Modified Task 4 Assignment

Spring 2017 MAED 3224

Section A: Context for Learning

1. Grade level: 3rd grade

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

classroom? An entire block, or about 1 hour and 20 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.
The teacher does not use a textbook. Instead, the teachers all collaborate together
during weekly meetings where they revise old lesson plans to fit their classroom
needs and develop new strategies and assignments for the students.

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. The teacher uses a doc cam, videos, manipulatives,
online resources. For example, the teacher used fraction wheels to teach fractions
to her third grade class. She used magnets attached to them to put them on the
board so that the students could come up to the board and use them themselves. In
addition, she used them herself during warm up problems, and class discussion
problems. Another example would be when the teacher also used the doc cam
several times during her lessons, to show manipulatives to students on a large
screen scale.

5. From your observations, explain how your teacher makes sure the students
learn the standard/objectives conceptually giving a specific example. The teacher
makes sure that the students learn the standard/objectives conceptually by
checking with the students during the lesson. She does this by walking around and
asking questions, and having the students explain why they did what they did. She
checks that all of the students understand by walking around the classroom and
talking to each table (formative assessment). She also gives the students a warm-
up at the beginning of each class which the students must record in their notebooks
for the teacher to check. The teacher also gives an exit ticket at the end of each
class to check for understanding (summative assessment). The exit tickets only
have 1-2 parts, and are fairly fast to complete.

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

I learned a lot from observing this teacher. Firstly, her classroom is full of
mathematics posters and manipulatives on the walls. She has a mastery wall,
where she has posted student work that may not be a 100 or an A, but does show
mastery. I will definitely be implementing this in my own classroom one day! She
also has fraction pies that are magnetized and attached to the whiteboard. She has
anchor charts that they have completed together on various parts of the walls. She
is a very thorough and in depth math teacher. She is very consistent. She began
each class that I observed with a warm up. After the warm up they review the warm
up together and then begin the lesson that they are doing that day. At the end of
each lesson that I observed, the students got an exit ticket and had to complete it
and turn it in before they could pack up for the day (I observed math towards the
end of the day). The teacher was very good at walking around the classroom and
checking for understanding, and I did implement that in a few of my lessons that I
taught, including my math lesson.

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)

Central Focus: Measurement

Core Concepts: How to use a ruler, how to find a inch, how to find a inch using
ruler, how to measure objects, how to record data.

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

CCSSM Standard: 3.MD.4 Generate measurement data by measuring lengths using

rulers marked with halves and fourths of an inch. Show the data by making a line
plot, where the horizontal scale is marked off in appropriate units whole numbers,
halves, or quarters.

Objective: Performance- Students will be able to correctly measure and record data
by measuring the bugs using rulers, and of an inch. Conditions- Independently
and in groups. Criteria- 80% on worksheet shows mastery.

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.)

Engage: I began this lesson by going over what a ruler was with the students. I
drew one on the board and introduced them to where , inches were and then
how to write a whole number and a fraction (i.e, 1 1/2 ). I created an anchor chart to
support this and left it on the board for students to reference.

Explore: We measured critters using rulers together. I chose five different critters
to measure, all varying in length.

Explain: I asked students to give us their way of measuring (using pencil or finger
for accuracy, lining up paper, etc)
Elaborate: I had students measure a bag of critters independently, and record the
data on a worksheet.

Evaluate: I had the students complete a quick exit ticket about measurement.

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.

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.

10 points possible. 8 out of 10 points earned for mastery.

Part A: 4 points 3 points 2 points 1 points 0 points Other
Answer (complete (mostly (somewh (mostly (nothing
ly correct, correct, at incorrect, is written,
no errors) some correct, needs no effort)
errors) some improve
errors) ment)

Part A: 2 points 1 point 0 points

Explanati (full (brief (no
on explanati explanati explanati
on and on) on)
correct
explanati
on)

Part B: 1 2 points 1 point 0 points

Answer (correct (correct (no
answer, answer, answer)
no error) some
errors,
vice
versa)

Part B: 2 2 points 1 point 0 points

Answer (correct (correct (no
answer, answer, answer)
no error) some
errors,
vice
versa)

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.

Red: 0-40 (Immediate intervention)

Yellow: 50-70 (Some remediation)
Green: 80-100 (Mastery)
Stude CU PF PS Total: Comments
nt 10
points

A 0 4 1 5 Did not provide an explanation to

show understanding.
B 0 4 1 5 Did not provide an explanation to
show understanding.

C 0 4 0 4 No explanation, wrong answer.

D 0 4 1 5 No explanation, wrong whole number.

E 0 4 1 5 No written answer, no explanation.

F 0 4 4 8 No explanation.

G 0 4 1 5 No explanation, no written answer.

H 0 2 1 3 No explanation, no written answer,

wrong fraction form.

I 0 4 0 4 No answer, wrong measurement, no

explanation.

J 0 4 2 6 Wrong answer, no explanation.

K 0 1 0 1 Wrong answer, no measurement, no

explanation, no whole numbers.

L 0 4 1 5 No explanation, wrong fraction.

M 0 4 1 5 No explanation, wrong fraction.

N 0 4 1 5 No explanation, no whole number.

O 0 4 1 5 No explanation, no answer.

P 2 0 1 3 Wrong fraction, missing answers.

Q 0 4 1 5 No explanation, wrong fraction.

R 0 4 4 8 No explanation.

S 0 4 4 8 No explanation, wrong fraction.

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.
Conceptional Understanding: I thought that a majority of the students had problems with
conceptual understanding. While we havent ever measured without using a physical,
manipulative ruler, they had all the tools to use what was given them and solve the problem.
Most of them did not try to do this, as witnessed in the above graphic. While I was grading this
portion of the exit ticket, I looked for students to draw a straight line, and find and write out the
correct whole number and fraction. I noticed a pattern of most students getting the line part
right, but the whole number and fraction part wrong.
Procedural Fluency: I thought that most of the students did decently on this section. Some of
them didnt understand how to write a whole number and a fraction while reading it, but this is
 the section that majority of the students did get right.While grading this part of the exit ticket, I
looked to make sure students understood that you must put the whole number before the
fraction. The patterns that I noticed were that the majority of students understood this, with a
few exceptions.
Reasoning: There was only one student who demonstrated reasoning and explained
themselves, even though I told them explicitly they had to explain and it said so on the
worksheet. Even this explanation was not very strong and I would recommend revision to said
student.While I was grading, I looked for students to describe what they had done and why they
did it using information they used in class. The patterns that I saw were the majority of the
students not understanding instruction and not explaining themselves on the exit ticket.

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 F drew the correct line, wrote the correct answers for both Parts A and B,
but did not follow the directions and use what they had learned in class to explain
why they measured the way they did. This was a common misconception, but since
Student F correctly solved the other aspects of the exit ticket, it is assumed that
Student F did not have conceptual understanding.

Student 2 Mathematics Work Sample (student struggles with procedural

fluency or reasoning)
 Student H drew the correct line to measure the dog, but did not write an answer for
Part A. For Part B, the student incorrectly wrote the first measurement, writing 2/2
instead of 1 . As for 2), the student earned full points for their answer but the
whole number and fraction should have been written as 3 instead of 3-. The
misconception that I consider this to be is a conceptual understanding
misconception since the student was unable to draw the whole number, then the
fraction. However, full points were given since the student did write the whole
number and fraction.

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)
1) Re-engage for conceptual: 20-A,B,C,D,E,F,G,H,I,J,K,L,M,N,O,P,Q,R,S
2) Re-engage for procedural: 3-H,P,K
3) Re-engage for reasoning: 16-A,B,C,D,E,G,H,I,Q,P,O,N,K,M,L

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).
Objective: 3.MD.4 Generate measurement data by measuring lengths using
rulers marked with halves and fourths of an inch. Show the data by making a
line plot, where the horizontal scale is marked off in appropriate units
whole numbers, halves, or quarters.
Learning Tasks: For conceptual understanding, I will re-introduce the lesson
beginning with students understanding how to explain how they measured
using a ruler and what they learned in class. I will re-introduce a ruler and go
back over the measurements, how to write them and how to get the most
accurate measurement in order to help them explain themselves. The
students must understand why they have to explain themselves.
Strategies: Giving them math language to explain themselves (I solved this
problem by _____ using _____ resulting in______)
Materials: Ruler, paper, pencils
Assessments: Exit ticket- I will provide a problem much like the exit ticket
they completed at the beginning of the Task 4. But the ruler will already be
marked, so all they have to do is write the measurement and draw an
explanation.
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.
 During the assessment of the whole group exit ticket, it was discovered that
all of the students excluding one did not include an explanation. This is most
likely due to the fact that they did not know what to do. I will believe re-
engaging them by giving them strategies to use to explain themselves will
make this effective.

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

To reassess, I will create an exit ticket where the students must simply write
the measurement and provide an explanation of how they thought the object
should be measured and how they got the answer.

2. Plan to Re-engage for procedural understanding.

a. Describe your reengagement lesson for this group (objective from
CCSSM, learning tasks, strategies, materials, assessment).
Objective: Objective: 3.MD.4 Generate measurement data by measuring
lengths using rulers marked with halves and fourths of an inch. Show the data
by making a line plot, where the horizontal scale is marked off in appropriate
units whole numbers, halves, or quarters.

Learning Tasks: To re-learn this objective, the students must understand how to
measure the object properly using a ruler, understand how to write the
measurement.
Strategies: To give students strategies, I will show themhow to properly align the
ruler to the object in order to get the closest measurement. I will show them how to
draw a line so that they find the exact line on the ruler that aligns to the object. I
will show them how to find the hwole number and the fraction, and then show them
how to write the measurement correctly.
Materials: Rulers, objects to measure, key, exit ticket, paper, pencils
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
I believe that this re-engagement lesson will be effective because after
analyzing the whole class exit tickets, it was determined that the majority of
the students misunderstand some part of Part A-whether drawing a line,
finding thewhole number and the fraction, and writing the measurement
correctly. In re-introducing this, it will help students understand the problem
and be able to properly execute the problem with the tools given to them.

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

I will reassess for mastery of procedural understanding by giving the students a
problem closely related to Part A of the exit ticket featured on the Task 4. I will
change the object and the answer. Students must be able to properly complete all
three steps in order to reach mastery, since this is a re-engagement lesson.

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
D3 or D4 10

Total of all scores: 100