeacherpartiallyassessedherstudentsthroughouttheyear.

6.Whatdidyoulearnmostaboutteachingmathematicsfromobservingthisteacher?

AfterobservingmyCooperatingTeacherIlearnedhowimportantitistoallowstudent
interaction.Inoticedhowwellthestudentswereabletointeractwiththemanipulativesallowing
aconnectiontotheirunderstandingoftheobjective.Itisalsoimportantforthestudentstohave
differentcenterstorelatetoallowingdifferentlearningapproachesforthestudents.Ialso
learnedtheimportanceofstructurewithinamathlesson,itisveryimportanttoincorporatethe
5es,engage,explain,explore,elaborate/extendandevaluate.Thisstyleofalessonpromotes
lotsofengagementwithintheobjective,allowingtheteachertoinformallyassessthestudents.
Therearemanybenefitsfrominformallyassessingbecauseitallowstheteacheraquick
understandingofhowthestudentsareinterpretingthetask/objective.

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

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

Thecoreconceptofthislessonwasforthestudentstofluentlyrepresentadditionthroughan
equationanddrawing.Conceptuallythestudentsshouldhavebeenabletoprovideaclarified
picturewithspatialrepresentationshowingtheirunderstandingofacombinationoftwo
differentobjects.Followingtheirunderstandingofquantitythestudentsweretoshowtheir
abilityofwritinganequationtomatchtheirpicture.Itwasimportantforthestudentstoshowa
correctequationinorderforthemtoqualifyforpointsforproblemsolvingskills.Theirabilityto
provideacorrectequationshowtheyhaveattaintedtheskillofconnectingtheirworktotheir
thoughts.Forastudenttobeprocedurallyfluenttheyweretohavetherightanswertotheir
equationwhilealsocirclingthecorrectnumberinpart1oftheassessment.

2.StatetheCCSSMStandardandtheobjectiveforyourwholeclasslesson.

K.OA.1Representadditionandsubtractionwithobjects,fingers,mentalimages,drawings2,
sounds(e.g.,claps),actingoutsituations,verbalexplanations,expressions,orequations.

2Drawingsneednotshowdetails,butshouldshowthemathematicsintheproblem.(This
applieswhereverdrawingsarementionedintheStandards.)

3.InstructionalStrategiesandLearningTasks:(summarizethelessonplancomponentsby
brieflydescribingtheinstructionandthelearningtasksyouused.Includethetasksstudentswill
solveduringthelesson.)

Thegoalofmylessonwastohavestudentsbegincomparingtwonumbersandcountonfrom
thehighernumber.Tomodelthislessonforthestudents,Ichoseastudenttobemypartner,
togetherwebothflippedacard.Thegoalwastofindouthowmanywehavealtogetherfromthe
numberswebothflipped.Ibeganthisbyaskingsupportingquestionssuchas,Whohas
more?,Howdoyouknow?,andDidanyonethinkaboutitinadifferentway?.Imodeledthis
byshowingexampleswithmulticoloredcountersandasupportingequation.Ichosetomodel
thelessoninthisformatduetowhatIhadplannedforthestudentstoexplorewith.Forthis
activityIhadstudentsreturntotheirseatsandworkinpartners.Ihandedeachpartnerseta
deckofcardswhilealsoprovidingmanipulativecountersandwhiteboards.Thestudentswere
toimitatetheactionsofmeonthecarpet.

4.CreateaformativeassessmentthatassessesconceptualknowledgeANDprocedural
fluencyormathematicalreasoning.Insertacopyoftheassessmentwithyoursolutionshere.

5.Defineyourevaluationcriteriaformasteryoftheassessmentinarubric.Makesureyou
defineseparatelyconceptualANDproceduralfluencyormathematicalreasoningpartsofthis
rubric,includingthecorrespondingpoints.Insertthisrubrichere.

Points ProceduralFluency Conceptual Mathematical

Understanding Reasoning

4points 2points-Choosing - -
correctnumberin
part1
2points-Havingthe
correctanswerinthe
equation

3points - Drawingpicturein CorrectEquation

part2correctly supportingthe
drawing(frompart1)

2points Choosingcorrect Hardtoreadbut -

numberinpart1OR lookscorrect
Havingthecorrect
answerinthe
equation

1points - Partialcreditfor Usingthecorrect

picture(doesnot operationinthe
matchequation) equation

0points NOTchoosing Unreadablepicture IncorrectEquation

correctnumberin
part1NORHaving
thecorrectanswerin
 theequation

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

Student Procedural Conceptual Problem TotalPoints OtherComments

Solving (10)

StudentA 2/4 0/3 0/3 2/10 Picturedidnotmodel

part1.Theequation
didnotsupportthe
picture/part1.

StudentB 2/4 0/3 0/3 2/10 Pictureisnotreadable

andthereisno
supportingequation.

StudentC 2/4 1/3 0/3 3/10 Pic.doesnotrepresent

part1.Theequation
supportsthepicbut
notpart1.

StudentD 2/4 0/3 3/3 5/10 Equationissetup

correctlybutis
calculatedincorrectly.
Pictureisincorrect

StudentE 2/4 2/3 3/3 7/10 Studentdidnotcirclea

#.Pictureismessy

StudentF 2/4 2/3 3/3 7/10 Incorrectpicture.

Incorrectanswerto
equationbutcorrect
sentence

StudentG 2/4 1/3 3/3 6/10 Incorrectpicture.

Incorrectanswerto
equationbutcorrect
sentence

StudentH 2/4 3/3 3/3 8/10 Incorrectsolutionto

 equation

StudentI 4/4 3/3 3/3 10/10

StudentJ 4/4 3/3 3/3 10/10

StudentK 4/4 3/3 3/3 10/10

StudentL 4/4 3/3 3/3 10/10

StudentM 4/4 3/3 3/3 10/10

StudentN 4/4 3/3 3/3 10/10

StudentO 4/4 3/3 3/3 10/10

StudentP 4/4 3/3 3/3 10/10

StudentQ 4/4 3/3 3/3 10/10

StudentR 4/4 3/3 3/3 10/10

StudentS 4/4 3/3 3/3 10/10

StudentT 4/4 3/3 3/3 10/10

2.Describecommonerrorpatternsineachoftheareasofpatternsoflearning-conceptual
understanding,proceduralfluency,andreasoning.Refertothegraphictosupportyour
discussion.
ConceptualUnderstanding:Asawholeclassthestudentsshowedagoodunderstandingof
drawingapicturetorepresenttwonumbersinordertocombinethemtogether.However,notall
studentsreceivedcreditforconceptualunderstandingduetopicturesnotrepresentingthe
correctnumbersorthepicturesnotjustifyingaquantity.Thiscouldpotentiallybebecausethe
studentsarenotyetabletomakeaconnectiontowhatispriorlyontheassessment.The
assessmentalreadytoldthestudentsthetwonumbersthatneededtobecombinedinorderto
findthetotal,thestudentswhodidnotreceivepointsforconceptualunderstanding
misconstruedthequantitynotvalidatingthepart1oftheassessment.Otherpictorial
representationswerenotreadableshowingthatthestudenthasnotyetreachedthe
understandingofwhataquantityisequaltoinpictureform.

ProceduralFluency:Proceduralfluencywasnotmetinstudentsworkbecausetheywerenot
abletoeitherchoosethecorrectnumberfrompart1oftheassessmentorwritethecorrect
answerintheequation.Manymisconceptionscanformfromproceduralfluencydueto
studentsnothavingtheproperpicturesinordertowritetheirequationandanswerproperly.All
studentswhomissedpointsmissedtheminproceduralfluencyduetomanyfactors.Students
whodidnotgetthecorrectanswerintheequationcouldshowthatthestudentdoesnothave
strongcountingstrategiesdevelopedcausingthemtomiscountormisdrawobjectsintheir
picture.Thisisthesectionwherestudentslostthemostpointsbecauseitreliedontheir
understandingofpart1oftheassessmentandapplyingittothewordproblem.

MathematicalReasoning:Thisareaisfocusedonthewaystudentsinterpretedtheproblem
rationingitintothecorrectequation.Theassessmentwasstructuredsothestudents
understoodandknewwhatwasexpectedofthemthereforetherewerenotmanydifferent
approaches.However,itstillallowedroomforthestudentstomatchtheirpicturewiththe
equationtheyformed,becausestudentsmisconstruedthepicturerepresentationitcaused
themtoincorrectlywritetheequation.Thiswasacommonmistakeforthestudentshighlighted
inredwhentheyweresolving.Thesestudentswerenotabletoseetherelationshipor
connectionbetweenpartoneandparttwo,thereforecausingamisconceptioninpart3.

Note:Patternsoflearningincludebothquantitativeandqualitativepatterns(orconsistencies)fordifferent
groupsofstudentsorindividuals.Quantitativepatternsindicateinanumericalwaytheinformation
understoodfromtheassessment(e.g.,10outof15studentsor20%ofthestudents).Qualitativepatterns
includedescriptionsofunderstandings,misunderstandings,partialunderstandings,and/ordevelopmental
approximationsand/orattemptsatasolutionrelatedtoaconceptoraskillthatcouldexplainthequantitative
patterns.
Forexample,ifthemajorityofstudents(quantitative)inaclassorderedunitfractionsfromleasttogreatestas
1/2,1/3,1/4,1/5,thestudentserrorshowsthattheybelievethatthesmallerthedenominator,thesmallerthe
fractionandtheyhaveamathematicalmisunderstandingrelatedtothevalueoffractionalparts(qualitative).
Forexample,ifastudenterroroccursinasubtractionproblemthentheunderlyingmathematical
understandingmayincludetradingorregrouping,meaningofsubtraction,and/orsubtractionastheinverseof
addition.Youstartwiththequantityofstudentswhomadethespecificmistakeandyoucontinuewiththe
qualityofthemistakeintermsofthemathematicalmisconception.

3.Scanandinsertherethecopiesof2studentsfirstworksamplesasfollows.Choosethemost
representativeexamplesfromthewholeclassassessment(nostudentnames).Then,analyze
eachstudentsmisconceptions.

Student1MathematicsWorkSample(studentstruggleswithconceptualunderstanding)


StudentBdoesnotshowconceptualunderstandinginpart2oftheirassessment.Thepicture
drawndoesnotshowanyrepresentationofflowersormoonstodistinguishtheirunderstanding
ofcombiningthetwonumbersfrompart1.Thisstudentisnotabletomakeaconnection
betweenhownumbersshouldlookinquantity,forexamplethestudentlacksspatial
understandingbynotdefiningaspecificobjectwithspacemeaningthereisnoonetoone
spacinginthedrawnpicture.Thispicturedoesnotjustifyanyunderstandingofquantitywhich
iswhythisstudentreceived0outof3points.Mostlikelythisstudenthasnotmetthestandard
ofhoweachnumberrepresentsaseparatequantityduetothelackofspaceshowninthe
picture.

Student2MathematicsWorkSample(studentstruggleswithproceduralfluencyorreasoning)


StudentGdoesnotshowproceduralfluencyduetonothavingthecorrectanswerintheir
equation.Theirmisconceptionoccurredinthedrawingofthestudent.Thisstudentincorrectly
drewthewrongamountofflowersandmoonsbyhaving5moons.Thisaffectedthestudents
answerbecauseafterwritingtheequationthestudentcountedwhathedrewanddidnotlookat
theequation.Itisassumedthatthisstudentattemptedanincorrectcountingstrategycausing
thestudenttodrawanextraobjectleadingtothewronganswer.Thestudentlost2outof4
pointsforwritingtheincorrectanswertothequestion.Thestudenthadgained2pointsdueto
circlingthecorrectnumberinpart1oftheassessment.

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

A.Describethenumberofstudentsyouwillhaveineachofthesegroups.(Note:ifachild
performedpoorlyinmultiplepartsoftheassessment,thatchildwillstartintheconceptual
group)

Accordingtotheresultsoftheassessmentstherewillbemultiplegroupsforre-engagement/
mastery.Therewillbeatotaloffivegroups,threeofthegroupswillbeformastery,eachof
thesestudentsarereadyforachallengeastheycorrectlycompleted10/10ofthepoints.There
willbethreegroupsformasterybecausethereare14studentsinthisgroup,Iwillformtwo
groupsof5andonegroupof4.Therearefourstudentsintheconceptualre-engagementgroup,
thesestudentsmostlyperformedpoorlyinmorethanoneareameaningtheymuststartinthe
conceptualre-engagementgroup.Therearetwostudentsintheproceduralfluency
re-engagement,thesestudentsdidnotperformwellwhenfindingtheanswertotheequation.
Lastly,therearenostudentsinthegroupforreasoningre-engagementbecausethesestudents
hadperformedpoorlyinmultipleareasmeaningtheymuststartintheconceptualarea.

Dotwoofthefollowing(BrequiredandthendoCorD)

B.PlantoRe-engageforconceptualunderstanding.
a.Describeyourreengagementlessonforthisgroup(objectivefromCCSSM,learning
tasks,strategies,materials,assessment).

K.CC.5Counttoanswerhowmany?questionsaboutasmanyas20thingsarrangedin
aline,arectangulararray,oracircle,orasmanyas10thingsinascattered
configuration;givenanumberfrom120,countoutthatmanyobjects.Theobjective
 beingusedforthere-engagementishavingstudentsarrangenumbers1-20ina
rectangulararraysuchasatensframetounderstandthequantitiesthatcanbe
combined.ForthistaskIwantstudentstore-engagewithhowtocorrectlyformspatial
sensebetweenseparatefigurestounderstandhoweachobjectrepresentsthecorrect
total.Thiswillallowstudentstousecoloredchipstocombinetwodifferentnumberson
atensframe.ForthistaskIwillhaveeachstudentrolltwodice,theywillhavetoshow
thefirstnumberwithonecoloredchipandthenrollagaintofindtheotherrepresentation
ofchips.Thestudentswillbeabletoformnumbers1-12.Ifastudentrollsanumber
morethan10theywillfillonetensframetounderstandtheconceptofknowing10and
thentheywillmovetothenexttensframetoaddmore.Fromthisre-engagement
studentsshouldunderstandthespatialrelationshipofnumbers.Throughoutthe
re-engagementthestudentswillbetalkedtoaboutleavingspacebetweenpictures
(chips).Thiswillpromptthemfortheirfinalassessment.

b.Explainwhyyoubelievethisre-engagementlessonwillbeeffectivebasedonthe
errorpatternsyoufoundinthedata.Scoreherewillbebasedonhowwellyoudescribe
theconnectiontothereteachlessonandtheerrorpatternsfound,effectiveuseof
materials,andsoundmethodology.

Ibelievethisassessmentwillbeeffectivebasedontheerrorsfoundduetostudentsnot
beingabletoformapictureofindividualnumbers.Thesestudentslackspatialsense
andIbelievethetensframewillhelpthemdevelopthatunderstanding.

c.Explainhowyouwillreassessformasteryofproceduralunderstanding.

Name:____________________________________________________

Part 1: Combine these two numbers together in the tens frame.

C.PlantoRe-engageforproceduralunderstanding.
a.Describeyourreengagementlessonforthisgroup(objectivefromCCSSM,learning
tasks,strategies,materials,assessment).

K.OA.1Representadditionandsubtractionwithobjects,fingers,mentalimages,
drawings2,sounds(e.g.,claps),actingoutsituations,verbalexplanations,expressions,or
equations.Theobjectivebeingusedforthere-engagementishavingstudentscreate
picturesofcombinationstheyhaveformedfromcubesandcreatinganequationwithan
answer.Eachstudentistocreateanumbertrainoutofdifferentcombinationsof10.
Thestudentswilluseblueandredcubestoformthesenumbertrains.Aftercreating
eachnumbertrainthestudentswilldrawapicturewhichcorrespondstotheir
manipulativemodel.Afterdrawingtheirpicturetheywillrecordasupportingequationto
showtheirunderstandingsofthedifferentcombinationsthatcanformwithinthe
number10.

b.Explainwhyyoubelievethisre-engagementlessonwillbeeffectivebasedonthe
errorpatternsyoufoundinthedata.Scoreherewillbebasedonhowwellyoudescribe
theconnectiontothereteachlessonandtheerrorpatternsfound,effectiveuseof
materials,andsoundmethodology.

Ibelievethisassessmentwillbeeffectivebasedontheerrorsfoundduetostudentsnot
beingabletocorrelatetheirdrawingsandequationswhichmostlikelycausedthemto
writetheincorrectanswer.ThesestudentslackimpropercountingstrategiesandI
believecreatingnumbertrainswithsupportingequationswillhelpthemdevelopthat
understandingandrelationshipwithnumbersandpictures.


c.Explainhowyouwillreassessformasteryofproceduralunderstanding.

Math Assessment

Circle the card that has more.

Using the numbers above draw a picture to show the total amount of pencils and moons there
are all together.

Write an equation to match your picture.

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