Modified Task 4 Assignment

Spring 2017 MAED 3224

Section A: Context for Learning
1. Grade level: 5th Grade

2. How much time is devoted each day to mathematics instruction in your

classroom? 1 hour and 30 minutes

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.
No textbook was observed. Students use chromebooks instead.

4. From your observations, list other resources (e.g., electronic whiteboard,

manipulatives, online resources) the teacher uses for mathematics instruction in
this class. Also, give a specific example including the concept is taught and the
resource(s) the students used.

Electronic whiteboard: The teacher taught how to solve word problems by

using the electronic whiteboard. She underlined key facts and wrote the
solution on the board, showing her work. She used the board to model what
students should be doing on their paper.
Kahoot!: The teacher uses this to assess students. Most of the time it is used
to assess student homework.

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

Based on my observations, the teacher makes sure her class learns the standard by:
telling the students the standard they will be learning and having intervention time
after the lesson. She assesses student homework, classwork, and tests. She
assesses homework by using Kahoot!. She has the questions on Kahoot! and
students choose the correct answer from their homework. To assess classwork, she
simply collects student work. Student work can include worksheets or work from a
centers activity. Tests are given almost every week.

6. What did you learn most about teaching mathematics from observing this
teacher?

I learned how to accommodate all levels in the math classroom. There are different
activities and supports you can provide for students to reach every students needs.
My teacher did this during the designated intervention time. She gave students who
need a challenge, independent work. The students who needed extra help, worked
in a small group with her, and everyone else worked with a partner. This allowed for
a varied level of support for students.

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 and
a procedural fluency and/or mathematical reasoning component. 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. This
should address conceptual understandings, AND procedural fluency and/or
mathematical reasoning/problem solving skills)

Graphing and labeling ordered pairs on coordinate planes.

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

Common Core Objective: 5.OA.3 Generate two numerical patterns using two given
rules. Identify apparent relationships between corresponding terms. Form ordered
pairs consisting of corresponding terms from the two patterns, and graph the
ordered pairs on a coordinate plane.

Daily Lesson Objective:

Performance- Students will correctly plot at least 10 ordered pairs on a graph
Conditions- independently
Criteria- with at least 80% accuracy.
3. Instructional Strategies and Learning Tasks: (summarize the lesson plan
components by briefly describing the instruction and the learning tasks you used.
Include the tasks students will solve during the lesson.)

For this lesson, students worked with graphing coordinate planes. Students started
off the assignment by working with a partner to create a picture on a coordinate
plane. After placing the points, they had to go back and determine their
coordinates. This was part of the explain activity. I explained how to determine
ordered pairs and then they found them. Next the students graphed ordered pairs
independently. This was the graded assignment.

4. Create a formative assessment that assesses conceptual knowledge AND

procedural fluency or mathematical reasoning. Insert a copy of the assessment with
your solutions here.

Students drew their own picture on the coordinate plane and labeled the points for
this assessment.

5. Define your evaluation criteria for mastery of the assessment in a rubric. Make
sure you define separately conceptual AND procedural fluency or mathematical
reasoning parts of this rubric, including the corresponding points. Insert this rubric
here.

Conceptual - ability to recognize (x,y) differences (3 points)

Procedural - correct labeling of points on graph (5 points)

Problem Solving - placed points in logical fashion (2 points)

Section C: Results of Whole Class Assessment

1. Create a graphic showing class performance of conceptual, procedural and/or
reasoning 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
students performance in the formative assessment.

Students Conceptual Procedural Reasoning

A Below Mastery (BM) Almost Mastery (AM) Mastery (M)

B BM BM M

C M M BM

D M M AM

E M M M

F M M M

G AM AM AM

H M M M

I AM AM M

G M M AM

K M M M

L M M M

M M M M

N AM AM M

O BM BM M

2. Describe common error patterns in each of the areas of patterns of learning -

conceptual understanding, procedural fluency, and reasoning. Refer to the graphic
to support your discussion.
Note: Patterns of learning include both quantitative and qualitative patterns (or consistencies)
for different groups of students or individuals. Quantitative patterns indicate in a numerical way
the information understood from the assessment (e.g., 10 out of 15 students or 20% of the
students). Qualitative patterns include descriptions of understandings, misunderstandings,
partial understandings, and/or developmental approximations and/or attempts at a solution
related to a concept or a skill that could explain the quantitative patterns.
For example, if the majority of students (quantitative) in a class ordered unit fractions from least
to greatest as 1/2, 1/3, 1/4, 1/5, the students error shows that they believe that the smaller the
denominator, the smaller the fraction and they have a mathematical misunderstanding related
to the value of fractional parts (qualitative).
For example, if a student error occurs in a subtraction problem then the underlying mathematical
understanding may include trading or regrouping, meaning of subtraction, and/or subtraction as
the inverse of addition. You start with the quantity of students who made the specific mistake
and you continue with the quality of the mistake in terms of the mathematical misconception.
For conceptual understanding ten out of fifteen students correctly recognized the
(x,y) differences. This means the students could identify the first number as the
number on the y axis and the second number as the number on the y axis. It also
included the students knowing the x axis number required horizontal movement
and the y axis required vertical movement on the graph. The common error pattern
that occurred for the other five students was the mixing up of the x and y. In some
cases students were especially confused when the x or y was a zero. Common
misconceptions also include incorrectly graphing the point.

For procedural fluency ten out of fifteen students were able to correctly label the
points on the graph. The means the student could identify the horizontal number as
the x and the vertical number as the y. And required the student to place them in
the correct (x,y) format. It also required the student to read the number correctly on
the graph. Common error patterns included flipping the x and y coordinates and
confusing the negative and positive points.

For reasoning students were told to place points logically and not create curves
when they connected the points with lines. This means students were required to
draw straight lines between each point. Thirteen out of fifteen students were able to
do this. Common errors included students drawing arcs.

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 students misconceptions.
Student 1 Mathematics Work Sample (student struggles with conceptual
understanding)

Student A struggled with conceptual understanding. He/she mixed up the x and y

values. An example of this is when a student graphed the point (0,5) and labeled it
(5,0). This maybe caused by the students confusion of the x and y axis.
Student 2 Mathematics Work Sample (student struggles with procedural
fluency or reasoning)
Student B incorrectly labeled his/her graph. An example of this is when the student
graphed the point (-5,2) but labeled it as (5,2). The student most likely has difficulty
understanding that there can be negative values.
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: 1) re-engage for conceptual, 2) re-engage
for procedural or 3) re-engage for reasoning.
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)
I will place all the students struggling with conceptual understanding in one group
(6 students), and the students that struggle with procedural fluency and problem
solving in another group (6 students)
Do two of the following (B required and then do C or D)
2. Plan to Re-engage for conceptual understanding.
a. Describe your reengagement lesson for this group (objective from
CCSSM, learning tasks, strategies, materials, assessment). For the
reengagement lesson, I will have the same Common Core standard, however
my objective would be to have the students graph, label, and describe what
they did with at least 80% accuracy. For the lesson I would give student
 explicit directions on how to graph, then we would do a group activity
involving graphing. We would practice the activity together, then they would
do it individually. The exit ticket will be them graphing a point, labeling it, and
explaining why it is labeled that way.
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. I
think this will be effective because it involves directly teaching the students
what they did wrong. It also requires them to think about the answer and give
a reason.
c. Explain how you will reassess for mastery of the concept. The
reassessment will be having the students graph a point, label it, and explain
why the point is labeled in that way. Why did you graph the point here?
Which number tells you the horizontal position of the point? Which number
tells you the vertical position of the point?

3. Plan to Re-engage for procedural understanding.

a. Describe your reengagement lesson for this group (objective from
CCSSM, learning tasks, strategies, materials, assessment). For the
reengagement lesson, I will have the same Common Core standard, however
my objective would be to have the students graph points with at least 80%
accuracy. For the lesson I would give student explicit directions on how to
label the points on a graph, then we would do a group activity involving
labeling. We would practice the activity together, then they would do it
individually. The exit ticket will be the students labeling points of a graph.

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 reteach lesson and the error
patterns found, effective use of materials, and sound methodology I think this
will be effective because it involves directly teaching the students what they
did wrong. It also requires them to think about the answer and give a reason.

c. Explain how you will reassess for mastery of procedural understanding.

The exit ticket will be the students labeling points of a graph and explaining
why they are labeled that way? How do you know what the x coordinate is?
How do you know what the y coordinate is?

4. Plan to Re-engage for reasoning.

a. Describe your reengagement lesson for this group (objective from
CCSSM, learning tasks, strategies, materials, assessment).
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 reteach lesson and the error
patterns found, effective use of materials, and sound methodology
c. Explain how you will reassess for mastery of reasoning skills.