Modified Task 4 Assignment

Fall 2017 MAED 3224

Section A: Context for Learning

1. Grade level: 2nd grade

2. How much time is devoted each day to mathematics instruction in your classroom? One
hour and thirty 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. N/A

4. From your observations, list other resources (e.g., electronic whiteboard, manipulatives,
online resources) the teacher uses for mathematics instruction in this class. Provide one
example of how a resource was used to teach a concept. Hundred charts, counting rods,
SMART board. The teacher used hundred chart to teach counting by 5s and 10s. The teacher
would ask the students to solve 735 plus 100, minus 100, plus 10, and minus 10 on an exit
ticket.

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

My teacher checked for conceptual understanding with discussion and exit tickets. The teacher
was teaching addition and subtraction using hundreds. After each lesson the teacher would
pose an exit ticket question for the students to solve.

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

I learned most about the differentiation of content for all students. The teacher provided similar
word problems with simpler units of math. My teacher will also pull lower students in a math
small group and would pull them during any independent practice.

Section B: Whole Class Lesson

Meet with your IMB teacher and decide what you will teach. Make sure your teacher
understands that your lesson must have a conceptual understanding instruction along with both
procedural fluency and problem solving components. You teach just one lesson.

1. Describe the Central Focus of your lesson (a description of the important understandings
and core concepts that students will develop with this lesson).

Solving two step word problems

2. State the CCSSM Standard and the objective for your whole class lesson.
2.OA.1 Use addition and subtraction within 100 to solve one- and two-step word problems
involving situations of adding to, taking from, putting together, taking apart, and comparing, with
unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown
number to represent the problem.
The objective is to solve two step word problems using the WIKED map
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.)

The lesson was on solving one and two step word problems with a missing variable. The
students were taught how to use keywords to fill out a WIKED map chart to solve one and two
step word problems. WIKED stands for What I do know, What I also know, Key words, Equation,
and What I dont know. The is a teaching strategy to help students read word problems. We
practiced this strategy with the following problem: Cara and Susan have a hat collection
totaling 52 hats. If there are 12 hats in Caras house ,how many are there in Susans house?
When they are able to read and understand what the word problem is asking then students are
able to create an equation to solve the problem.

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

and problem solving. Insert a copy of the assessment with your solutions here.

Ms. Welle had some stickers. She got 45 more stickers. She now has 72 stickers. How many
stickers did Ms. Welle start with?

5. Define your evaluation criteria for mastery of the assessment in a rubric. Make sure you
define separately conceptual understanding, procedural fluency, and problem solving parts of
this rubric, including the corresponding points. Insert this rubric here.

4 points out of 10 points for pictoral/ conceptual understanding

4 points out of 10 points for procedural fluency
2 points out of 10 points for correct answer

Section C: Results of Whole Class Assessment

1. Create a graphic showing class performance of conceptual understanding, procedural
fluency, and problem solving of the objective. This can be pie charts, tables, bar graph etc. but
must show performance in each of the above areas separately, according to each students
performance in the formative assessment.

Student Pictoral/ Procedural Correct Answer Total

Conceptual Fluency (4) (2)
Understanding
(4)
 A 4 4 2 10/10

B 4 2 0 6/10

C 2 2 0 4/10

D 2 2 0 4/10

E 4 4 2 8/10

F 1 1 0 2/10

G 1 1 0 2/10

H 4 4 2 10/10

I 2 4 2 8/10

J 2 2 0 4/10

K 4 4 2 10/10

L 2 2 0 4/10

M 4 4 2 10/10

N 2 2 0 4/10

Students who receive 8 points to 10 points show mastery.

Students who receive 4 points to 7 points need improvement.
Students who receive 0 points to 3 points is demonstrating failure.

2. Describe common error patterns in each of the areas of patterns of learning - conceptual
understanding, and procedural fluency. Refer to the graphic to support your discussion.

Pictoral/ conceptual understanding is defined by students using prior knowledge and applying it
to the posed questioned. On the exit ticket I looked for pictoral/conceptual understanding by
seeing the students could identify the missing number and used an appropriate strategy to
solve the problem. The common misconception students had in pictoral/conceptual
understanding was determining the missing variable. Students who score 3 out of 4 point in this
category will demonstrate mastery. On the exit ticket 8 out of the 14 students demonstrated
difficulty with conceptual understanding. These students were not be able to make connections
between determining the key word and applying it to the procedural. The students did not
provide correct pictoral evidence in solving the math word problem. This shows me that these
students will need to work on recognizing key word in word problems. They will also work on
creating a picture based on the equation to show that they understand how the math works.
These students will need to work on solving addition and subtraction within 100 to solve one
and two step word problems.

Procedural fluency is when the student is apply to correctly use the selected strategy. A strong
procedural fluency would look like when a student choose a number line strategy and made the
correct number of jumps, counted correctly, and stopped counting at the correct number. The
common misconception students had in procedural fluency is trying to set up the correct
equation and following through. Students who score 3 out of 4 point in this category will
demonstrate mastery. On the exit ticket 8 out of 14 students demonstrated difficulty with
procedural fluency. These students were not able to set the equation up properly. This shows
me that these students need work on setting up the equation with the missing variable.

On the exit ticket 8 out of 14 students got the wrong answer. These students who got the wrong
answers were not able to conceptually or procedurally follow through with solving a one and
two step word problems with a missing unknown part. I allowed the students to use previously
taught strategies to solve the one and two step word problems with a missing unknown part.
Students choose to use number lines and counting on unit strategies to solve the problem. This
shows me that these students will be able to get the correct answer when they understand
conceptual and procedural fluency.

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.

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 G did not have conceptual understanding in solving the exit ticket word problem
because they did not demonstrate and understanding of the problem. The picture that they
provided did not match the equation they wrote. The student was adding 45 and 72 showing
that they did not understand on how to find the missing variable. They received one point for
understanding that the key word were asking them to add the word problem.

Student 2 Mathematics Work Sample (student struggles with procedural fluency or problem
solving)
Student F struggled with procedural fluency when solving the exit ticket because they were not
able to follow through on their chosen strategy. The students chose the number line strategy to
solve the problem. The student started at 15 jumped up 10 which is labeled as 16 and jumped
up another 10 and not able to complete the number line. This shows me that the student is
unable to complete the strategy they choose or able to set it up properly. They received one
point for selecting the number line strategy to solve the exit ticket.

Section D: Plan for Re-Engagement

Assessment results are irrelevant if you do not act on them. Thus, you are to create a plan to
use the results you described in Part C. You do not have to actually re-engage the students but
you must show that you understand what to do with these results. Thus, based on the
assessment results you described above, group each of your students into one of these groups:
Group 1 - re-engage for conceptual
Group 2 - re-engage for procedural
Group 3 - re-engage for problem solving
Group 4 - mastery/ready to move on
1. Describe the number of students you will have in each of these groups. (Note: if a child
performed poorly in multiple parts of the assessment, that child will start in the conceptual
group)
 Group 1: 8 out of 14 need re-engagement for conceptual
Group 2: 1 out of 14 need re-engagement for procedural
Group 3: 0 out of 14 need re-engagement for problem solving
Group 4: 6 out of 14 showed mastery/ready to move on.

2. Plan to re-engage for conceptual understanding.

a. Describe your re-engagement lesson for this group (objective from CCSSM, learning
tasks, strategies, materials, assessment).

2.OA.1 Use addition and subtraction within 100 to solve one- and two-step word problems
involving situations of adding to, taking from, putting together, taking apart, and comparing, with
unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown
number to represent the problem. The learning task is to solve one and two step word problems
with unknown variables. The strategy I would use to help these students with conceptual
understanding is doing word walkthroughs. The students will highlight all key details in the
walkthrough.The materials need for this activity is unknown variable word problems and
highlighters. Students will be assessed through question and answer and exit ticket.
b. Explain why you believe this re-engagement lesson will be effective based on the
error patterns you found in the data. Score here will be based on how well you describe
the connection to the re-engagement lesson and the error patterns found, effective use
of materials, and sound methodology.

This re-engagement lesson will be effective because based on the results these students
struggled with determining the unknown variable in the word problem.
c. Explain how you will reassess for mastery of the concept.

Exit Ticket:
Jill went has 12 pieces of candy at the end of the day she 5 pieces of candy. How many pieces
of candy did Jill eat?

Choose to do either 3a OR 3b:

3a. Plan to Re-engage for procedural understanding.

a. Describe your re-engagement lesson for this group (objective from CCSSM, learning
tasks, strategies, materials, assessment).

2.NBT.5 Fluently add and subtract within 100 using strategies based on place value, properties
of operations, and/or the relationship between addition and subtraction. The learning task the
students will be accomplishing during this re-engagement lesson is understanding how
strategies work. The strategy the teacher will be reviewing is how to use a number line to solve
word problems. The teacher will demonstrate how it works and how to set the number line up
properly and how to take jumps up or down. The materials need for this lesson is whiteboard,
expo markers, and word problems.
b. Explain why you believe this re-engagement lesson will be effective based on the
error patterns you found in the data. Score here will be based on how well you describe
the connection to the re-engagement lesson and the error patterns found, effective use
of materials, and sound methodology.

This re-engagement lesson will be beneficial to students to review how the number line works.
The error most common was the students not being able to properly set the number line up or
jumping up the line. The materials used in this lesson will keep them engage and allows them to
easily erase mistakes and correct them.

c. Explain how you will reassess for mastery of the concept.

Jack and Jeff have a total of 74 baseball card. Jack has 38 with him. How many does jeff
have?

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

a. Describe your re-engagement lesson for this group (objective from CCSSM, learning
tasks, strategies, materials, assessment).
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.
c. Explain how you will reassess for mastery of the concept.

Scoring Rubric
 Possible
Points

Section A: Context for Learning

A1 1
A2 1
A3 1
A4 5
A5 5
A6 5

Section B: Whole Class Lesson

B1 1
B2 1
B3 10
B4 8
B5 10

Section C: Results of whole class assessment

C1 10
C2 14
C3 6

Section D: Plan for re-engagement

D1 2
D2 10
D3a or D3b 10

Total of all scores: 100