ModifiedTask4Assignment

Spring2017MAED3224

SectionA:ContextforLearning
1.Gradelevel:5th

2.Howmuchtimeisdevotedeachdaytomathematicsinstructioninyourclassroom?

1hour30minutes

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

ReadyTextbook.

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

Smartboard,individualwhiteboards,andchromebooks.Theteacherusesasmartboardwith
everymathlessontaught.Forexample,whentheclasswaslearningdivisionofdecimalsthe
teacherwouldwriteaproblemonthesmartboardandaskastudenttocomesolvetheproblem.
Thisallowedfortheclasstoseewhatthestudentwasdoingandallowtheteachertoexplain
theproblemstepbystepandalsofixanycommonmistakes.

5.Fromyourobservations,explainhowyourteachermakessurethestudentslearnthe
standard/objectivesconceptuallygivingaspecificexample.

Theteachergavethestudentsanexitticketattheendofeachlesson.Thiswasusuallyjustone
shortquestionsthatthestudentshadtoanswerabouttheconcepttheyjustlearned.Thisletthe
teacherseeifthestudentshadagoodconceptofthelesson.Theyusuallyhadtoshowtheir
workorexplaintheiranswer.

6.Whatdidyoulearnmostaboutteachingmathematicsfromobservingthisteacher?

Ilearnedhowstudentsareabletobeinterestedinmathandexcitedtolearneachday.She
alwaysmadesurethestudentsweredoingsomethingrelatedtomathanddoingitinafunway.
Itwasalsointerestingtoseeateacherthatwasgoodatprovidingdifferentiatedinstructionfor
studentseachday.Shehadsomestudentsworkingwithherinasmallgroup,somestudents
choosingfromatic-tac-toesheet,andsomestudentsdoingmathworksheetsforreview.


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

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

Studentsshouldbeabletoestimateanobject'smeasurementandexplainhowtheygotthis
estimation.Theyshouldalsobeabletomeasureanobjectwitharulerandwritethe
measurementinyards,meters,orinches.Theyshouldalsobeabletoconvertthemeasurements
betweenstandardandmetricsystems.

2.StatetheCCSSMStandardandtheobjectiveforyourwholeclasslesson.

5.MD.1Convertamongdifferent-sizedstandardmeasurementunitswithinagiven
measurementsystem(e.g.,convert5cmto0.05m),andusetheseconversionsinsolving
multi-step,realworldproblems.

3.InstructionalStrategiesandLearningTasks:(summarizethelessonplancomponentsby
brieflydescribingtheinstructionandthelearningtasksyouused.Includethetasksstudentswill
solveduringthelesson.)

Thestudentsbeganbycopyingdownaconversionchartintheirmathnotebook.Thisstated
measurementslike1yard=3feet.ThenIhadafewexampleproblemstodotogetherasaclass
topracticewiththeconversionswejustlearnedaboutinthechart.AfterthatIhandedeachset
ofpartnersabout12stickynotes.Itoldthemtofirstestimatehowtalltheirdeskisinunitsof
stickynotes.ThenItoldthemtoactuallymeasurethedeskwithstickynotes.AfterthatI
explainedtothemwhyitisimportantforustohaveastandardunitofmeasurementused
aroundtheworld.ThenIgavethemaworksheettheteacherhadmadeforthemwherethey
estimatehowlongacertainobjectisaroundtheroom.Thentheymeasuretheobjectininches
andthenconvertittoanotherunitofmeasurement.Theydidthisforabout45minutes.Iwalked
aroundandhelpedalotofstudentswiththeirconversions.AfterthatIputupmyexitticketfor
theandaskedthemtocompleteit.

4.CreateaformativeassessmentthatassessesconceptualknowledgeANDprocedural
fluencyormathematicalreasoning.Insertacopyoftheassessmentwithyoursolutionshere.

Measureyourarmininches.Explainyourestimate.
Estimate:_____in.
Actual:_____in.
Converttofeet._____ft.

5.Defineyourevaluationcriteriaformasteryoftheassessmentinarubric.Makesureyou
defineseparatelyconceptualANDproceduralfluencyormathematicalreasoningpartsofthis
rubric,includingthecorrespondingpoints.Insertthisrubrichere.

4points-correctanswer
3points-forestimate,actualmeasurement,andconversion
3points-explanation

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

Student Conceptual Problem Procedural Total-10points

Understanding- Solving- Fluency-
(Explanationof (Actual (Correctanswer)
estimate)3pts measurement/c 4pts
onversion)3pts

A 0 1 2 3

B 3 3 4 10

C 3 1 2 6

D 0 3 4 7

E 3 3 4 10

F 3 3 4 10

G 0 2 1 3

H 0 3 4 7

I 3 3 4 10

J 3 3 4 10

K 3 3 4 10

L 3 3 4 10

M 3 3 4 10

N 3 2 1 6


2.Describecommonerrorpatternsineachoftheareasofpatternsoflearning-conceptual
understanding,proceduralfluency,andreasoning.Refertothegraphictosupportyour
discussion.
Forconceptualunderstandingoftheproblem4/14studentsdidnotwriteanexplanation
oftheirestimateoritwasnotarelevantreason.Thesestudentsmaynotknowwhythey
estimatesomething.Iwaslookingforstudentstoexplainhowtheygottheirestimateoftheir
arm.Iwaslookingforananswerliketheypicturedarulerintheirmindandthoughtofitsitting
ontheirarm.
Forproblemsolving4/14studentsdidnotwriteaconversionfortheproblemorwritean
actualmeasurement.Iwaslookingforstudentstomeasuretheirarmwitharulerandwritehow
longitwasininches.FortheconversionIwaslookingforstudentstoshowtheirdivisionwork
onhowtheyconverteditfrominchestofeet.
Forproceduralfluency4/14studentsdidnotgetthecorrectanswer.Theydidnothave
thecorrectconversionfortheirfinalanswer.Thestudentsdidnotwriteoneortheymadethe
conversionbiggerratherthansmaller.HereIwaslookingforstudentstohavethecorrect
conversion.Iwantedthemtohavefeetastheirconversionnotyardsormeters.Iwaslookingto
makesuretheconversionmadesenseforwhattheirfirstmeasurementwas.

3.Scanandinsertherethecopiesof2studentsfirstworksamplesasfollows.Choosethe
mostrepresentativeexamplesfromthewholeclassassessment(nostudentnames).Then,
analyzeeachstudentsmisconceptions.
Student1MathematicsWorkSample

Thisstudentstruggledwithconceptualunderstandingand
problemsolving.Theydidnotwriteanexplanationfortheirestimateoftheirarm.Theymightof
notknownhowtowriteanexplanationfortheirestimatebecausetheydidnotknowwhythey
actuallydidthatestimate.Theyalsodidnothaveanyconversionfortheirfinalanswer.This
studentmightofgottenfrustratedbecausetheyhadnoideahowtodoaconversionandnot
evenattemptedtodoaconversion.

Student2MathematicsWorkSample

Thisstudentstruggledwithmostlyproblemsolvingandprocedural
fluency.Theydidnotunderstandhowtoproperlydoaconversionfrominchestofeet.They
wereconvertingtheinchestoyardsinsteadoffeet.Theyweremultiplyingby3sothatthey
couldgetyards,butthatwouldstillbethewrongconversion.Thisstudentisconfusedwithwhat
operationtouseforwhichconversionalso.Theiroverallanswertotheproblemwasincorrect.

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)
FortheconceptualgroupIwillhave4students.FortheproceduralgroupIwillhavenostudents
becausetheywillbeinothergroupsalready.ForthereasoningIwillhave2students.For
masteryIwillhave8students.

Dotwoofthefollowing(BrequiredandthendoCorD)

B.PlantoRe-engageforconceptualunderstanding.
a.Describeyourreengagementlessonforthisgroup(objectivefromCCSSM,learning
tasks,strategies,materials,assessment).
FormyreengagementlessonIwillworkonexplaininghowwemakeestimates.I
willgiveeachstudentapaperclipandaskthemtothinkabouthowmanypaperclips
longtheirfootis.Iwilltellthemtopicturethepaperclipsontheirfootandhowmanydo
 youthinkitwilltaketogetfromoneendofthefoottotheotherend.Iwillthenexplain
howwhenthinkabouthowlonganobjectwillbewithoutmeasuringitfirstthatiscalled
itestimate.Wediditbypicturingapapercliponourmind,butyoucandothesamewith
aruler.Iwillthenaskthestudentstoestimatehowmanyinchestheythinkthedooris.I
willremindthemtopicturearulergoingupitintheirhead.Thenwewilldiscusswhat
theygotandwhy.Iwillrepeatthesestepsbyaskingthemtoestimatethewhiteboardin
inches.
b.Explainwhyyoubelievethisre-engagementlessonwillbeeffectivebasedonthe
errorpatternsyoufoundinthedata.Scoreherewillbebasedonhowwellyoudescribe
theconnectiontothere-engagementlessonandtheerrorpatternsfound,effectiveuse
ofmaterials,andsoundmethodology.
ThisreengagementlessonwillbeeffectivebecauseIamremindingstudents
howtoestimate.Itisgivingthemastrategytousewhentheyareestimatingintheir
head.Itgivesthemareasonfortheirexplanationsotheycansaytheypicturedthatthe
doorwas____rulerslongintheirhead.
c.Explainhowyouwillreassessformasteryoftheconcept.
Estimationofdesk-2pts
Explanationofestimation-2pts
Iwillmakesurestudentswriteouthowtheythoughtofanestimate.Iwillcheckandsee
iftheyhadacertainstrategyanddidnotjustmakearandomguess.
C.PlantoRe-engageforproceduralunderstanding.
a.Describeyourreengagementlessonforthisgroup(objectivefromCCSSM,learning
tasks,strategies,materials,assessment).
b.Explainwhyyoubelievethisre-engagementlessonwillbeeffectivebasedonthe
errorpatternsyoufoundinthedata.Scoreherewillbebasedonhowwellyoudescribe
theconnectiontothereteachlessonandtheerrorpatternsfound,effectiveuseof
materials,andsoundmethodology
c.Explainhowyouwillreassessformasteryofproceduralunderstanding.

D.PlantoRe-engageforreasoning.
a.Describeyourreengagementlessonforthisgroup(objectivefromCCSSM,learning
tasks,strategies,materials,assessment).
FormyreengagementlessonforreasoningIwillgooverhowtodoconversions
formeasurementagain.Iwillreviewthechartthattheycopieddownintheirnotebooks
withthedifferentconversions.Eachstudentwillhavetheirownwhiteboardaswellas
me.Iwillremindthemthatwhentheyareconvertingfromasmallerunitof
measurementtoalargermeasurementtheyneedtodivide.Thenwewouldpractice
converting14inchestofeet.Weknowthat12inchesequalsonefootsowewillneedto
divide14by12.Ouranswerwouldbe1foot2inches.ThenIwillremindthemthatwhen
weconvertalargerunittoasmallerunitwemultiply.Forexample,ifwewantedto
convert3yardstofeetwewouldmultiplyby3.Wewoulddothatbecauseweknowthat
thereis3feetin1yardbylookingatourchart.Whenwemultiply3by3weget9.Our
answerwouldbe9feet.Iwouldthengivethemafewpracticeproblemstodotogether
 butnottellthemwhatoperationtheyneededtodo.Iwouldremindthemtolookattheir
chartforhelp.
b.Explainwhyyoubelievethisre-engagementlessonwillbeeffectivebasedonthe
errorpatternsyoufoundinthedata.Scoreherewillbebasedonhowwellyoudescribe
theconnectiontothereteachlessonandtheerrorpatternsfound,effectiveuseof
materials,andsoundmethodology
ThisreengagementlessonwouldbeeffectivebecauseIamremindstudentsto
thinkaboutiftheunitisgettingsmallerorlarger.Igavethemaskilltohelpthemknow
weathertodivideormultiplywhenconverting,whichiswhatsomestudentswere
strugglingwith.
c.Explainhowyouwillreassessformasteryofreasoningskills.
Measurementofteachersdeskininches-2pts
Conversiontofeet-2pts

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