FRIT 7231 Instructional Design

Design Document

Victorie Penn

Dr. Hodges
Summer 2016

Identification of Learning Problem

Target Audience

The learning problem identified in this analysis could extend to students of any

age and background having difficulty with addition or multiplication word problems.

While Student X is a third grader who struggles with addition and multiplication word

problems, the same strategies could be helpful for a student needing additional instruction

with one or more mathematical operation involving word problems.

Identifying the Problem

Student X has repeatedly confused multiplication and addition with word

problems on a few different assessments (standardized and classroom summative tests).

When data was compiled and an analysis of the types of questions that were wrong was

completed, it was found that Student X was interchanging multiplication and addition

with word problems only. The misunderstanding did not exist with problems requiring

Student X to answer number sentences (i.e.- 4+3= or 4x3=) and did not extend to division

and subtraction word problems. Examples below are provided to show how Student X

answered the word problems in question:

Problem A: 2 apples and 4 oranges are in the basket. How many pieces of
fruit are there altogether?
2 apples x 4 oranges = 8 pieces of fruit.

Problem B: Sally has 4 bags. There are 6 marbles in each bag. How many
marbles does she have altogether?
4 bags + 6 marbles = 10 marbles.

Need for Instruction

 Additional instruction in addition and multiplication word problems will be

important to Student Xs academic career and self-esteem. In order to be a successful

student moving forward, he must learn to identify the needed action to complete word

problems. Additionally, seeing tests with passing grades will boost his sense of worth as a

student. In his current state, Student X has a lack of understanding of when to employ

addition or subtraction when he reads a word problem. In the desired state, Student X

needs to master choosing the appropriate operation to solve word problems.

Goal of Instruction

Student will independently solve addition and multiplication word problems.

Learner Analysis

General Characteristics

Student X is an 8 year old African-American male. He is currently in third grade

at Ridge Elementary School. He has been a student at Ridge Elementary since pre-

kindergarten.

Entry Characteristics

Student X understands the prerequisite information necessary to understand

multiplication and addition word problems. Scores on tests and information gathered by

teacher observation indicates that he understands the methods of effectively solving

multiplication, division, subtraction, and addition number sentences. Furthermore,

Student X completes subtraction and division word problems correctly.

Academic Information
 According to standardized test scores and report cards from pre-kindergarten

through second grade, Student X is a high achieving student. His grades reveal that he

mastered the majority of the standards in all grades, with a mild discrepancy between his

reading and math scores in more recent years. His math scores were slightly higher than

his reading scores, particularly in second grade. He earned grades in the exceeds

category in math, while he scored in the meets category for reading.

As a third grader, Student X continues to meet all of the standards for reading,

and exceeds in most areas in math including geometry, measurement, and fractions. The

standard regarding being able to solve word problems using addition, subtraction,

multiplication, and division is an area of concern for Student X.

Social, Cultural, and Disability Information

Student X will turn 9 years old in the summer before fourth grade, so he is

considered a young third grader. He is a motivated learner, always participating in class

and completing work both inside and outside of the classroom with ease. At the

beginning of the year, he told me that he aspired to be a chef. He does not seem to have a

preference for working in groups or independently, but does seems to get agitated at the

noise level of others if he is working on something that requires careful attention, such as

writing or working math problems.

Socially, Student X seems well-adjusted. He has many friends at school and is a

member of a few school clubs, such as the Healthy Snacks Club that meets once a month

at Ridge Elementary. He is also involved in a recreational football team that he speaks

about often. He is generally well-received by his peers.

 Student X is from a single-parent African-American household. He lives with his

mother and grandmother in a middle-class neighborhood less than a mile away from the

school. The parent and grandparent are highly involved at Ridge Elementary and are

always supportive of classroom endeavors. Student Xs father has never been brought up

by Student X himself or his family members, so he is assumed to either be estranged or

deceased.

From looking into Student Xs permanent records, there is no evidence of any

type of disabilities. All hearing, vision, speech, physical, and learning disability

paperwork showed no indication of any abnormalities.

Task Analysis

Analysis Type

A topic analysis was chosen for Student X because of the cognitive nature of

understanding multiplication and division word problems. This was in contrast to the

critical incident and procedural analyses, which were defined by the need to ultimately

learn interpersonal and psychomotor skills, respectively. A topic analysis will best assist

in the ultimate design of instruction for Student X.

Subject Matter Expert

I will be serving as the subject matter expert, or SME, for Student Xs task

analysis. This decision was made due to the specific knowledge and processes it will

require for Student X to learn addition and multiplication word problems. As a certified

elementary educator, I have the necessary background to define both the broad and

specific components of the analysis.

Topic Analysis
 1. Addition Word Problems
a. Addition
i. Definition: Joining 2 or more things together.
b. Symbols
i. +
1. Plus sign
2. Signals you to add
ii. =
1. Equals sign
2. Signals you to find the answer to the problem
c. Terminology
i. Addend: Number being added.
ii. Sum: Result of addition problem.
iii. Words signaling addition: add, altogether, both, in all,
sum, total, plus, more than, increased by
d. Ways to Add
i. Picture: *** *** 6 stars
ii. Number sentence: 3 + 3 = 6
iii. Manipulatives: 000 000 6 counters
iv. Word Problem: James drew 3 stars on the board. Mary
drew 3 more stars. How many stars are on the board
altogether?
e. Answering Word Problems
i. Identify Important Information and Question
1. Search the problem for numbers/addends.
2. Search the problem for the question.
ii. Key Words
1. Search the question for keywords: add, altogether,
both, in all, sum, total, plus, more than, and
increased by.
iii. Solve
1. Add the addends to solve the problem.
2. Check answer with another way to add: picture,
number sentence, or manipulatives.

Multiplication Word Problems

a. Multiplication
i. Definition: Number of groups of a certain size.
b. Symbols
i. x
1. Multiplication/times sign
2. Signals you to multiply
ii. =
1. Equals sign
 2. Signals you to find the answer to the problem.
c. Terminology
i. Factor: Number being multiplied.
ii. Product: Result of multiplication problem.
iii. Words signaling multiplication: times, every, at this rate, product,
twice, each, altogether, in all, multiply, total
d. Ways to Multiply
i. Picture: *** *** *** 9 stars
ii. Number sentence: 3 x 3 = 9
iii. Manipulatives: 000 000 000 9 counters
iv. Word Problem: James had 3 baskets. He put 3 oranges in each
basket. How many oranges are there altogether?
e. Answering Word Problems
i. Identify Important Information and Question
1. Search the problem for numbers/factors.
2. Search the problem for the question.
ii. Key Words
1. Search the question for key words: times, every, at this
rate, product, twice, each, altogether, in all, multiply, and
total.
iii. Solve
1. Multiply the factors to solve the problem.
2. Check answer with another way to multiply: picture,
number sentence, or manipulatives.

Instructional Objectives

Objectives

1. Student X will identify important information in addition and multiplication word

problems by searching problems for numbers and the question.

2. Student X will identify keywords for addition (add, altogether, both, in all, sum,

total, plus, more than, and increased by) and multiplication (times, every, at this

rate, product, twice, each, altogether, in all, multiply, and total) word problems

and choose which operation to execute.

 3. Student X will solve word problems with the correct operation and check his

answer with another way to add or multiply.

Rationale

The instructional objectives for Student X are classified in the cognitive domain

due to their relatedness to Blooms Taxonomy. In regard to the psychomotor and affective

domains, the objectives for Student X do not apply because they do not involve a

physical activity that he must learn or a behavioral value that he must acquire.

Assessments

Assessment 1

URL:http://linoit.com/users/vp00800/canvases/Addition%20and%20Multiplicatio

n%20Webs
Assessment 2
Narrative

Assessment 1 seeks to have Student X identify the ways in which addition and

multiplication problems are solved and for keywords involved with each operation. He

will complete the test using Lino, an online editable corkboard accessible by entering the

URL. This test would be given after Student X had completed the learning tasks to

determine if he needed additional review. This assessment relates to Instructional

Objectives 2 and 3, which in short, state that Student X will accurately identify keywords

and solve word problems with the correct operation.

The purpose of Assessment 2 is for Student X to solve addition and multiplication

word problems using the procedure explained in Instructional Objectives 1, 2, and 3. In

brief, these objectives state that Student X will solve word problems by circling important

information, underlining the question, using keywords to choose the correct operation,

carrying out the operation, and solving the problem another way. Student X will take this

summative assessment by opening the PowerPoint file and using the pen mode to answer

each question. Accuracy on this test would show if Student X had mastered his goal.

If other students were to take these assessments, minor adjustments would have to

be made. For Assessment 1, copies could be made and renamed in the My Canvases

module of Lino. This would allow for multiple copies of the webs to be made, each with

an individual URL. Assessment 2, could similarly be reworked. The PowerPoint could be

accessed on a share drive and saved as the students name taking the assessment using the

Save As feature.

Assessment Design

Forms of Assessment
 Assessment 1: Formative, non-traditional method, non-traditional tool
Assessment 2: Summative, traditional method, non-traditional tool
Intended Use- Independent and technology-dependent
Scoring- Scoring guides are included for each assessment and encourage Student

X to meet the goals set forth.

Differentiation- Assessments were differentiated to Student Xs needs by

including only addition and multiplication content.

Resources

Dadsworksheets.com. (n.d.). Easy Addition Word Problems. Retrieved June 10,2016,

from http://www.dadsworksheets.com/worksheets/word-problems/easy-addition

-word-problems-v1.html

Dadsworksheets.com. (n.d.). Easy Multiplication Word Problems. Retrieved June 10,

2016, from http://www.dadsworksheets.com/worksheets/word-problems/easy-

multiplication-word-problems-v1.html

Content Sequencing and Instructional Strategies

Content Sequencing

Sequence Description Objective

1 Review basics of addition (definition, Prerequisite to 1

symbols, terminology, and ways to add)

2 Identify important information in 1

addition word problems by searching
problems for numbers and the question.
 3 Identify keywords for addition (add, 2
altogether, both, in all, sum, total, plus,
more than, and increased by) word
problems

4 Review basics of multiplication Prerequisite to 1

(definition, symbols, terminology, and
ways to multiply)

5 Identify important information in 1

multiplication word problems by
searching problems for numbers and the
question.

6 Identify keywords for multiplication 2

(times, every, at this rate, product, twice,
each, altogether, in all, multiply, and
total) word problems

7 Solve word problems with the correct 3

operation and check answer with another
way to add or multiply

Instructional Strategies

Sequence Strategy Category Strategy Explanation

1 Fact Rehearsal/Practice The student will recall the

facts associated with addition
by answering multiple choice
questions.

2 Concept Organization The student will identify the

steps associated with addition
by completing the Lino
assessment (make a concept
map of how to solve an
addition word problem).
 3 Concept
4 Fact
5 Concept
6 Concept
7 Cognitive Procedure
Differentiation
The instruction and assessment methods used in this instructional design are
differentiated by content and process. Because the instruction is solely based on difficulty
Organization The student will identify the
keywords associated with
addition by completing the
Lino assessment (make a
concept map of keywords).
Rehearsal/Practice The student will recall the
facts associated with
multiplication by answering
multiple choice questions.
Organization The student will identify the
steps associated with
multiplication by completing
the Lino assessment (make a
concept map of how to solve
a multiplication word
problem).
Organization The student will identify the
keywords associated with
multiplication by completing
the Lino assessment (make a
concept map of keywords).
Demonstration, The student will see word
Organization, problems solved using the
Practice following method: circle
important information,
underline the question,use the
correct operation, and check
answer with another way to
add or multiply. The student
will have also completed the
Lino assessment (a concept
map of the procedure and
keywords). Finally, the
student will practice the
concepts and procedure on the
PowerPoint assessment.
 in addition and multiplication word problems, the modules seek to reteach this specific

content in another way. The instruction is also differentiated by process by utilizing

different instructional strategies than those used in the classroom and providing

individualized, asynchronous instruction.

Instructional Design Summary

Instructional Sequence with Introduction and Tools

Sequence Description Tools Objective

Watch a video of a real-life LessonPath Prerequisite to 1

Introduction situation where addition and video
Module multiplication word problems are
used and examine the essential
question

1 Review basics of addition LessonPath Prerequisite to 1

(definition, symbols, terminology, video with self-
Review and ways to add) checking
Module 1 multiple choice
questions

2 Identify important information in LessonPath 1

addition word problems by video and Lino
Learning searching problems for numbers assessment
Module 1 and the question. (part 1)

3 Identify keywords for addition LessonPath 2

(add, altogether, both, in all, sum, video and Lino
Learning total, plus, more than, and assessment
Module 2 increased by) word problems (part 2)

4 Review basics of multiplication LessonPath Prerequisite to 1

(definition, symbols, terminology, video with self-
Review and ways to multiply) checking
Module 2 multiple choice
questions

5 Identify important information in LessonPath 1

multiplication word problems by video and Lino
Learning searching problems for numbers assessment
Module 3 and the question. (part 1)
 6 Identify keywords for LessonPath 2
multiplication (times, every, at this video and Lino
Learning rate, product, twice, each, assessment
Module 4 altogether, in all, multiply, and (part 2)
total) word problems

7 Solve word problems with the PowerPoint 3

correct operation and check answer
Assessment with another way to add or multiply
Module

Narrative

Using a guiding tool such as LessonPaths, Student X will complete a series of

learning modules and assessments to master addition and subtraction word problems. In

the Introduction Module, Student Xs attention will be gained by watching a video of a

real world scenario that will show the importance of understanding the difference

between multiplication and addition word problems. He will then be directly informed of

the essential question: How can I independently solve addition and multiplication word

problems? In Review Module 1, prior knowledge will be activated with the presentation

of an addition concept map, showing the definition of addition, symbols, terminology,

and ways to add. To check for understanding, Student X will be presented with a brief

series of self-checking multiple choice questions. This will provide instant feedback to

Student X as he proceeds through Review Module 1.

When Student X is ready to begin Learning Module 1, content will be delivered

with a video modeling the first steps of solving addition word problems by searching

problems for important information. He will then be assessed on the steps by completing

the Lino addition concept map online, being able to go back into the module to review

any necessary information for answering the questions. Once this step has been checked
by the teacher, Student X will proceed to Learning Module 2. In this module, keywords

for addition word problems will be presented and connections will be made to the

previous module as problems are solved. The final steps of problem solving will be

showed. After Learning Module 2 is complete, Student X will be tested using the Lino

addition concept map, this time completing the keywords and the remainder of the steps

to solve word problems. Again, he will be able to go back into the module to aid him in

answering the questions.

After the Lino assessment has been checked, Review Module 2 will begin. Prior

knowledge will be activated by viewing a multiplication concept map, showing the

definition of multiplication, symbols, terminology and ways to multiply. A check for

learning will be completed with a self-correcting multiple choice questions that provide

instant feedback.

When the review module has been successfully completed, Learning Module 3

will commence in a similar fashion to Learning Module 1 with a video showing the first

steps of solving multiplication word problems by searching problems for important

information. The module will end with Student X completing the Lino multiplication

concept map online. After this assessment is checked, Learning Module 4 will start. In

this module, multiplication keywords will be identified, problems will be solved, and

connections will be made to the Module 3. After Learning Module 4 is complete, Student

Xs learning will be assessed using the Lino multiplication concept map, focusing on

keywords and the remainder of the steps to solve word problems.

When effective performance is shown on the Lino multiplication concept map, the

Assessment Module, a PowerPoint, will present Student X with multiplication and

 addition word problems to answer using the procedure outlined in the videos and concept

maps. The first question shows an example of the expected way to solve the problems.

When Student X has completed the assessment, the teacher will be able to check the

questions immediately and provide feedback to Student X. If the student does not answer

the questions correctly, the modules may be repeated.

Applications to Universal Design for Learning

Several aspects of this instructional design are elements of the Universal Design

for Learning (UDL). In regards to representation, content is viewed, heard, and practiced

with applications to prior knowledge, real-world scenarios, and an essential question that

drives the instruction. Additionally, the assessments are made to give multiple

opportunities for feedback before the final assessment. This supports the action and

expression principle of the UDL. Finally, the engagement element is evident by providing

video-based learning versus lecture or reading.

Formative Evaluation Plan

Subject Matter Expert

A classmate from the FRIT7231 course with an elementary education background

would be the most appropriate subject matter expert (SME) for the instruction designed

in this document. This individual would be able to gauge if the content and delivery was

appropriate to the curriculum and the age level of the participant. Additionally, hands-on

experience in this type of instructional design would aid in the SME being able to give

constructive feedback.

Subject Matter Expert Survey

Content Appropriateness and Accuracy

1. The content is free of grammatical and mathematical errors.

1 2 3 4 5
Strongly Disagree Neutral Agree Strongly
Disagree Agree

2. The content is paced appropriately.

1 2 3 4 5
Strongly Disagree Neutral Agree Strongly
Disagree Agree

3. The content is at an appropriate reading level for a 3rd grader.

1 2 3 4 5
Strongly Disagree Neutral Agree Strongly
Disagree Agree

Suggestions for Content Appropriateness and Accuracy:

Completeness

4. The instruction provides an essential question and builds on real life problems.

1 2 3 4 5
Strongly Disagree Neutral Agree Strongly
Disagree Agree

5. The instruction provides adequate review so that the student can make connections.

1 2 3 4 5
Strongly Disagree Neutral Agree Strongly
Disagree Agree

6. The instruction gives opportunities for the student to practice.

1 2 3 4 5
Strongly Disagree Neutral Agree Strongly
Disagree Agree

7. The instruction includes both formative and summative assessments.

1 2 3 4 5
Strongly Disagree Neutral Agree Strongly
Disagree Agree
Suggestions for Completeness:

Usability and Appeal

8. The instruction is visually appealing.

1 2 3 4 5
Strongly Disagree Neutral Agree Strongly
Disagree Agree

9. The instruction could be used by a 3rd grader without assistance.

1 2 3 4 5
Strongly Disagree Neutral Agree Strongly
Disagree Agree

Suggestions for Usability and Appeal:

Student Assessment of Instruction

After students have completed the instruction on multiplication and addition word

problems, they will take a survey to inform its use in the future. The survey, included in

the next section, will provide insight into the instructions effectiveness, time to complete,

and ease of use with the lessons themselves and the tool selected to navigate the

instruction. The section below the student survey further explains needed changes based

on positive and negative responses.

Student Survey

1. I understand multiplication and addition word problems better than I did before the
lessons.
Yes No

2. I tried my best on the lessons.

 Yes No

3. The lessons took too long to complete.

Yes No

4. The lessons were too short.

Yes No

5. The lessons and directions were easy to understand.

Yes No

6. The lesson navigator (LessonPaths) was easy to use.

Yes No

Responses and Effects

Question Yes Response No Response

1. I understand multiplication and N/C Changes needed in content. If #2 is

addition word problems better than answered no, perhaps student did not
I did before the lessons. apply effort to learn content
effectively.

2. I tried my best on the lessons. N/C Student did not complete modules
effectively. May cause changes
needed for #1 to differ.

3. The lessons took too long to N/C Adjust timing of lessons by

complete. shortening modules.

4. The lessons were too short. N/C Adjust timing of lessons by

lengthening modules.

5. The lessons and directions were N/C Provide more explicit modeling and
easy to understand. easier to read directions in modules.

6. The lesson navigator N/C Explore other lesson navigation

(LessonPaths) was easy to use. tools to house the instruction.
*N/C indicates no changes needed.