Report 1, 2, & 3

Dana S. Ryal & Cody N. Ryal

FRIT 7231- Instructional Design
1.0 Problem Analysis
1.1 What is your system of interest?
We both currently work for Gordon County School System. We are third grade teachers at separate schools in
the county. We teach Math, Science, and Social Studies. Since Math is normally the focus subject out of those
three, we will focus on Math for our project. The topic within 3rd grade math which we will focus on is rounding
to the nearest 10.

1.1 What are the Sub Systems?

There are several sub systems that are addressed in our system of interest.

Abilities of Students
The students that we work with are third grade students. Almost all of the students are 7-8 years old. These
students are learning on different levels. Some below grade level, some on grade level, and some above grade
level when it comes to math. These class settings have very diverse learners with a wide range of abilities.
Instruction can vary from whole group, group work, small group, to one-on-one.

Past Experience of Students

All of our students have experienced public school in the past. All of the students have experienced school from
kindergarten through second grade. The students have experienced many different types of teachers and
teaching styles.

Lack of and Outdated Curriculum

Our school district does not provide any textbooks or student workbooks for our math classes. The district got
rid of all outdated text books a few years ago.

1.2 What drew your attention to this system of interest?

Even though rounding is one of the first things that we teach in third grade, and we cover it for a good amount
of time, there are several of our students that are still not understanding the concept. We have had many lessons,
mini lessons, and activities where we have taught and practiced rounding. We have also assessed the students
three times throughout the rounding unit. Each time that we assessed, we took the data to create our small
groups and mini lessons to reteach the students that were still struggling.

1.3 Are there any performance gaps involved in this problem that might justify a learning intervention?
Yes, there is a performance gap involved in the problem of our students not understanding rounding to the
nearest 10. This is because there is a difference in their performance and what their performance should be
when it comes to rounding to the nearest 10.
 Is There a Performance Gap?

Yes No

If their life depended on it could they do

it? No
Ask the following

If not, then use the following.

Is the performance punishing? No

Training: The teacher will begin a lesson

on how to round to the nearest 10 using Is the performance non-rewarding?
a number line. The teacher will choose No
just one strategy to teach the students so
that they can focus on that one strategy.

Is the performance Motivational? No

Feedback: The teacher will give the
students immediate feedback on their
work, activity, or discussion about
rounding to the nearest 10. Is the performance environmental? No

Coaching: The teacher will work with the

student on the first part of the
lesson/assignment. The teacher will be
coaching and monitoring the student
along the way.

Job Aide: Number lines will be provided

for the first set of problems. Once the
students start to understand the concept
a little better, the students will create the
number lines themselves.

Mentoring: The students who still do not

understand the concept of rounding to
the nearest 10 will be partnered with
someone that does understand, to
complete a rounding task.
There is a need for the Mager and Pipe Performance Model to be pursued. The students have the ability to
understand rounding to the nearest 10, but assessments are showing us that there is a performance gap.

2.0 Needs Assessment

2.1 Optimals
What information and data would you collect?
Optimally, we would have our math coaches come in to observe and discuss rounding with the students as they
are completing a rounding task. This would be helpful because it would be another person seeing the steps that
the students are going through and the steps that they are missing. It would also help because they would ask
questions to the students that the teacher might not have thought of.

2.2 Actuals
How would you collect that information and data?
The first set of data that would need to be collected would be who understands rounding to the nearest 10 and
who does not understand rounding to the nearest 10. The second set of information that will need to be collected
will be which class each set of students are in, that do not understand. Third, talking to our math coaches we
would need to choose the best strategy to focus on for the struggling students. This is important because the
students do not need to try to learn 4 strategies while trying to understand the concept.

How would you collect that information and data?

The data regarding the students that are struggling can be gathered from reviewing the first assessment over
rounding to the nearest 10. The information about the students experience with solving rounding to the nearest
10 problems would be gathered from teacher observations and conversations with the students. The third set of
data regarding the students’ performance during work time would be gathered by creating a questionnaire for
the math coach that would be working with the struggling students.

What are the discrepancies between the current (actual) and desired (optimal) state?
Not having access to math coaches on a regular basis is a major discrepancy in this situation. The teacher knows
what the students need to learn and understand but having that extra support it could really help to motivate and
push those students to new levels.

2.3 Prepare a Goal Statement

Students will learn how to round two and three digit numbers to the nearest 10. Students will learn how to round
numbers to the nearest 10 using number lines.
Instructional Analysis
2.4 Goal Analysis
What is the domain classification and type learning for your problem?
The domain for the problem is cognitive. The students have to use their own thinking skills to show their
understanding of rounding to the nearest 10. The goal would be in the intellectual skill category. This is because
the students are asked to learn the concepts, follow the steps, and solve problems while performing the goal.

2.4 Choose an appropriate analysis method and provide an example of subordinate skills analysis associated
with the instruction that you will provide.
The analysis method that we have chosen is a 10 question assessment. The students will round five 2-digit
numbers to the nearest 10 and five 3-digit numbers to the nearest 10. The students will explain their thinking for
one of the five 2-digit problems, and their thinking for one of the five 3-digit problems. The students will
explain their thinking in sentence form.

2.5 Show work skills are entry level

The students should already have these skills before performing the given goal (rounding to the nearest 10):
 Students must already have an understanding of number sense.
  Students must already understand place value.
 Students must already understand what a number line is.
 Students must already be able to write a response in sentence form.

2.6 Write out a goal statement in narrative form

Students in our 3rd grade math classes will need to learn and understand how to round two and three digit
numbers to the nearest 10. The students should also understand how to use a number line to round numbers to
the nearest 10. Students must be able to explain their thinking in sentence form.

4.0 Learner and Context Analysis

4.1 What is the target population?
The target population for this skill is 3rd grade students.

4.2 Describe how you would determine the characteristics of the target population.
These students will come from many different backgrounds, cultures, and life styles. They will range from eight
to nine years old. Most of the students come from low income homes and do not get a lot of help at home.

4.3 Describe how you would determine the physical and organizational environment.
The classroom is set up with desks in four person pods. The students face each other and can easily
communicate and work together in these pods. The classroom is very colorful and inviting for the students.
There is a word wall and many anchor charts on the wall for the students to refer to at any time. There is a
teacher’s desk at the front of the room and a small group table at the back of the room. The room is very
organized and students know exactly where to find materials.

5.0 Objectives
5.1 State the Terminal Objective (TO) for your instructional plan
After learning how to round a two and three digit number to the nearest ten and use number lines to round
numbers, students will create a poster rounding a two or three digit number to the nearest ten using a number
line.

5.2 Prepare three Subordinate Objectives (SO). For each SO, specify its domain and specify what you consider
to be it’s level in the taxonomy of that domain. Specify the author of the taxonomy that you have used.

5.2.1 Prepare one SO in the cognitive domain.

After this unit, students should be able to use their own words to describe what rounding means.
5.2.2 Prepare one SO in the affective domain.
After this unit, students should be able to explain how you can use a number line to round a number to the
nearest ten.

5.2.3 Prepare one SO in the psychomotor domain.

After this unit, students should be able to take a two or three digit number supplied by the teacher and round it
to the nearest ten using a number line.

6.0 Assessment
6.1 Select on SO; describe the manner by which you would assess whether or not the learner has achieved that
objective
Affective Domain- After this unit, students should be able to explain how you can use a number line to round a
number to the nearest ten.
The teacher would assess this objective by giving each student a piece of paper with a different two or three
digit number on it. The paper would have instructions on it saying that the students need to explain in words
how they could round this number to the nearest ten using a number line. The teacher would check for an
explanation (not example of the problem worked out). The teacher would also check for key words and
concepts that the students will need to include when explaining this process.

6.2 What types of assessment instruments will your instructions have? Why?
The assessments will come from different parts of the unit/lessons. Some assessments will be informal
assessments. For example, observations or practice problems. Other assessments will be formal, like a quiz or
test.

6.3 Write items that assess the SOs in 5.2 above. Include an answer key or rubric.
6.3.1 Write one item in the cognitive domain.
The students would take a short quiz. The quiz would simply include one problem where they would have to
use their own words to describe rounding. The teacher would use the answer key to grade the students work. If
the students used different words but got the concept then the teacher knows that they understand what rounding
means.
Answer Key: to estimate or make a number simpler to use, while keeping its value close to what is was

6.3.2 Write one item in the affective domain.

The students will write an explanation of how you can use a number line to round a number to the nearest ten.
The teacher will check this assessment by using a rubric.

1 2 3
Key Words The student included NO The student included The student included
 key words that are SOME key words that ALL key words that are
important when are important when important when
explaining how to use a explaining how to use a explaining how to use a
number line to round to number line to round to number line to round to
the nearest ten the nearest ten the nearest ten
Explanation The students wrote a The students wrote a The students wrote a
sentence about how to description of how to use detailed description of
use a number line to a number line to round a how to use a number line
round a number to the number to the nearest ten to round a number to the
nearest ten nearest ten

6.3.3
The students will be given a four problem quiz. Two problems will include two digit numbers, and two
problems will include three digit numbers. The students will have to use a number line to round the four given
numbers to the nearest ten.
Example: 1. 46 2. 95 3. 367 4. 892
The teacher will use an answer key to grade the quiz.
Answer Key: 1. 40 would be at the beginning of the number line and 50 would be at the end. 45 would be in
the middle of the number line. Since 46 is larger than 45, 46 would round up to 50.
2. 90 would be at the beginning of the number line and 100 would be at the end. 95 would be I
the middle of the number line. Since 95 falls right in the middle, 95 would round up to 100.
3. 360 would be at the beginning of the number line and 370 would be at the end. 365 would be
in the middle of the number line. Since 367 is larger than 365, 367 would round up to 370.
4. 890 would be at the beginning of the number line and 900 would be at the end. 895 would be
in the middle of the number line. Since 892 is smaller than 895, 892 would round to 890.

7.0 Instructional Strategy

7.1 For the TO, specify and exemplify an appropriate preinstructional activity or activities.
The students will participate in activities including: identifying two and three digit numbers, place value, and
how to use number lines.
Identify two and three digit numbers- The teacher will model and guide the student through identifying two and
three digit numbers, the students will then work together as a class to identify whether number are two or three
digit numbers. The teacher will have digit cards that the students will use. The teacher will give some students
cards to move to the front of the room and hold up. The teacher will then ask the class if the number (made by
the digit cards held by students) is a two or three digit number)
Place Value- The teacher will talk to the students about place value and make an anchor chart with the students.
The teacher and students will play the game Beat the Teacher. The teacher will draw three lines on the board.
The students will draw three lines on their paper. The teacher will draw three cards from a deck of cards. The
teacher will take the first card, flip it over, and call out the number. The students will then choose whether they
want to place that number in the ones, tens, or hundreds place on their paper. The teacher will flip over the next
two cards, one at a time, and the students will choose where to place the number on their paper. If any of the
students get a higher number then the teacher, the students get a point. If the teacher can create a higher number
then all of the students, the teacher gets a point.
How to use number lines- The students will work with the teacher on creating number lines and labeling them
correctly. The teacher will give the students a beginning number and ending number and the students will have
to label the number line correctly.

7.2 For a SO associated with the TO, specify and exemplify an appropriate presentation strategy or strategies.
SO Cognitive Domain- After this unit, students should be able to use their own words to describe what rounding
means.
TO-After learning how to round a two and three digit number to the nearest ten and use number lines to round
numbers, students will create a poster rounding a two or three digit number to the nearest ten using a number
line.
After the students have made their posters (in the TO) then they will present the posters and include their own
definition of what rounding means (SO).

7.3 For the same SO, specify and exemplify an appropriate practice activity or activities.
SO Cognitive Domain- After this unit, students should be able to use their own words to describe what rounding
means.
The teacher would talk to the students about rounding. The teacher would give the students the official
definition of rounding. The students would work with a partner to create a definition of what they think
rounding means using their own words.

7.4 For the TO, specify and exemplify an appropriate evaluation follow-through activity or activities.
TO-After learning how to round a two and three digit number to the nearest ten and use number lines to round
numbers, students will create a poster rounding a two or three digit number to the nearest ten using a number
line.
The students will present their posters and explain their posters to the class. This is how the teacher will
evaluate and follow-through with this activity. The students will then be given practice problems to continue
their practice on rounding to the nearest ten using a number line.

8.1-8.4 Materials
The materials that are needed for this lesson/assessment are pretty minimal. The teacher will need the supplies
to create an anchor chart during the lesson. This will include markers and chart paper. For the lesson and for
some of the activity the teacher will have premade number lines. These number lines will only be used for the
lesson and the first set of problems. The students will then create their own number lines for the rest of the
activity. The teacher will also have the activity printed for the students. The teacher will need to have the first
assessment covering rounding to the nearest 10 printed. The teacher will need a recording sheet to write all
notes for the observation time and one-on-one time with the students. The last thing that the teacher will need is
to create a questionnaire for the math coach that is working with the struggling students.

9 Formative Evaluation
The first set of data that would need to be collected would be who understands rounding to the nearest 10 and
who does not understand rounding to the nearest 10. The second set of information that will need to be collected
will be which class each set of students are in, that do not understand. Third, talking to our math coaches we
would need to choose the best strategy to focus on for the struggling students. This is important because the
students do not need to try to learn 4 strategies while trying to understand the concept.
The data regarding the students that are struggling can be gathered from reviewing the first assessment over
rounding to the nearest 10. The information about the students experience with solving rounding to the nearest
10 problems would be gathered from teacher observations and conversations with the students. The third set of
data regarding the students’ performance during work time would be gathered by creating a questionnaire for
the math coach that would be working with the struggling students.

10 Revision Section
After all activities are completed and the last assessment has been given, the teacher will evaluate how the
lessons, activities, and re-teaching went. The teacher will take the positive things, things that went right, that
happened throughout the lesson and keep those in the plans for next time she teaches rounding to the nearest 10.
The teacher will also take the negatives, things that did not go well, and make notes for next time. The teacher
will write about what went wrong and what should be changed for next time. The teacher will then work on
rewriting the lesson plan for next year when he or she uses it.

10.2 Summative Evaluation

The way that the teacher will find out if the students understand at the end of this will be through the
questionnaires that the math coach will be completing. These questionnaires will be filled out by the math coach
but it is based on what he or she observes when working with the struggling student. The coach will fill out a
questionnaire for each struggling student that he or she is working with. If the teacher is still not sure if a
student understands to concept after reading the questionnaire for that student, then he or she will pull the
student and give him/her a sample problem to solve. This will just be one problem for the student to show if
they can round to the nearest 10 or not.