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Hhagood Instructional Design 8
Hhagood Instructional Design 8
Design Document
Heather Hagood
Dr. Purcell
Fall 2019
Identification of Learning Problem
Luella Middle School contains approximately 1,000 students from sixth to eighth grade. As showed in
the results from the Georgia Milestones Math assessment in 2018, Luella Middle School continues to perform
under the county and state minimum expectations. For the current 300 seventh graders this school year, in 2018,
15 (5%) were distinguished learners, 46 (15.2%) were proficient learners, 138 (46%) were developing learners,
and 101 (33.8%) were beginning learners. This means 239 (79.8%) of the current 300 students in the seventh
High-flyer students are labeled as distinguished learners, or level 4, whose scores show mastery over the
grade level content. Middle students are labeled as proficient learners, or level 3, who have mastered the grade
level content. Low level students fall into two categories – developing learners and beginning learners, level 2
and 1 respectively. Developing learners are students that demonstrate some mastery regarding the grade level
content, yet have several foundation gaps. Beginning learners demonstrate little to no mastery of grade level
The target audience for the learning problem is the 101 (33.8%) of 7th graders at Luella Middle School
that scored as beginning learners, or level one, on the Georgia Milestone Math assessment during the school
year 2018-2019. These students have proven to struggle with number fluency, computation, and problem
solving.
The problem is that the students struggle with identifying and implementing appropriate strategies for
problem solving in math. The instructional goal is to have at least 20 students that previously scored a level one
on the GA Math Milestones to score at minimum a Level 2 this school year. Student progress throughout the
year will be monitored using MAP (The Measures of Academic Progress). MAP is a test that students take in
August, December, and April to track growth and project student achievement on the Georgia Milestone Math
assessment at the end of the school year. The objective is the MAP assessments to show student growth
occurring throughout the school year before the Georgia Milestone Math assessment or if nothing else,
that are causing a disconnect in understanding the material. The plan to achieve this goal is through a math
enrichment class that students will attend in person twice a week for intervention in addition to a regular math
class. The enrichment class will have two parts - an online intervention course for foundation skills and in-class
enrichment activities for grade-level content. Luella Middle School is one-to-one technology, and as such
provides a unique opportunity to provide students with multiple tools to personalize learning. An online course
that allows students to work through intervention material and build strategies at their own pace, receive
immediate feedback throughout the course, and allow remote access will be extremely beneficial to students to
Learner Analysis
General Characteristics
The student’s ages range from eleven to fourteen years old. The total number of students who are
attending Luella Middle School in seventh grade, who scored at the achievement level one, or beginning learner
on the Georgia Milestones Math Assessment, is 101 students. 63 students are male, and 38 students are female.
Ethnically, this group of students is composed of 4 Caucasians, 77 African Americans, 8 Hispanics, 2 Asians,
and ten students who are mixed. Out of the 101 students, 99 students are native English speakers. 55 students
are economically disadvantaged. All students are zoned for Luella Middle School and reside in Henry County
Georgia.
Disabilities
Twenty one students have a learning disability. Eleven learners receive special education services for
reading, 18 students receive EIP (Early Intervention Program) services for math, and five of the students are not
labeled as receiving additional services outside of regular education. Twelve students have a Specific Learning
Disability in math. Out of the twelve students who have a specific learning disability, five of those students
have goals to increase accuracy for problem solving and word problems using complex numbers and all four
operations.
Entry Characteristics
Overall, 51 students out of 101 are not reading on a seventh grade level. The fall seventh grade MAP
assessment shows that 28 of the students were below average, and 9 of the students scored in the average range.
The MAP assessment also breaks down domains and predicts how students will perform in each domain for the
GA Math Milestone assessment at the end of the school year. The MAP assessment shows for Statistics and
Probability that 99 students were below average, and 2 of the students scored in the proficient range. In
Geometry, all 101 students were below average. 75 students scored below average in the Real and Complex
Number System, and 80 scored below average in Operations and Algebraic Thinking.
Results from teacher observation reveal that students who did not do well on the Georgia Milestones
Math Assessment in the previous school year have difficulty in number fluency and problem solving math
equations, especially with word problems. Throughout the beginning of the school year, teachers have observed
the student’s willingness and internal motivation to learn and respond well in interventions that have been put in
place. When asking the groups of students how they felt about math, 60 said they found it “too difficult or
confusing”, 20 said “fun if its a game”, 21 said it was “boring”. When asked about showing work or explaining
how he or she was able to find the answer, 95 of the students expressed that explaining their work was one of
the major obstacles in math that they found difficult. Thirty of the students expressed that they didn’t have a
quiet place to do schoolwork at home. Sixty of the students are athletes and indicated that during the sport
season they have less than two hours on average that they devote to homework or studying for the entire week
All of the students have a Chromebook provided to them by the school, and have internet access at
home. The students in this group are proficient at using computers and can navigate computer programs with
ease. With some redirection from the teacher these students are capable of self-monitoring when completing a
task. Students ask questions and seek the help of the teacher, peers, or online resources when needed.
Task Analysis
In order to be able to get students on or above grade level, students have to have a good concept of
number sense. In seventh grade number sense can be built upon using several concepts in the operations with
rational numbers. A topic analysis provides a breakdown of these concepts in order for students to build the
relationship with numbers. The two concepts that will be the main focus is operations with integers and solving
linear equations. The analysis includes each concept along with strategies and items that will be used to build
number sense. The flow chart provides a visual representation of the concepts and the order in which they will
be taught.
As a 7th Grade Math Enrichment teacher, I am responsible for assigning and monitoring instruction
based on math for seventh grade. This allows me to see what the student’s strengths and weaknesses are in
math. I serve as the subject matter expert (SME) along with our school Personalized Learning Coach, Mrs.
Kelly Rippa. I was able to consult with her and see what she is noticing in her data for 6th, 7th, and 8th grade
students at Luella Middle School. I have 5 years of experience teaching math, and my colleague Ms. Rippa has
over 20 years’ experience teaching math in Early Childhood Education. We are both knowledgeable of the
Topic Analysis:
i. Number Line
ii. Counters
a. To add two integers with the same sign, find the sum of their absolute
a. To add two integers with the same sign, find the sum of their absolute
a. To add two integers with different signs, find the difference of their
absolute values. Use the sign of the integer with the greater absolute value.
Instructional Objectives
The cognitive domain includes recalling or recognition of specific facts, procedural patterns, and
concepts that serve in the development of intellectual abilities and skills. Due to this correlation with the process
of math, every objective will fall into the cognitive domain for this unit.
Objective # 1: (Cognitive Domain) Students will fluently add and subtract integers with 90% accuracy.
Objective # 2: (Cognitive Domain) Students will fluently multiply and divide integers with 90%
accuracy.
Related Standards:
MCC7.NS.1 Apply and extend previous understandings of addition and subtraction to add and subtract
rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram.
MCC7.NS.1b Understand as the number located a distance from, in the positive or negative direction
depending on whether is positive or negative. Show that a number and its opposite have a sum of 0 (are
MCC7.NS.2c Apply properties of operations as strategies to multiply and divide rational numbers
MCC7.NS.1d Apply properties of operations as strategies to add and subtract rational numbers.
Development of Assessments
The students will use google sites to access lessons and assessments throughout this instructional design.
Students will choose either two tests or a project for assessment, providing differentiation through the product
For the first choice the students will have to take two tests – one for adding and subtracting, and then a
second test for multiplying and dividing. The assessments will have multiple choice questions as well as short
answer questions and will be taken on a google form. The adding and subtracting integers assessment will
consist of x questions – x multiple choice and x short answer. The multiplication and division assessment will
consist of x questions – x multiple choice and x short answer. By having the operations separated and each test
having separate sections for specific skills, this gives informative feedback giving students a chance to target
only necessary skills for remediation to work on to achieve mastery. The multiple choice questions will be
limited to four answer choices. The short answer questions will have the appropriate number of blanks for them
to write their answer. Students will complete a correction sheet after finishing each assessment so they can
The integer project is the second choice that students can choose to demonstrate mastery. This project
was adapted from its original version from the Cabarrus County Schools website. Students can choose to make
a cereal box, board game, or song that fits the criteria of the given rubric. Students must state the rules for each
operation, provide varied examples of each operation, and provide additional test questions for other students to
take.
Link for first quiz as Google Form: Add and Subtract Integers Quiz
Link for second quiz as Google Form: Multiply and Divide Integers Quiz
Example of Correction sheet
http://www.cabarrus.k12.nc.us/cms/lib09/NC01910456/Centricity/Domain/4071/IntegerProject.doc.
Integer Project
You will upload a pdf or sound file in Google Classroom for this project
Cereal Box – Create a cereal box that advertises how integers work. Upload pdf of creation.
Board Game- Create a board game that uses integer knowledge to play the game. Upload pdf of creation.
Song- Create and record a song that demonstrates the rules to solve integer problems. Upload sound file.
_____ Five problems each of addition, subtraction, multiplying and dividing integers for other people to solve
(20 total problems)
_____ The answer key to the problems you created
_____ Self – Assessment Reflection: Address your preparation, content understanding, and if you feel like you
have achieved learning objective goals.
************************************************************************
Name:_______________________________
Period______
4 3 2 1 = ___ Presentation
4 3 2 1 = ___ Self-Assessment
4 3 2 1 x 2 = ___ Creativity
Name:___________________________________________
Period______
Content Sequencing and Instructional Strategies
This sequence builds on concepts in a learning-related order. The learner will proceed via the instruction
comparable to how a teacher would proceed through planning a lesson. This sequence builds from the
identifiable prerequisite skills so that learner will be successful in mastering this skill. Finally, this sequence
permits the learner to daily build on to the skills being taught. By going through these sequencing the learner
Objective 1: Students will fluently add and subtract integers with 90% accuracy.
Initial Presentation: The students will watch two videos that explains what absolute value
and integers are respectively. Students are encouraged to take notes while watching the
videos. The videos will show examples of each concept and demonstrate what numbers
Strategy: RULEG and Model, Recall, Organization, and Demonstration (Morrison, Ross,
Generative Strategy: After the students have completed the lessons they will create their
own graphic organizer that must be defining, comparing, and identifying integers. The
students must also show examples of opposites and absolute value of integers.
positive and negative numbers on a number line. Students are encouraged to take notes
Generative Strategy: After the students have completed the lessons they will create their
own problems that must include adding integers using a number line, defining,
comparing, and identifying integers. The students must also show examples of opposites
and absolute value of integers. Students will use an online manipulative and upload
screen shots pictures of the problems they created on a google doc to turn in.
Initial Presentation: The students will watch two videos that explains adding integers with
the same sign and different signs respectively. Students are encouraged to take notes
while watching the videos. The videos will show examples of each concept and
Generative Strategy: After watching the video students will create their own flow chart
to demonstrate the rules of adding integers. Afterwards students will complete the
independent problems using their notes. After the independent practice students will
complete an activity that requires students to use adding integers to make the numbers
from -5 to 5. Students must have at least five problems for same sign addition and five
Initial Presentation: The students will watch two videos that explains the method for
subtracting integers. Students are encouraged to take notes while watching the videos.
The videos will show examples of each concept and demonstrate what the rules are for
subtracting integers. A graphic organizer will also be provided to fill in along with
Strategy: RULEG and Model, Recall, Practice (Morrison, Ross, Kalman, Kemp, 2013)
Generative Strategy: After teaching the lesson have students complete the independent
Objective 2: Students will fluently multiply and divide integers with 90% accuracy.
Initial Presentation: The students can watch two videos that explains multiplying and
dividing integers with the same sign and different signs respectively. Students are
encouraged to take notes while watching the videos. The videos will show examples of
each concept and demonstrate what the rules are for same and different sign integers. A
graphic organizer will also be provided to fill in along with watching the videos.
Strategy: RULEG and Model, Recall, Practice (Morrison, Ross, Kalman, Kemp, 2013)
Generative Strategy: After teaching the lesson have students complete the independent
Culmination of Objectives 1 and 2: Students will fluently add, subtract, multiply and divide integers
Initial Presentation: Students will be given the option to choose between two tests or the
Generative Strategy: If students choose the test route, they will take two exams on
Google Forms. The first exam consist of only Adding and Subtracting integers, breaking
down into different sections to address each skill individually from Lessons 1-4. The
second exam contains only multiplication and division from Lesson 5. If students choose
to do the Integer Project, students will create a game, cereal box, or song based off of
guidelines from the given rubric that covers materials from Lessons 1-5. Students will
receive feedback from either option and be able to remediate on specific skills that have
Differentiation
Differentiation will be provided to students through content, process, and product. For content, there will
be multiple videos for students to view. They can watch the videos as much as they want. They can also view as
many videos as they want in order to feel confident of their learning. Students will also be able to work with
online manipulatives to have a different mode of learning and way to practice mastery. Process will be
differentiated for students by allowing students access to all content up front to be able to accelerate or
remediate skills at his or her own pace. Feedback from the assessments will allow students to identify the
specific skills needed for remediation instead of broad topics. Product will be differentiated by students being
able to choose either the Integer Project or tests to demonstrate content mastery.
Design of Instruction
The attention grabber that I will use for students are two videos on the homepage of the class website that
introduces the topic of integers. One video is done by students in high school that is engaging to the students
and relates the content to everyday life such as likes and dislikes on social media. The second video is from
Math Antics and helps relate prior knowledge to the upcoming content. The learning objectives will be posted
to inform learners on the front page of the website, on each relevant section of instruction, and on the
assessments. The intended sequence of instruction will be listed on the homepage of the class website. Content
will be delivered to learners 100% online through a provided class website, videos, google classroom, google
docs, and google forms. Students will activate relevant prior knowledge via the online instruction videos which
have been specifically picked for tying in prior knowledge with the new content.
Sequence Goal Objective Learning Activity Assessment
Lesson 1: Understand 1. Students The students will watch GRAPHIC ORGANIZER
the value of will fluently two videos that explains
an integer add and what absolute value and Create their own graphic
subtract integers are respectively. organizer that must be defining,
integers with Students are encouraged to comparing, and identifying
90% take notes while watching integers. The students must also
accuracy. the videos. The videos will show examples of opposites
show examples of each and absolute value of integers.
concept and demonstrate
what numbers are integers
and what the absolute
value of a number is.
Lesson 2: Add by 1. Students The students will watch CREATE OWN PROBLEMS
applying the will fluently two videos that AND EXAMPLES
number line add and demonstrates how to add
subtract positive and negative Create their own problems that
integers with numbers on a number line. must include adding integers
90% Students are encouraged to using a number line, defining,
accuracy. take notes while watching comparing, and identifying
the videos. integers. The students must also
show examples of opposites
and absolute value of integers.
Students will use an online
manipulative and upload screen
shots pictures of the problems
they created on a google doc to
turn in.
Lesson 3: Add integers 1. Students The students will watch 1. FLOW CHART FOR
by applying will fluently two videos that explains RULES
the rules add and adding integers with the 2. PRACTICE PROBLEMS
subtract same sign and different 3. TASK
integers with signs respectively.
90% Students are encouraged to Create their own flow chart to
accuracy. take notes while watching demonstrate the rules of adding
the videos. The videos will integers. Afterwards students
show examples of each will complete the independent
concept and demonstrate problems using their notes.
what the rules are for After the independent practice
adding integers. students will complete an
activity that requires students to
use adding integers to make the
numbers from -5 to 5. Students
must have at least five
problems for same sign
addition and five problems for
different sign addition.
Lesson 4: Subtract 1. Students The students will watch PRACTICE PROBLEMS
integers by will fluently two videos that explains
applying the add and the method for subtracting After teaching the lesson have
rules subtract integers. Students are students complete the
integers with encouraged to take notes independent problems using
90% while watching the videos. their notes.
accuracy. The videos will show
examples of each concept
and demonstrate what the
rules are for subtracting
integers. A graphic
organizer will also be
provided to fill in along
with watching the videos.
Lesson 5: Divide and 2. Students The students can watch PRACTICE PROBLEMS
multiply will fluently two videos that explains
integers by multiply and multiplying and dividing After teaching the lesson have
applying the divide integers with the same sign students complete the
rules integers with and different signs independent problems using
90% respectively. Students are their notes.
accuracy. encouraged to take notes
while watching the videos.
The videos will show
examples of each concept
and demonstrate what the
rules are for same and
different sign integers. A
graphic organizer will also
be provided to fill in along
with watching the videos.
Lesson 6: Compare, 1 AND 2. Students will be given the 1. TWO QUIZZES
add, subtract, Students will option to choose between OR
multiply, and fluently add, two tests or the Integer 2. PROJECT
divide subtract, Project to demonstrate
integers. multiply, and mastery of all four integer If students choose the test
divide operations. route, they will take two exams
integers with on Google Forms. The first
90% exam consist of only Adding
accuracy. and Subtracting integers,
breaking down into different
sections to address each skill
individually from Lessons 1-4.
The second exam contains only
multiplication and division
from Lesson 5. If students
choose to do the Integer
Project, students will create a
game, cereal box, or song based
off of guidelines from the given
rubric that covers materials
from Lessons 1-5.
Students will receive feedback
from either option and be able
to remediate on specific skills
that have not been mastered
with 90% accuracy.
Feedback Students will be provided feedback online through individual assignments in Google
Classroom. Feedback will consists of comments, corrections, and suggestions for each
assignment.
The online quizzes are graded automatically and will immediately show students their
score, the missed questions, and the correct answers.
A rubric will be provided for any students who complete the Integer Project.
Universal Learners are being given a choice in technology tools to respond with which optimizes
Design for individual choice and autonomy.
Learning
Differentiatio Content
n o Multiple videos for students to view. They can watch the videos as much as they
want. They can also view as many videos as they want in order to feel confident of
their learning.
o Online manipulatives to have a different mode of learning and way to practice
mastery.
Process
o Access to all content up front to be able to accelerate or remediate skills at his or
her own pace.
o Feedback from the assessments will allow students to identify the specific skills
needed for remediation instead of broad topics.
Product
o Choose either the Integer Project or tests to demonstrate content mastery.
The formative evaluation will serve as an adequate way to assess the effectiveness of the instruction
with the lesson of the program. A google form survey was created for the students and the peer SME so they
could evaluate the design. After completion of the Unit Test/Project the students will be able to access link for
the survey. After the peer SME completes the walk through of the design she will complete a survey.
The feedback from the evaluation will then be used to address areas of concern and make any necessary
revisions to the course. By using the performance of an expert review and learner surveys, the strengths and
weaknesses of the program can be further identified. The evaluation’s objective are used to determine the
Expert Review
Kelly Rippa will serve as the expert reviewer. She has 20 years of early childhood experience as a
classroom teacher and instruction coach. Of the 20 years, she has taught 6th, 7th, and 8th grade math for 15 years.
For the past five years Ms. Rippa has served as the instructional lead of the school assisting teachers with
planning and assessment in the classroom. She currently holds a Specialist Degree in Educational Leadership
(Ed.s.). Upon completing a trial of the learning module, she will use the survey to provide adequate feedback on
the program’s content appropriateness and accuracy, completeness, and usability and appeal.
The following link will lead the students to the survey: https://forms.gle/NCG8QMgjr6XKRNb29
The following link will lead the SME to the survey: https://forms.gle/ZdHRKzCQ1R7V4t6A6
A copy of the questions from both surveys is listed below. The student feedback survey is first, and the survey
http://www.cabarrus.k12.nc.us/cms/lib09/NC01910456/Centricity/Domain/4071/IntegerProject.doc.
Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2013). Designing effective