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Justin Riley
7/11/20
ISTC 667: Instructional Development
Equal Groups Final Project
 Section 1:
 Content Area: Math (Understanding multiplication equal groups)
 Grade Level: 3rd Grade standard
 Topic: Understanding multiplication: equal groups and repeated addition)
 Instructional Goal: I can find the answer to multiplication problems using the visual strategy of equal
groups and connecting to repeated addition. (3.OA 1, 3)
 Collaborators:
 I worked with my school's Math Support Teacher Kelly Healey to help me with the design and instructional
strategy planning of the math content of the lesson. We worked together to do a lot of pre-planning as I was the
lead instructional designer. I was going to be implementing and assessing the student's performance ability and
the effectiveness of the unit, and it's instructional strategies. Kelly also helped me analyze the exit tickets and
tweak the remaining instructional plan based on the student’s performance at the Mid Unit Assessments/Exit
Tickets.
 Another collaborator that was essential to the effectiveness of this unit was my Para Educator, Enchantment
Allen. Her role was to support me as a lead designer as a second instructor while teaching, giving more support
to my students with special needs. She was also vital in taking anecdotal notes and performance summaries
after each lesson to gauge the independence and amount of support that each individual student required.
 Front end Analysis-
 Needs Analysis See figure1 on page 3 or click here :
 Model Used: Robert F. Mager's Performance Analysis
 Why I chose this model: I chose this model because my students with their standard general ed instruction
are not able to perform a previous grade-level standard. When creating a lesson for my special education
students, I need to think like a detective to figure out why my students are not comprehending and
internalizing new standards. As an Interventionist, this seemed to fit many aspects of my professional role.
I also liked the visual model associated with it on page 48 of our textbook in figure 3.1. (Brown & Green,
2016)
 How it was Implemented: When creating my unit plan and the individual accompanying daily lessons I
used my needs analysis to map out the topic and sequence of my lessons progressing from introductory
skills such as vocabulary acquisition, to modeling the strategy, practice time with strategy, and then
independent use of the strategy and the final problem. This also helped me plan where to start in the
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progression of skills and how much time I would need on each stage of the problem. I know that my
students have IEP’s and will need more time and repetition to master the skills. This intervention will also
occur only in 30-minute blocks as this is the time of my pull out sessions with my IEP students. With the
need’s analysis completed, it helped guide my planning when using the Pebble in the Pond Graphic
Organizer.
 Learner Analysis: See Table 1 starting on page 4.
 My Model: Dick, Carey, and Carey Model of Learner Analysis
 I chose this model: I chose the Dick, Carey, and Carey Model of Learner Analysis because it closely
relates to identifying information about my students that I already look at and gather before creating a
lesson and planning for my week of instruction. I do not look at identifying information every week when
planning my lessons, as suggested by the model. One of the important things that I do and one of the main
reasons I chose this model was its focus on looking at the students' motivation and attitudes. I believe that
this identifying information about the target population will help greatly when trying to move forward with
planning and designing instructional materials an assessment pieces to your instruction. I watched a TED
Talk entitled "Every Kid Needs a Champion" by Rita Pierson, and one of the things that she says in this
video made me laugh but has stuck with me ever since. Rita says, "Kids don't learn from people they don't
like." I think that this also pertains to the person and the content of the lesson. If there is a stigma around a
topic such as math, the instructional designer is going to have to work harder to create ways to change that
attitude before the learning begins.
 Group Characteristics: This is an excellent group of students. They all enjoy their pull out time with
myself and my Para Educator. The group works well together and has had intervention groups together
since Kindergarten. The students enjoy using technology integrated into their lessons and are eager to
learn through internal or external motivators.
 How I implemented this into my unit: As a special educator, I typically have general information such as
the student's present levels surrounding a particular topic and learning preferences documented in my
student's IEP. I also have behavioral present levels and supplementary aids and supports. For me, this
was second nature because most of my instruction is individualized to a small and specific set of students
or skill. Even though I don't write out a learner analysis for every lesson, I am continually thinking about
what my students need to succeed and what I can implement into their IEP. I typically use strategies and
tools that work across multiple settings, such as graphic organizers, manipulative, visuals, and behavioral
supports.
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Figure 1: Needs Analysis

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Learner Analysis
Entry Skills Prior knowledge Attitude toward Academic Educational and General Learning
of topic skills Content and Delivery Motivation abilities level Preferences
System
Abby B. -Fine motor abilities -knows the - Abby lacks - She can be Abby has low -Kinesthetic and
to draw and use a definition of what confidence in herself internally cognitive functioning auditory Learner
pencil equal means and her ability to do motivated to and high verbal skills
-Can identify math please adults. and is working
numbers with the -Knows how to between a first and
use of a number line draw a group of -Abby becomes -She is second-grade math
-Knows how to use objects frustrated quickly motivated by level independently
pictures to add and needs support rewards like with no adult
multiple addends -Knows how to when frustrated unicorn stickers support. She is one
-Knows how to count with one to and playtime. of my more
write a one -Abby like to draw challenging students
mathematical correspondence and likes when math -She needs a first to plan instruction
equation to find a total topics include her then chart to for. Abby can not
number of objects interest including work on one task decode text and has
dogs and unicorns at a time and all problems, and
-Abby performs then earn a directions read to her
better in a smaller reward for that
group environment task.
with familiar
students and staff.
Sammy -Fine motor abilities -knows the -Sammy loves math -Sammy likes to Sammy has deficits in -Kinesthetic and
G. to draw and use a definition of what and likes to use compete and her cognitive auditory Learner
pencil equal means manipulatives and likes to share her functioning and
-Can identify drawings to show her answers with the verbal skills; she
numbers with the -Knows how to work instead of class. works on a second to
use of a number line draw a group of writing third-grade level on
-Knows how to use objects -She is more moth of her math
pictures to add -Sammy enjoys using internally skills. Sammy has
multiple addends -Knows how to the interactive motivated to decoding difficulties,
-Knows how to count with one to whiteboard to show learn and and all word
write a one her work to her occasionally problems are read to
mathematical correspondence friends. needs an her.
equation to find a total extrinsic
number of objects motivator, such
as break time, at
the end of the
lesson.
Najee -Fine motor abilities -knows the -Najee is always -Najee is Najee is working on a -Kinesthetic and
H. to draw and use a definition of what eager to learn internally second to third-grade auditory Learner
pencil equal means something new and motivated to math level. Najee
-Can identify likes to be learn new things. has difficulties with
numbers with the -Knows how to challenged. comprehension, so it
use of a number line draw a group of -Najee likes to is helpful if word
-Knows how to use objects -Najee likes to work be challenged to problems are broken
pictures to add with a partner and do better, and if apart into sections
multiple addends -Knows how to use the computer you tell him you and only include
-Knows how to count with one to and interactive are going to try essential
write a one whiteboard. and trick him, he information.
mathematical correspondence puts forth more
equation to find a total effort to prove
number of objects you wrong.
Jamie T. -Fine motor abilities -knows the -Jamie likes math -Jamie needs Jamie has deficits in -Kinesthetic and
to draw and use a definition of what more than reading. external his cognitive auditory Learner
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pencil equal means motivators to functioning and his
-Can identify -Jamie is eager to work. verbal skills; he is
numbers with the -Knows how to please adults and to -Jamie uses a working on a second
use of a number line draw a group of earn his rewards task chart to go to third-grade level
-Knows how to use objects using his task chart. through an on most of his math
pictures to add assignment step skills. Jamie has
multiple addends -Knows how to -Jamie loves the by step. After decoding and
-Knows how to count with one to interactive doing four steps, comprehension
write a one whiteboard, and it is he then earns a difficulties, and all
mathematical correspondence sometimes a reward such as word problems are
equation to find a total motivator to show Lego time or read to him. They
number of objects his thinking as he can bookmaking also only contain
be shy talking to his time. necessary
peers. information within
them.
Daryl -Fine motor abilities -knows the - DJ loves math and is - DJ is more DJ is working on a -Kinesthetic and
M. (DJ) to draw and use a definition of what eager to please internally second to third-grade auditory Learner
pencil equal means adults motivated to math level. DJ has
-Can identify learn and will difficulties with
numbers with the -Knows how to -DJ likes to work with occasionally comprehension, so it
use of a number line draw a group of partners need an extrinsic is helpful if word
-Knows how to use objects motivator such problems are broken
pictures to add -DJ does not like to as break time at apart into sections
multiple addends -Knows how to be put on the spot to the end of the and only include
-Knows how to count with one to share his answers, so lesson. essential
write a one he enjoys turn and information.
mathematical correspondence talk with a - DJ likes to be
equation to find a total tablemate. challenged to
number of objects do better, and if
you tell him you
are going to try
and trick him,
he puts forth
more effort to
prove you
wrong.
Elianna -Fine motor abilities -knows the -Elianna likes math -Elianna is Eliana, just this year, -Kinesthetic and
F. to draw and use a definition of what and is eager to internally suffered an auditory Learner
pencil equal means please adults. motivated and aneurysm in her left
-Can identify loves to learn. carotid artery, which
numbers with the -Knows how to -She has a firmer caused fine motor
use of a number line draw a group of grasp of math -She enjoys and cognition
-Knows how to use objects concepts and likes to helping others impairments. She
pictures to add help others. and loves to had just received an
multiple addends -Knows how to share her IEP this year as the
-Knows how to count with one to Elianna and Abby responses incident occurred in
write a one make excellent August of 2019. She
mathematical correspondence partners together as - She loves when is working on a
equation to find a total Elianna brings Abby she is included in second to third-grade
number of objects out of her shell. word problems, math level. She has
and they relate difficulties with
to a relatable comprehension, so it
topic such as art, is helpful if word
unicorns, dogs, problems are broken
and crafts. apart into sections
and only include
essential
information.
Table 1:Learner Analysis
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 Progression of Problems:

 Pebble in the Pond Graphic Organizer:

Instructional problem: use visual models to develop an understanding of multiplication and how
it relates to the operation of addition.
Instructional Goal: I can find the answer to multiplication problems by using the visual
strategy of equal groups. (3.OA 1, 3)

Learners: 4th and 5th-grade special

Guidance education students with Math IEP
Provided
objectives working below grade level.

P5
P2 P3 Solve multiplication
P1 Multiplicatio Learning P4 word problem using
Progression of What is Connecting to a real
n Language strategy equal groups
Problems multiplication word
(Vocab) (explore) (Application)
(Explain)

 Task 1/Problem 1: What Is Multiplication?

 Before the lesson, students will have learned about and applied pictures to solve repeated addition
problems. The teacher will introduce that we are going to start learning about multiplication today. The
teacher will place a photo on the board, showing a pantry with four shelves, each shelf has four jars, and
each jar has two pickles in it. The teacher will pose the question, “what do you see?". Students will
share with their trio and write on a group piece of paper their answer. The teacher will ask the trios to
share. The teacher will ask, "why do you think Mr. Riley showed you this picture?". Students will talk
and write their answers on the graphic organizers at their tables. The teacher will ask the students to
share what they wrote. The teacher poses the question, "I wonder how this picture shows
multiplication?". Students talk with partners and write down answers. The teacher asks students to
share ideas and gives them the definition of multiplication.
 Task2/Problem2: Multiplication Language
 The teacher will provide students with a math vocabulary interactive flip chart. The teacher will read
each vocabulary word (Equal Groups, multiply, factor, product). The teacher will then explain to
students what those words mean. The teacher and students will brainstorm together to use a drawing to
show the meaning of each word.
 Task 3/Problem3: Learning Strategy (explore)
 The teacher will bring in apples for a snack for the class. The teacher will give each trio of students in
the class a basket. The teacher will then grab the bag of apples, place different amounts in each basket,
and ask everyone to get an apple. The teacher will ask if everyone has an apple (there will be one trio
that gets two apples and one trio that gets four. The teacher will ask the question, "did I share them
equally between the groups?". The teacher will then ask how many apples does each group need (3).
Students will then make sure that each basket has three apples in each of the baskets. The teacher will
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write the sentence ___ groups of ____ apples. The teacher will explain that the baskets represent our
groups and will write the number 3. The teacher will then ask how many apples were in each basket.
The students will answer, and the teacher will write the number in the sentence. The teacher will then
ask how many apples did I bring for the class to eat. When students answer, he will write on the board
the multiplication sentence 3x3=9. The teacher will tell the students that they just multiplied by adding
the number 3 three times.
 Task 4/Problem 4: Connecting to the real world (Explain)
 The teacher will write a word problem on the board and show the students how to use equal groups to
solve the problem. The teacher will then change the numbers in the problem and ask students to help
him walk threw the steps to complete the problem together. The teacher will prompt and guide the
students to complete the problem together.
 Task 5/ Problem 5: Solve Multiplication Word Problems using equal Groups (Application of
Knowledge)
 The teacher will write the same word problem as he did the day before with different numbers and ask
students to tell him how to solve it. As the students tell the teacher what to do, he will use guiding
questioning to prompt students if they are stuck on what to do. The teacher will change the problem on
the board to a new multiplication word problem and ask the trios to solve the problem together on a
whiteboard to show their work. Students will share their responses and explain using their words how
they got the answer. The teacher will give the students a new problem and have them solve the word
problem independently. The next day the students will complete the final Assessment for data
collection and evaluation purposes.
 Section 2:

 Lesson Description/Learner Characteristics

Lesson Title Exploring with Equal Groups
Duration 30 minutes
Discipline/Subject Math
Grade Level/ 4th and 5th grade Special Education Students will be learning in a pull out setting without general
Setting/ Grouping education peers. For this lesson, students will be working in groups of three, and there will be a total of
six students. As part of my student's IEP, they have problem-solving objectives that will be addressed
outside of the general education setting for 30 minutes daily. This is due to their need for repetition of
direction, breaking down concepts into small increments, and a less distracting learning environment.
These supports can not be provided in the general education setting.

 Objectives/Standards, Goals, Essential Questions

Objective(s)/Standard(s) MD College and Career Readiness and ISTE student standards.
 3.OA.A-Represent and solve problems involving multiplication and division
o 3.OA.A.1-Interpret products of whole numbers, e.g., interpret 5 x 7 as the total number of objects in 5
groups of 7 objects each. For example, describe a context in which a total number of objects can be
expressed as 5 x 7.
 1.6 Creative Communicator
o Students communicate clearly and express themselves creatively for a variety of purposes using the
platforms, tools, styles, formats and digital media appropriate to their goals.
 1.6.a Students choose the appropriate platforms and tools for meeting the desired objectives of their
creation or communication.
 1.6.b Students create original works or responsibly repurpose or remix digital resources into new
creations.
 1.6.c Students communicate complex ideas clearly and effectively by creating or using a variety
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of digital objects such as visualizations, models or simulations.
 1.6.d Students publish or present content that customizes the message and medium for their
intended audiences.

Goal(s)
 I can find the answer to multiplication problems by using the visual strategy of equal groups and connecting to
repeated addition.

Essential Question(s)
 What makes different groups of objects equal?
 What words do we use to describe a multiplication equation and the groups of strategy?
 How can we use equal groups to figure out the total product of a multiplication equation?

 Materials and Resources

What materials and resources will be used in this lesson?
1. Two fly swatters
2. Multiplication vocabulary words from problem 2 printed on cardstock, laminated, with magnets on the back to stick to the
whiteboard.
3. 24 apples
4. 2-3 baskets
5. Dry erase markers
6. pencils
7. exit ticket for problem 3

 Learning Experiences
See http://www.udlcenter.org/aboutudl/udlguidelines for more information about Universal Design for Learning Guidelines
Warm-up: Duration
We will be playing the game splat using the multiplication vocabulary that we learned from the day 5 minutes
before. Students will be divided into two teams and will line up in two lines in front of the whiteboard.
The vocabulary words will be spread out across the whiteboard, and each student will have a flyswatter.
The teacher will read the definition or select a visual from the vocabulary flip book that the students
completed the day before. The students will race to splat the word that matches the definition or picture
the teacher read to them. Mrs. Allen will be taking anecdotal notes about student performance.
Instructional Steps Duration
1. The teacher will bring in apples for a snack for the class 20
2. The teacher will give each trio of students in the class a basket. minutes
3. The teacher will then grab the bag of apples, place different amounts in each basket, and ask
everyone to get an apple.
4. The teacher will ask if everyone has an apple (both groups will get an unequal amount of apples for
each person in the trio).
5. The teacher will ask the question, "did I share them equally between the groups so that each student
got the same amount of apples?"
6. The teacher will Then pose the question, “How many apples should each student get?”
7. Students will then be tasked to make sure that each basket has an equal number of apples for each
student.
8. The teacher will write the sentence __2_ groups of ____ apples.
9. The teacher will explain that the baskets represent our groups and will write the number of baskets
we have on the board.
10. The teacher will then ask how many apples were in each basket and
11. Students will answer, and the teacher will write the number in the sentence.
12. The teacher will then ask how many apples did I bring for the class to eat.
13. When students answer, he will write on the board the multiplication sentence _2_ X ___ = ____
14. The teacher will tell the students that they just multiplied by adding the number of apples in each
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basket two times.
15. If time allows, the teacher can complete steps 3-14 again with a different total number of apples
that are divisible by 2.
Differentiation
What adaptations for:
--verifying academic levels- All of My students have varying academic levels when looking at the topic of math. I have
provided all of my students with visuals for vocabulary acquisition and am using scaffold instruction prompting and
guiding questions to help students discover answers for themselves.
--HAL students I do not have any Highly Able Learners (GT) in my class as this is a special education pull out setting. If I
did though, you could easily take away most of the prompting throughout the lesson and ask an overall question at
the beginning of does everyone have an equal amount of apples in the class and if not try and fix it so that it is equal.
By removing scaffold supports, you can observe and see which students may need some additional prompting and
which students have an independent understanding of equal groups.
--ELL students: None of the students in this group are English language learners, but teaching this lesson to another
group of my students has two ELL students. The visuals and the hands-on learning with vocabulary acquisition and
application help my students to grasp and internalize the content better than without these supports and starting with
me just telling the students what equal groups mean and how we can use them to solve multiplication.

Accommodation/Modifications
-What accommodations or modifications for documented IEP’s, 504s :
 Repetition of directions
 Use of visuals for vocabulary
 Use of manipulatives to enhance learning
 Simplified language
 Chunked content and pacing of the lesson
 Behavioral supports for two of my students who are on individualized task charts.
 Sensory input while learning.
Wrap-Up/Closure Duration
My students will complete an exit ticket with three questions that link what my students already know 5 minutes
about repeated addition (prior knowledge) and infuse it with multiplication and equal groups. I will use
this exit ticket to help plan my warm-up for tomorrow, reviewing key information that still is unclear for
my students and reinforcing those skills.

Mid-unit Assessments: Exit tickets for Problem 3 and 4

 Instructional Strategies used:

 “I Do, We Do, You Do” is a gradual and structured release of independence for students. This strategy has
been effective in creating scaffold and individualized instruction easy and accessible to multiple types of
learners. As a special educator, I use this instructional strategy a lot because it allows me to differentiate within
my groups and allows me to have an individual break out sessions in real-time for students who need extra
practice. I can also release more independence onto a student and push them forward in their progression of
learning. This is a model that the instructional intervention team (SPED, ESOL, and Reading Interventionist)
often uses. This strategy's premise is broken into three parts, which include demonstration, prompting, and
independent practice.
 Games as a teaching strategy: The use of games to teach children skills and build social-emotional skills is
not new to the world but made a slow transition into the teaching profession. The stigma around games is that
they are just for fun and have no purpose during the school day. As part of our case study work in this course, I
found myself reading many articles about the effectiveness and reasons behind implementing games in school
and even though I have traditionally used games in my classroom to promote learning. As a student myself, I
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can remember some teachers using games in their classrooms, but others did not. Paul Ernest, a professor at the
University of Exeter, wrote a journal article for the Academic Journal of Mathematics in school. In this journal
article Paul States that Games have a purpose in education, and four fundamental factors prove their
effectiveness in education. He states that games provide opportunities for reinforcement and practice of pre-
learned skills. Games aid students in acquiring and developing new skills, games help build children’s problem-
solving strategy toolkit, and that games bring a motivational factor to children’s interest In mathematics (Ernest,
January 1986).
 Materials and media:
 For my unit, I have blended the use of manipulatives, Digital Journal, and paper/pencil activities to use my
interactive whiteboard system and games to review concepts previously taught. I have taught this unit two or
three times over my five years of teaching, which was a little different this year due to digital learning and
COVID-19. I converted most of my manipulatives to digital manipulatives and activities using google slides
and utilized the Pear Deck add on to google slides for my Assessment components. I thought I was comfortable
using technology in my classroom, but entirely online teaching has helped me reach a new level.
 Problem 2 Vocab Flipbook: (Turner, 2016)

 Multiplication word problems: from Problem 4, Problem 5, and Final Assessment. On Problem 4 and 5, the
students will read the story problem and solve it using their whiteboard and digital manipulatives. (Fairclough,
2017)
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 Final Problem:
 Unit Goals and Objectives:
 I can find the answer to multiplication problems by using the visual strategy of equal groups.
 I can use the vocabulary of equal groups, multiply, factor, product to help me understand and
communicate my math thoughts.
 I can use the CUBES strategy to help me break apart the different components of a word problem to
understand better what I am asked to do.
 Pre and Post Assessment: Pre and Post Assessment
 Mid-unit Assessments: Exit tickets for Problem 3 and 4
 Vocabulary usage and Assessment: During lessons after introducing vocabulary, myself and my para-
educator will take anecdotal notes throughout the remaining lessons to track the student’s accurate use of
the vocabulary words to explain and express their mathematical thoughts.
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Bibliography

Brown, A. H., & Green, T. D. (2016). The essentials of instructional design: Connecting fundamental principles with
process and practice (Third ed.). New York, London, NY: Routledge, Taylor & Francis Group.

Ernest, P., (January 1986). Games. A Rationale for Their Use in the Teaching of Mathematics in School. Mathematics in
School, 15(1), 2-5. Retrieved 2020, from https://www.jstor.org/stable/30216298?read-
now=1&seq=1#page_scan_tab_contents.

Fairclough, L. (2017, December 3). Multiplication Flash Cards [PDF]. New York, New York: Teachers Pay Teachers.

Merrill, M. D. (2015). A Pebble-in-the-Pond Model For Instructional Design. Performance Improvement, 54(1), 42-48.
DOI:10.1002/pfi.21454

Turner, B. (2016, August 7). 3.0A.1 Interactive Notebook [PDF]. New York, New York: Teachers Pay Teachers