Frit 7231 Instructional Design

FRIT 7231 Instructional Design
Design Document
April Davis
Dr. Purcell
Fall 2019
Identification of Learning Problem
The target audience is four 6th grade Math classes at Willie J Williams Middle School in
Moultrie, Georgia. There are 107 students enrolled in these classes and their ages range from 11
to 12 years of age. On the 2018-2019 Georgia Milestone State Assessment, 95% of these
students were not prepared.
The problem is 95% of this targeted group of 6th graders scored either a 1 or 2 on the
GMAS, meaning they were not prepared for the test as 5th graders. There were 49% Beginning
Learners and 46% Developing Learners. The domains they performed lowest in were Number
and Operations in Base 10, and also Number and Operations – Fractions. Other data to back
these findings is the Fall Math Diagnostic test in i-Ready with 91% being one or more grade
levels below with Number and Operations being the domain where they performed the lowest.
For 6th grade the Number System domain counts 30% of the total test which is a big part of the
test. There needs to be some targeted instruction in Number Sense with the group that is two or
more grade levels below to increase their performance to Developing Learners or Proficient
Learners.
The goal for instruction for this group of sixth grade Math students is to increase their
Number Sense knowledge. By increasing their Number Sense knowledge, each student will be
able to show a gain of one grade level and move up one level on the 2020 GMAS.
Learner Analysis
General Characteristics
Willie J. Williams is a middle school in Colquitt County that includes 6th and 7th grades.
Willie J. Williams has a population that is 51% economically disadvantaged. The students in this
group of sixth graders are from 11 to 12 years old. There are 47 students that scored at the
Beginning Learner level and 45 students that scored at the Developing Learners level on the
Georgia Milestones Math Assessment. The students consist of 35 Black/African Americans, 22
Hispanic/Latinos, 32 Whites and 3 multi-racial. Eight students are English learners and 16 are
students with disabilities. There are 52 males and 50 females. Out of this group of students
there are 32 that are identified with ADD/ADHD and are on medication to help them focus.
There are 13 students that live outside of the county.
Entry Characteristics
Students were tested this Fall using i-Ready as a benchmark to see where they were
beginning school. There were two students that scored at a kindergarten level, five scored at a 1st
grade level, nine scored at a 2nd grade level, sixteen scored at a 3rd grade level, twenty-five scored
at a 4th grade level and forty-four scored a 5th grade level. Only four students scored on grade
level with three of those being early 6th and one being mid-6th grade. One female student is new
to the system this year and is an English Learner who speaks, writes and reads very little English.
We have Chromebook laptops that are shared between two classes. Students are very
comfortable using these computers in class. They have been using them to take Unit tests and
work in other various programs for instruction since Elementary school.
Disabilities
Thirteen of the students in this group of sixth graders are receiving special education
services. These students are identified with a SLD (Specific Learning Disability) or OHI (Other
Health Impairment). Ten students have been identified with a SLD and three with OHI. One
student that is identified with a SLD is also EBD and has a BIP (Behavior Intervention Plan). He
has been well behaved and very attentive in class. Most of these students are in the group that
has ADD/ADHD.
Interests, Personal Goals and Preferences
A Math interest inventory was given to each student. Most of the students indicated that
they like to work in small groups. Another learning environment that many students indicated
they preferred was working in pairs. The students that are quiet in class prefer to work alone.
Most of the students responded on the survey that they liked Math class and thought it was fun
because you get to learn something new each day. Most of students have a positive attitude
towards Math class. The students also like being able to work on the Chromebooks certain days
and when their work is completed, they can use the game Prodigy to continue to work on their
math skills. There were only three students that thought math is hard and not a subject they
liked. A few interests they had in class was to practice on dry erase boards, do math projects, do
activities in workstations, do math on the computer and learn in a small group with the teacher.
Some of the students had a goal of learning all the math they can because it is a very important
subject in life. Counting money was their number one reason for learning math.
Task Analysis
A topic analysis will be used to provide a breakdown of the concepts that will be taught
to students in the Number Sense domain to help students develop a better understanding and
show a gain on the GMAS in the Spring. The concepts focus will be rational numbers and
computing fluently with multi-digit numbers. The analysis includes strategies of each concept
and manipulatives that will be used to teach the concepts. The flow chart represents a visual of
the concepts and how they will be taught.

I will serve as the subject matter expert (SME) along with my Special Education co-
teacher, Tyler Dismuke. I am certified in Middle Grades Mathematics which includes grades 4-
8. I have taught math in each grade level except for 8th grade so I am knowledgeable of the
standards being taught for each grade. I have taught math for 16 years with five of those years
teaching 6th grade. Mr. Dismuke is a certified Special Education teacher with 5 years’
experience. Mr. Dismuke will help provide additional support for students and meet
instructional goals of the students with an IEP.
Topic Analysis
1) Computing fluently with multi-digit numbers
a) Divide Whole Numbers
i) Students will divide whole numbers using the Grid Method.
b) Decimal Computation
i) Add Decimals
(1) Students will add using real world examples using money.
(2) Students will add using base ten blocks.
(3) Students will add using a number nine.
ii) Subtract Decimals
(1) Students will subtract using real world examples using money.
(2) Students will subtract using base ten blocks.
(3) Students will subtract using a number line.
iii) Multiply Decimals by whole numbers and decimal numbers
(1) Students will multiply by using base ten blocks.
(2) Students will multiply by using area model.

iv) Divide Decimals by whole numbers and decimal numbers
(1) Students will divide by using an area model.
2) Rational Numbers
a) Students will understand positive and negative numbers used together to represent
quantities in real-world examples.
b) Number Line and Coordinate Plane
i) Students will recognize opposites and zero as its own opposite using number line.
ii) Students will locate ordered pairs in coordinate plane and reflection of ordered pairs.
iii) Students will find and position integers on number line and coordinate plane.
c) Ordering and absolute value of rational numbers
i) Students will interpret statements of inequality about relative position of two numbers
on a number line.
ii) Students will order rational numbers.
iii) Students will understand absolute value of a rational number as its distance from 0 on
a number line.
Compute Multi-Digit
Numbers
Divide Whole Decimal

Numbers Computation
Divide whole
Adding/Subtracting Multiplying
numbers using the Dividing Decimals
Decimals Decimals
grid method
Adding /Subtracting
Decimals using Multiply Decimals Divide Decimals
money using base ten blocks using an area model
Adding/Subtracting
Decimals using base Multiply Decimals
ten blocks using an area model
Adding/Subtracting
Decimals using a
number line
Rational Numbers
Integers Fractions/Decimals
Identify positive and Number line and Ordering and Absolute

negative numbers Coordinate Plane Value
Use positive and

Use horizontal number Use a number line to
negative numbers to
line to show x - axis determine the
represent quantites
and vertical number largest/smallest
using real-world
line to show y -axis number
examples
Use number line to Use number line to

show that positive and show Absolute value =
negative numbers are distance away from
opposites to equal 0 zero
Use painters tape to

create the coordinate
plane on the floor and
place positive and
negative numbers
Move from quadrant to

quadrant to place
ordered pairs and
show reflection points
Instructional Objectives
Objective 1: Students will demonstrate use of the grid strategy to fluently divide multi-digit
whole numbers and then apply steps to divide using standard algorithm with 100% accuracy as
measured by assessment. (Cognitive Domain)
Objective 2: Students will demonstrate the ability to fluently add, subtract, multiply and divide
multi-digit decimals using the standard algorithm with 90% accuracy as measured by
assessment. (Cognitive Domain)
Related Standards:
Objective 1:
MGSE6.NS.2 Fluently divide multi-digit numbers using the standard algorithm.
Objective 2:
MGSE6.NS.3 Fluently add, subtract, multiply, and divide multi-digit decimals using the standard
algorithm for each operation.
Assessments
Assessment on Objective 1: Students will demonstrate use of the grid strategy to fluently divide
multi-digit whole numbers and then apply steps to divide using standard algorithm with 100%
accuracy as measured by assessment.
Students will be assigned different lessons in their google classroom on dividing whole numbers.
These lessons will include watching video lessons on the grid method and standard algorithm to
divide whole numbers and then complete tasks to divide whole numbers. The assessment is
assigned after the completion of the lessons. The assessment will consist of short answer and
multiple-choice questions which will include 10 questions worth 10 points each. The questions
on the assessment are aligned with the objectives and standards. The assessment will be
differentiated for tiered students which will have the steps of division provided and the multiple-
choice questions will have three answer choices instead of four. Students are expected to score
100% on this assessment because the standard and objective covers only the concept of dividing
whole numbers using the standard algorithm.
Prompt: Log into your google classroom and click on the Assessment 1, Dividing Whole
Numbers Quiz. Make sure you have filled in your name and complete all 10 questions. Some
are short answer and some multiple-choice. Once you have completed the quiz please submit for
a grade.
Assessment 1:
Assessment 1 Answer Key:
1 11 6 4
2 49 R28 7 2623
3 180 8 2458
4 1482 9 20
5 25 10 97
Assessment 1 Rubric:
Meets 100%
Does Not Meet Below 100%
Assessment on Objective 2: Students will demonstrate the ability to fluently add, subtract,
multiply and divide multi-digit decimals using the standard algorithm with 90% accuracy as
measured by assessment.
Students will be assigned different lessons in their google classroom on computing different
operations with decimals. These lessons will include watching video lessons using standard
algorithm to add, subtract, multiply and divide decimals and then complete assigned tasks on
decimals. The assessment is assigned after the completion of the lessons. The assessment will
consist of short answer and multiple-choice questions which will include 10 questions worth 10
points each. The questions on the assessment are aligned with the objectives and standards. The
assessment will be differentiated for tiered students which will have the steps to add, subtract,
multiply and divide decimals provided and the multiple-choice questions will have three answer
choices instead of four.
Prompt: Log into your google classroom and click on the Assessment 2, Decimal Quiz. Make
sure you have filled in your name and complete all 10 questions. Some are short answer and
some multiple-choice. Once you have completed the quiz please submit for a grade.
Assessment 2:
Assessment 2 Answer Key:
1 34.689 6 8.15
2 25.9766 7 2.42
3 1.245 8 3
4 17 9 37.76
5 $56.50 10 .4 0r 0.4
Assessment 2 Rubric:
Meets 90% or higher

Does Not Meet Below 90%
Content Sequencing and Instructional Strategies
Sequence Description Objective

1 Students will divide whole numbers using Grid Method. 1
2 Students will divide whole numbers using Standard Algorithm. 1
3 Students will divide decimal numbers. 2
4 Students will add decimal numbers. 2
5 Students will subtract decimal numbers. 2
6 Students will multiply decimal numbers. 2
The learning sequence is based on the units that 6th grade students are taught. The division of
whole numbers and decimal operations are taught in the same unit. Division of whole numbers
is taught and then dividing decimals. Since the students will be familiar with division and will
have learned the steps to dividing, dividing decimals will be the next in the learning sequence.
Students will just need to learn the rules for dividing decimals by whole numbers and decimal
numbers. After dividing decimals, adding, subtracting and multiplying decimals will be taught.
measured by assessment. (Procedure/Application)
Initial Presentation: The students will watch a video on the Grid Method for dividing whole
numbers. This video will go over an example and demonstrate how the Grid Method is used to
divide whole numbers.
Strategy: Demonstration (Morrison, Ross, Kalman, Kemp, 2013)
Differentiation: Students will be allowed to watch video on the Grid Method as many
times as they need. Students will be given step-by-step instructions to follow as they watch the
video and be given guided notes to fill out while watching the video.
Generative Strategy: Students will create a mnemonic to help them remember the steps in
division. Students will write their multiples for the divisor. Students will complete practice
problems dividing whole numbers using the Grid Method.
Strategy: Recall, elaboration, practice (Morrison, Ross, Kalman, Kemp, 2013)
Differentiation: Students are given a mnemonic to remember the steps in division and
given the multiples for the divisors for the practice problems. Students are given practice
problems where some of the problems have been partially completed. Students will fill in the
blanks.
measured by assessment. (Procedure/Application)
Initial Presentation: The students will watch a video on the standard algorithm for dividing
whole numbers. This video will go over an example and demonstrate how the standard
algorithm is used to divide whole numbers.
Differentiation: Students will be allowed to watch video on the standard algorithm as
many times as they need. Students will be given step-by-step instructions to follow as they
watch the video and will be given guided notes to fill out while watching the video.
problems dividing whole numbers using the standard algorithm.
blanks.
assessment. (Procedure/Application)
Initial Presentation: The students will watch a video on using the standard algorithm for
dividing decimal numbers. This video will go over an example and demonstrate how the
standard algorithm is used to divide decimal numbers.
Differentiation: Students will be allowed to watch video on the standard algorithm for
dividing decimal numbers as many times as they need. Students will be given step-by-step
instructions to follow as they watch the video and will be given guided notes to fill out while
watching the video.
problems dividing decimals numbers using the standard algorithm.
blanks.
adding decimal numbers. This video will go over an example and demonstrate how the standard
algorithm is used to add decimal numbers.
Differentiation: Students can watch the video on using the standard algorithm as many
times as needed. Students will also be provided with a video to watch on adding decimals using
base ten blocks. Students will be given guided notes to fill out while they watch the video.
Generative Strategy: Students will practice adding multi-digit decimal numbers by using a
worksheet that has printed hundred grid charts and practice problems.
Differentiation: Students will practice adding multi-digit decimal numbers by using a
worksheet that has printed hundred grid charts and practice problems. Students will also be
given a set of base ten blocks to model the practice problem they are adding and color in the
hundred grid chart.
subtracting decimal numbers. This video will go over an example and demonstrate how the
standard algorithm is used to subtract decimal numbers.

times as needed. Students will also be provided with a video to watch on subtracting decimals
using base ten blocks. Students will be given guided notes to fill out while they watch the video.
Generative Strategy: Students will practice subtracting multi-digit decimal numbers by using a
Differentiation: Students will practice subtracting multi-digit decimal numbers by using
a worksheet that has printed hundred grid charts and practice problems. Students will also be
given a set of base ten blocks to model the practice problem they are subtracting and color in the
hundred grid chart.
multiplying decimal numbers. This video will go over an example and demonstrate how the
standard algorithm is used to multiply decimal numbers.
times as needed. Students will also be provided with a video to watch on multiplying decimals
using base ten blocks. Students will be given guided notes to fill out while they watch the video.
Generative Strategy: Students will practice multiplying multi-digit decimal numbers by using a

Differentiation: Students will practice multiplying multi-digit decimal numbers by
using a worksheet that has printed hundred grid charts and practice problems. Students will also
be given a set of base ten blocks to model the practice problem they are multiplying and color in
the hundred grid chart.
Instructional Design Summary
Getting Learner’s Attention: Students will watch videos throughout the lesson that are designed
for each specific lesson. Each video is designed to explain and connect strategies that will be
used for the lesson. Students will watch the videos as many times as needed and fill out guided
notes and practice problems as they go through each lesson. Students will be learning and using
different strategies throughout this unit that will help them connect to the concept being taught.
Informing Learners of Objectives: The learning objectives will be posted before each lesson in
the Google Classroom and an introduction video will be available to watch about objectives and
what is expected throughout each lesson. Each lesson that includes the videos and practice
problems will describe the objective of the lesson.
Activating Prior Knowledge: The students have had these standards in the fifth grade. The
difference with standards in sixth grade will be the students using the standard algorithm for
dividing whole numbers and the four operations with decimal numbers. Some of the strategies
and videos that are used will activate students’ prior knowledge and assist them in learning the
standard algorithm.
Content Delivery: Students will access all learning content from within their Google Classroom.
The videos, activities and assessments for the unit will be accessed through the Google
Classroom to make it easily accessible to the learner.
Activity 1 Goal Objective Differentiation Assessment Feedback
Pre- Students will All objectives Video will N/A N/A

Instructional know for the Unit. highlight
Video expectations strategies
and content
they will learn
Students will in this unit of Use of media
watch an study.
introduction
video to the
unit. This
video will
inform them
of the
objectives and
expectations.
Initial Students will Objective 1: Students will N/A N/A

Presentation: be able to Students will be allowed to
divide multi- demonstrate watch video
digit whole
The students use of the grid on the Grid
numbers by
will watch a using the strategy to Method as
video on the standard fluently divide many times as
Grid Method algorithm. multi-digit they need.
for dividing whole Students will
whole numbers and be given step-
numbers. then apply by-step
This video steps to divide instructions to
will go over using standard follow as they
an example algorithm with watch the
and 100% video and be
demonstrate accuracy as given guided
how the Grid measured by notes to fill
Method is assessment. out while
used to divide watching the
whole video.
numbers
Generative Students will Objective 1: Students are Students will Teacher will
Strategy: be able to Students will given a submit work provide
divide multi- demonstrate mnemonic to by google feedback
digit whole forms. based on
Students will use of the grid remember the
numbers by correct
create a using the strategy to steps in responses.
mnemonic to standard fluently divide division and
help them algorithm. multi-digit given the
remember the whole multiples for
steps in numbers and the divisors
division. then apply for the
Students will steps to divide practice
write their using standard problems.
multiples for algorithm with Students are
the divisor. 100% given practice
Students will accuracy as problems
complete measured by where some of
practice assessment. the problems
problems have been
dividing partially
whole completed.
numbers using Students will
the Grid fill in the
Method blanks.

digit whole
The students use of the grid on the
numbers by
will watch a using the strategy to standard
video on the standard fluently divide algorithm as
standard algorithm. multi-digit many times as
algorithm for whole they need.
dividing numbers and Students will
whole then apply be given step-
numbers. steps to divide by-step
This video using standard instructions to
will go over algorithm with follow as they
an example 100% watch the
and accuracy as video and will
demonstrate measured by be given
how the assessment. guided notes
standard to fill out
algorithm is while
used to divide watching the
whole video.
numbers.
digit whole forms. based on
Students will use of the grid remember the
numbers by correct
create a using the strategy to steps in responses.
mnemonic to standard fluently divide division and
help them algorithm. multi-digit given the
remember the whole multiples for
steps in numbers and the divisors
division. then apply for the
Students will steps to divide practice
write their using standard problems.
multiples for algorithm with Students are
the divisor. 100% given practice
Students will accuracy as problems
complete measured by where some of
practice assessment. the problems
problems have been
dividing partially
whole completed.
the standard fill in the
algorithm. blanks.
Assessment Students will Objective 1: The Students will The teacher

Objective 1 be able to Students will assessment submit work will provide
divide multi- demonstrate will be by google feedback to
digit whole forms. students based
use of the grid modified for
numbers by on items
using the strategy to tiered correct.
standard fluently divide students. The
algorithm. multi-digit multiple-
whole choice
numbers and questions will
then apply be limited to
steps to divide three answer
using standard choices. Steps
algorithm with will also be
100% provided for
accuracy as dividing
measured by whole
assessment. numbers.

digit decimal
The students the ability to on the
numbers using
will watch a the Standard fluently add, standard
video on using Algorithm. subtract, algorithm for
the standard multiply and dividing
algorithm for divide multi- decimal
dividing digit decimals numbers as
decimal using the many times as
numbers. standard they need.
This video algorithm with Students will
will go over 90% accuracy be given step-
an example as measured by-step
and by assessment. instructions to
demonstrate follow as they
how the watch the
standard video and will
algorithm is be given
used to divide guided notes
decimal to fill out
numbers while
watching the
video.
digit decimal forms. based on
Students will the ability to remember the
numbers using correct
create a the Standard fluently add, steps in responses.
mnemonic to Algorithm. subtract, division and
help them multiply and given the
remember the divide multi- multiples for
steps in digit decimals the divisors
division. using the for the
Students will standard practice
write their algorithm with problems.
multiples for 90% accuracy Students are
the divisor. as measured given practice
Students will by assessment. problems
complete where some of
practice the problems
problems have been
dividing partially
decimals completed.
the standard fill in the
algorithm. blanks.
Initial Students will Objective 2: Students can N/A N/A

Presentation: be able to add Students will watch the
multi-digit
decimal demonstrate video on using
The students numbers using the ability to the standard
will watch a the Standard fluently add, algorithm as
Algorithm.
video on using subtract, many times as
the standard multiply and needed.
algorithm for divide multi- Students will
adding digit decimals also be
decimal using the provided with
numbers. standard a video to
This video algorithm with watch on
will go over 90% accuracy adding
an example as measured decimals
and by assessment. using base ten
demonstrate blocks.
how the Students will
standard be given
algorithm is guided notes
used to add to fill out
decimal while they
numbers. watch the
video.
Generative Students will Objective 2: Students will Students will Teacher will
Strategy: be able to add Students will practice submit work provide
multi-digit demonstrate adding multi- by google feedback
decimal forms. based on
Students will the ability to digit decimal
practice the Standard fluently add, numbers by responses.
adding multi- Algorithm. subtract, using a
digit decimal multiply and worksheet that
numbers by divide multi- has printed
using a digit decimals hundred grid
worksheet that using the charts and
has printed standard practice
hundred grid algorithm with problems.
charts and 90% accuracy Students will
practice as measured also be given
problems. by assessment. a set of base
ten blocks to
model the
practice
problem they
are adding and
color in the
hundred grid
chart.

Presentation: be able to Students will watch the
subtract multi- demonstrate video on using
digit decimal
The students the ability to the standard
numbers using
will watch a the Standard fluently add, algorithm as
video on using Algorithm. subtract, many times as
the standard multiply and needed.
subtracting digit decimals also be
will go over 90% accuracy subtracting
demonstrate blocks.
standard be given
used to to fill out
subtract while they
decimal watch the
numbers. video.
Strategy: be able to Students will practice submit work provide
subtract multi- demonstrate subtracting by google feedback
digit decimal forms. based on
Students will the ability to multi-digit
practice the Standard fluently add, decimal responses.
subtracting Algorithm. subtract, numbers by
multi-digit multiply and using a
decimal divide multi- worksheet that
numbers by digit decimals has printed
using a using the hundred grid
worksheet that standard charts and
has printed algorithm with practice
hundred grid 90% accuracy problems.
charts and as measured Students will
practice by assessment. also be given
problems. a set of base
ten blocks to
model the
practice
problem they
are subtracting
and color in
the hundred
grid chart.

Presentation: be able to Students will watch the
multiply demonstrate video on using
multi-digit
The students the ability to the standard
decimal
will watch a numbers using fluently add, algorithm as
video on using the Standard subtract, many times as
the standard Algorithm. multiply and needed.
multiplying digit decimals also be
will go over 90% accuracy multiplying
demonstrate blocks.
standard be given
used to to fill out
multiply while they
decimal watch the
numbers. video.
Strategy: be able to Students will practice submit work provide
multiply demonstrate multiplying by google feedback
multi-digit forms. based on
Students will the ability to multi-digit
decimal correct
practice numbers using fluently add, decimal responses.
multiplying the Standard subtract, numbers by
multi-digit Algorithm. multiply and using a
decimal divide multi- worksheet that
numbers by digit decimals has printed
using a using the hundred grid
worksheet that standard charts and
has printed algorithm with practice
hundred grid 90% accuracy problems.
charts and as measured Students will
practice by assessment. also be given
problems. a set of base
ten blocks to
model the
practice
problem they
are
multiplying
and color in
the hundred
grid chart.
Assessment Students will Objective 2: The Students will The teacher

Objective 2 be able to add, Students will assessment submit work will provide
subtract, demonstrate will be by google feedback to
multiply and forms. students based
the ability to modified for
divide on items
decimal fluently add, tiered correct.
numbers by subtract, students. The
using the multiply and multiple-
standard divide multi- choice
algorithm. digit decimals questions will
using the be limited to
standard three answer
algorithm with choices. Steps
90% accuracy will also be
as measured provided for
by adding,
assessment.` subtracting,
multiplying
and dividing
decimal
numbers.
Formative Evaluation
A formative evaluation will be conducted in order to evaluate the effectiveness of the
instructional program. The evaluation will be used to identify the strengths and weaknesses of
the program as well as any necessary revisions that need to be made. The use of the expert
review, small group trial and learner survey will help determine the strengths and weaknesses of
the program. The objective of these evaluations will be to evaluate the content appropriateness
and accuracy, completeness, usability and appeal.
Expert Review
Tyler Dismuke is a 6th grade Special Education teacher at Williams Middle School. He
will serve as expert reviewer. Mr. Dismuke has a master’s degree in Special Education and has 5
years teaching experience with those years co-teaching 6th grade Math. Mr. Dismuke enjoys
teaching math and knows the curriculum very well. He collaborates well with the other math
teachers and always tries to find different strategies to get the students excited about learning.
Mr. Dismuke will complete a trial of the instructional program and afterwards will complete a
survey for evaluation of the instructional program.

Subject Matter Expert Survey
Content Appropriateness and Accuracy

1. The content was appropriate for students with lower level math skills?
Strongly Disagree Disagree Agree Strongly Agree
2. The content was appropriate for students with high level math skills?
Strongly Disagree Disagree Agree Strongly Agree

3. Is there anything that could be added for lower level math students?
___________________________________________________________________________________
___________________________________________________________________________________
4. Is there anything that could be added for higher level math students?
____________________________________________________________________________________
____________________________________________________________________________________
5. Is the material sequenced correctly? Yes _______________ No ___________________
If no, what needs to be improved?
_________________________________________________________________________________
6. How many inaccuracies were there in the design?
No errors 1-2 errors 3-4 errors more than 5 errors
Please note where errors occurred: __________________________________________________________
______________________________________________________________________________________
7. Are there any strategies that could be added to the content to make it more effective for students?
________________________________________________________________________________
8. Is any information presented in a way that is confusing for the students? Yes ________ No _____
If yes, please note where changes need to be made: _____________________________________________
______________________________________________________________________________________
Completeness
9. Did all sections work? Yes _____ No _____
If no, what sections did not work? __________________________________________________________

______________________________________________________________________________________
10. Are all learning components present that are needed to learn the skill objectives?
Yes _________ No ______
If no, what learning components need to be added? __________________________________________
___________________________________________________________________________________
11. Are there any learning components that could be delete from the design? Yes ________ No _______
If yes, what needs to be deleted? _________________________________________________________
___________________________________________________________________________________
Usability & Appeal
12. How easy or difficult do you think it will be for 6th grade students to navigate through the modules?
Very Difficult Difficult Easy Very Easy

13. What suggestions do you have to make navigating less difficult for students?
___________________________________________________________________________________
__________________________________________________________________________________
14. How easy or difficult do you think it will be for 6th grade students to submit their assignments?
Very Difficult Difficult Easy Very Easy

15. Do you think that this learning experience will be engaging to the student? Yes _________ No_______
If no, what suggestions do you have to make it more engaging? ___________________________________
______________________________________________________________________________________
16. Do you think that the program will benefit your students?
Why or Why not? _______________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
17. Were the directions and commands stated clearly? If not, please explain.
_____________________________________________________________________________________
_____________________________________________________________________________________
18. What is your overall opinion of the effectiveness of this module?
_____________________________________________________________________________________
_____________________________________________________________________________________
Small Group Trial
A small group of students will be selected from 6th grade to evaluate their experience in
the learning modules and provide feedback. The small group will be a representative group of the
classes being taught. The students will complete the learning modules and then complete the
assessments. If the online learning modules meet the needs of students, 80% of the trial group
will need to meet the objectives. Students will take a survey about their experience after
completing the online modules. Data from the assessment results and survey responses will be
used to help evaluate the content, appeal and usability of the module and if any revisions need to
be made.
Learner Survey
Circle your answer.

1. The online videos were:
Very Boring Boring Fun Very Fun

2. The online lessons were:
Very Boring Boring Fun Very Fun

3. The online lessons were:
Hard Medium Easy

4. The online assessments were:
Hard Medium Easy

5. How much did you learn?
I learned nothing I learned a few things I learned a lot

6. Was it easy to get from one lesson to the other?
Yes No
7. Were you able to understand the lessons?
Yes No
8. What was your favorite part of the lessons?
___________________________________________________________________
___________________________________________________________________
9. What was your least favorite part of the lessons?
___________________________________________________________________
___________________________________________________________________
10. Did you feel the lesson provided you enough practice before the assessment?
Yes No
11. How long did it take you to complete the online module? Days = Class Period
1 day 2 days 3 days 4 days more than 5 days

References
(2019, August 30). 2018-19 Georgia Milestones Performance Summary. Retrieved from
https://colquitt.illuminateed.com/live/?
page=PrebuiltReport_CodeBasedJasperController&debug=&jasper_prebuilt_id=388&ref
erence_id=PR&state_id=10&guid=32099500-7dc9-4791-977b-
b4354a33dda5&fw_form_form_test=1&site_id=16&date=logged_in_date&date_other_st
art=&date_other_end=&group_id=&race_slash_ethnicity=&non_visibility_group_id=&g
ender=&is_special_ed=&is_sed=&ga_milestones_test_year=2019&ga_milestones_subje
ct_area=math&ga_milestones_table_type=eog&ga_milestones_available_test=Spring+20
19+Grade+5+Mathematics&report_group_level=comprehensive&state_multiple_number
_of_years=1#report
(2019, August 30). i-Ready. Retrieved from https://login.i-
ready.com/educator/reports/class/diagnostic/results/math?tableconfig=%7B%22report-
class-profile%22%3A%7B%22sort%22%3A%7B%22column%22%3A%22placement
%22%2C%22direction%22%3A%22desc%22%7D%2C%22filter%22%3A%7B%7D
%7D%7D&teacher=all

Frit 7231 Instructional Design

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Frit 7231 Instructional Design

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FRIT 7231 Instructional Design

students were not prepared.

Georgia Milestones Math Assessment. The students consist of 35 Black/African Americans, 22

There are 13 students that live outside of the county.

work in other various programs for instruction since Elementary school.

Interests, Personal Goals and Preferences

the concepts and how they will be taught.

instructional goals of the students with an IEP.

1) Computing fluently with multi-digit numbers

a) Divide Whole Numbers

i) Students will divide whole numbers using the Grid Method.

(2) Students will add using base ten blocks.

(3) Students will add using a number nine.

ii) Subtract Decimals

(2) Students will subtract using base ten blocks.

(3) Students will subtract using a number line.

iii) Multiply Decimals by whole numbers and decimal numbers

(1) Students will multiply by using base ten blocks.

(2) Students will multiply by using area model.

(1) Students will divide by using an area model.

quantities in real-world examples.

b) Number Line and Coordinate Plane

c) Ordering and absolute value of rational numbers

ii) Students will order rational numbers.

Divide Whole Decimal

Identify positive and Number line and Ordering and Absolute

Use positive and

Use number line to Use number line to

Use painters tape to

Move from quadrant to

measured by assessment. (Cognitive Domain)

assessment. (Cognitive Domain)

MGSE6.NS.2 Fluently divide multi-digit numbers using the standard algorithm.

algorithm for each operation.

accuracy as measured by assessment.

whole numbers using the standard algorithm.

choices instead of four.

Meets 90% or higher

Content Sequencing and Instructional Strategies

Sequence Description Objective

measured by assessment. (Procedure/Application)

divide whole numbers.

Strategy: Demonstration (Morrison, Ross, Kalman, Kemp, 2013)

problems dividing whole numbers using the Grid Method.

Strategy: Recall, elaboration, practice (Morrison, Ross, Kalman, Kemp, 2013)

measured by assessment. (Procedure/Application)

algorithm is used to divide whole numbers.

Strategy: Demonstration (Morrison, Ross, Kalman, Kemp, 2013)

Differentiation: Students will be allowed to watch video on the standard algorithm as

problems dividing whole numbers using the standard algorithm.

Strategy: Recall, elaboration, practice (Morrison, Ross, Kalman, Kemp, 2013)

standard algorithm is used to divide decimal numbers.

Strategy: Demonstration (Morrison, Ross, Kalman, Kemp, 2013)

watching the video.

problems dividing decimals numbers using the standard algorithm.

Strategy: Recall, elaboration, practice (Morrison, Ross, Kalman, Kemp, 2013)

algorithm is used to add decimal numbers.

Strategy: Demonstration (Morrison, Ross, Kalman, Kemp, 2013)

Strategy: Recall, elaboration, practice (Morrison, Ross, Kalman, Kemp, 2013)

Differentiation: Students will practice adding multi-digit decimal numbers by using a

hundred grid chart.

standard algorithm is used to subtract decimal numbers.

Strategy: Demonstration (Morrison, Ross, Kalman, Kemp, 2013)

Yes ___ No