Modified Task 4 Assignment

Spring 2017 MAED 3224

Section A: Context for Learning

1. Grade level: K

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

classroom? 1 hour

3. I am pretty sure that the instructional program my teacher uses is investigations.

She does not use the textbook very much though because she plans the lessons
according to the standards with her kindergarten team.

4. From your observations, list other resources (e.g., electronic whiteboard,

manipulatives, online resources) the teacher uses for mathematics instruction in
this class. Also, give a specific example including the concept is taught and the
resource(s) the students used.

My teacher uses the whiteboard to teach a mini-lesson. The students use

manipulatives to help during math workshop such as counters, teddy bears, sea
creatures, or beads to help with counting. My teacher taught a lesson on
subtraction. She had the students go back to their seats and open their math
journals. My teacher reads the problem and the students need to first draw a picture
and then write the equation. When first introducing subtraction my teacher will
draw the picture on the board and then write the equation below. Students that
struggle will be able to use counters to see subtraction before drawing the picture
and writing the subtraction.

5. From your observations, explain how your teacher makes sure the students
learn the standard/objectives conceptually giving a specific example.

My teacher will always base her lesson off the math standard for that week. She will
demonstrate how the problem should be solved first for the entire class and then
the students will practice the problem. They will continue to work on the standard
by doing different math workshop centers. For example, my teacher will be using
the standard K.OA.1 and K.OA.2. The problem was that Sam had 2 lollipops and
Jacey gave him 3 more to share. How many total does Sam have now? Ms. Bryant
demonstrated the picture strategy and the equation strategy. The class used two of
the strategies. They drew a picture of 2 lollipops and added 3 to have a total of 5
lollipops and they also wrote the equation 2 + 3 = 5 underneath the picture. They
did all of this under the glued word problem in their math journal. My teacher will
assess student-learning daily by checking the word problems before they are turned
in for the day. If a student does not have the correct answer she helps them get to it
by working with them. Also, my teacher will collect the center worksheets from her
students at the end of each math lesson (they draw a picture and write an equation
for each station).

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

I learned from my teacher that teaching math takes much patience. It also takes a
lot of practice. Students need to practice math skills many times to eventually use
the strategies automatically. The students are also all on different levels within the
class and differentiation is key. My teacher did this by allowing students that
struggle with the concept to use manipulatives.

Section B: Whole Class Lesson

Meet with your IMB teacher and decide what you will teach. Make sure your teacher
understands that your lesson must have a conceptual understanding instruction and
a procedural fluency and/or mathematical reasoning component. You teach just one
lesson.

1. Describe the Central Focus of your lesson (a description of the important

understandings and core concepts that students will develop with this lesson. This
should address conceptual understandings, AND procedural fluency and/or
mathematical reasoning/problem solving skills)

The focus of the lesson was to find the missing numbers on a hundreds chart.
Students should be able to use a hundreds chart and either look at the numbers
before or after to figure out the number or look at the column to find the missing
number. This requires students to know the sequence of numbers 0-10 and counting
by tens. The students are able to express their understanding by identifying the
correct number using a hundreds chart and explaining how they were able to get
the number.

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

CCSS.MATH.CONTENT.K.CC.A.1
Count to 100 by ones and by tens.
CCSS.MATH.CONTENT.K.CC.A.2
Count forward beginning from a given number within the known sequence (instead
of having to begin at 1).
CCSS.MATH.CONTENT.1.NBT.A.1
Count to 120, starting at any number less than 120. In this range, read and write
numerals and represent a number of objects with a written numeral.

Objective: Students will be able to independently get 8 out of 10 points on the exit
ticket (2 points for each question).

3. Instructional Strategies and Learning Tasks: In this lesson the students are
required to figure out missing numbers on a hundreds chart. To teach this to
 students I covered up multiple numbers on a large hundreds chart on the board with
sticky notes. I then asked students if they knew which numbers were missing. When
I called on a student and they answered they needed to answer and then describe
how they got their answer (either by looking at the numbers next to the them or
looking at the column above the missing number). After solving the rest of the
mystery numbers on the hundreds chart the students played a game with a partner.
All pairs were given a hundreds chart and counters. One partner covered up
numbers while the other one had to guess the missing number and explain how
they got there. It depended on how well students did not how many numbers they
were able to cover up at a time. Then to evaluate students were given a short exit
ticket.

4. Create a formative assessment that assesses conceptual knowledge AND

procedural fluency or mathematical reasoning.

Name: _____________________ Date: ____________________

Exit Ticket

Please write the correct number in the spaces below using a hundreds
chart.

1. 89 4. 29

Number to the left ___88___ Number to the left __28____

Number to the right __90__ Number to the right __30____

Number below ___99_______ Number below _____39_____

Number above ____79_____ Number above _____19____

Explanation: Explanation:

2. 57 5. 36

Number to the left ___56______ Number to the left __35________

Number to the right ___58____ Number to the right ____37____

Number below ____67______ Number below ____46______

Number above ____47_____ Number above ____26_____

Explanation: Explanation:

3. 73

Number to the left ____72______

Number to the right ____74_____

Number below _____83_____

Number above _____63____ Explanation:

5. Define your evaluation criteria for mastery of the assessment in a rubric. Make
sure you define separately conceptual AND procedural fluency or mathematical
reasoning parts of this rubric, including the corresponding points.

Patterns of Learning Meets Benchmark Partially meets Does not meet

benchmark benchmark

Conceptual Student was able to Student was able to Student does not
Understanding clearly explain to the attempt to explain to justify explain to the
teacher how they got the teacher how they teacher how they got to
to their missing got to their missing their missing number
number on hundred number on hundred on hundred chart (0
chart (4 points). chart (2 points). points).

Procedural Fluency Clearly states the Number stated is

(correct answer) correct missing incorrect (0 points).
number (3 points).
Problem Solving Student used a Student attempted to Student did not use a
(appropriate approach) hundreds chart looking use a hundreds chart hundreds chart looking
at the numbers next to looking at the numbers at the numbers next to
them or the column next to them or the them or the column
above the number to column above the above the number to
find the mystery number to find the find the mystery
number (3 points). mystery number (1 number (0 points).
point).

Section C: Results of Whole Class Assessment

1. Create a graphic showing class performance of conceptual, procedural and/or
reasoning of the objective. This can be pie charts, tables, bar graph etc. but must
show performance in each of the above areas separately, according to each
students performance in the formative assessment.
Student Conceptual Procedural Problem Solving

Student 1 4 3 3

Student 2 4 3 3

Student 3 4 3 3

Student 4 4 3 3

Student 5 4 3 3

Student 6 4 3 3

Student 7 4 3 3

Student 8 4 3 3

Student 9 2 3 3

Student 10 2 3 3

Student 11 2 3 3

Student 12 0 3 3

Student 13 0 3 3

Student 14 0 3 3

Student 15 2 0 0

Student 16 2 0 0
2. Describe common error patterns in each of the areas of patterns of learning -
conceptual understanding, procedural fluency, and reasoning. Refer to the graphic
to support your discussion.

For conceptual understanding 3 out of 16 students or 18.75% were unable to

explain how they got their missing number answer. When I asked them how they
got the number they either replied with I am not sure or I just knew how to get to
the number. These students got the right answer and I saw them using the right
strategy they were just unable to explain it to me. This could be a misconception
about how to word how they completed the problem, or that they were afraid they
were incorrect and did not want to voice how they did the problem. 5 out of 16
students or 31.25% were able to explain how they got there thinking a little bit, but
not to where I would be able to use the strategy they told me to find the correct
answer. 2 of these students received the right answer, but were not quite able to
explain how they got it while 2 of the students did not receive the correct answer.
This is why they could not receive full credit because the strategy they explained
was not correct to find the missing numbers, which could be due to the fact that the
students are not often asked to explain their work in the classroom.
For procedural understanding only 2 out of 16 students or 12.5% got the
incorrect answers to the problems. These students may have not used a proper
strategy using the hundreds chart to find the missing numbers and instead guessed
about what numbers were next, or got confused about the format of the exit ticket.
These students may have a misconception about how to use the hundreds chart
properly to find the correct answer, or some of the students could be confused
about place value. The students could have gotten confused about the tens and
ones of numbers on the hundreds chart and switched the place values when trying
to find the missing number.
For problem solving only 2 out of 16 students or 12.5% was using the
hundreds chart incorrectly to try to find the missing number. The students
misconceptions may be on using the columns wrong as well as not looking right
next to the missing number on the hundreds chart. What students should have done
to show that theyve mastered problem solving was either look at the numbers to
the left and right of the missing number to see what number should be in the ones
place, or look at the column that the missing number was in (the tens) and again
look at the ones place to find the missing number.

3. Scan and insert here the copies of 2 students first work samples as follows.
Choose the most representative examples from the whole class assessment (no
student names). Then, analyze each students misconceptions.
Student 1 Mathematics Work Sample (student struggles with conceptual
understanding)
 This student struggled with
explaining his or her answer. When I
asked this student how they got the
missing numbers he or she replied
with Im am not sure I just knew the
answer. The missing number
answers that the student got were
correct and maybe because I asked
the student how he or she go to the
answer they thought that the
answers were actually incorrect. The
misconception could stem from not
knowing how to voice his or her
explanation or not really knowing
what they did to solve for the
missing number.
Student 2 Mathematics Work Sample (student struggles with procedural
fluency or reasoning)

This student struggles with procedural fluency. The answers for the missing
number were not correct. This misconception could stem from not knowing how to
properly use the hundreds chart to find the right answer, or he or she thinking that
the strategy he or she created is the correct way to use it. This student was able to
explain what he or she did to find those incorrect answers so he or she thought
what they did was producing the right missing number.

Section D: Plan for Re-Engagement

Assessment results are irrelevant if you do not act on them. Thus, you are to create
a plan to use the results you described in Part C. You do not have to actually re-
engage the students but you must show that you understand what to do with these
results. Thus, based on the assessment results you described above, group each of
your students into one of these groups: 1) re-engage for conceptual, 2) re-engage
for procedural or 3) re-engage for reasoning. 4) mastery/ready to move on

A. Describe the number of students you will have in each of these groups. (Note: if
a child performed poorly in multiple parts of the assessment, that child will start in
the conceptual group)
For the conceptual re-engage group I would have 6 students.
For the procedural re-engage group I would have 2 students.
For the problem solving re-engage group I would have 2 students.

B. Plan to Re-engage for conceptual understanding.

a. Describe your re-engagement lesson for this group (objective from
CCSSM, learning tasks, strategies, materials, assessment).

My re-engagement lesson will be based on these two standards K.CC.A.1

count to 100 by ones and by tens and K.CC.A.2 count forward from a given number
within the known sequence (instead of having to begin at 1). Objective- Student will
be able to independently write down either left and right or column and explain to
teacher how they got the missing numbers from the given number. Students will be
lead in a small group and each have their own smaller copy of the hundreds board
in front of them with counters covering a different missing number on each board
and a piece of paper with a pencil. How to use the hundreds chart is not going to
need to be reviewed with this specific group because these students knew how to
right the right answer using the right strategy on the hundreds chart. What the
students will do will be to use the strategy they have been taught to figure out what
the mystery number is (looking to the right and left of the covered number, or using
the column) first. Then on the piece of paper the students have they will be required
to write down either the words right and left or column (provided with the spelling)
on the piece of paper. This way when I will ask each student how they were able to
find their answer they have what they did written down already and can easily
explain to me what they did. The assessment will include 3 numbers on the exit
ticket like it was done before (need to write what was to the left and right of the
number OR what is above and below and they will need to have left and right or
column written in the explanation part for each number depending on which
strategy they used. Then they will need to be able to explain to me what they did
when I collect each paper.

b. Explain why you believe this re-engagement lesson will be effective

based on the error patterns you found in the data. Score here will be based
on how well you describe the connection to the re-engagement lesson and
the error patterns found, effective use of materials, and sound methodology.

The students in this small group each struggled with providing a sound explanation
of how they got the missing numbers on the hundreds chart. By having them right
just one or two words of what strategy they used to find those numbers will help the
students remember what they did and be able to effectively explain how they got
the missing numbers.

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

Name: _______________________________ Date: ____________________

Exit Ticket

Please write the correct number in the spaces below using a hundreds chart.
Remember to write either right and left or column under explanation depending on how you
found your missing number.

1. 67 3. 39

Number to the left ______ Number to the left _____

Number to the right ____ Number to the right ______

 OR OR

Number below __________ Number below __________

Number above _________ Number above _________

Explanation: Explanation:

2. 23

Number to the left ________

Number to the right _______

OR

Number below __________

Number above _________

Explanation:

C. Plan to Re-engage for procedural understanding.

a. Describe your re-engagement lesson for this group (objective from
CCSSM, learning tasks, strategies, materials, assessment).

My re-engagement lesson will be based on these two standards K.CC.A.1

count to 100 by ones and by tens and K.CC.A.2 count forward from a given number
within the known sequence (instead of having to begin at 1). Objective- Students
will independently fill in the missing numbers in the boxes from the 3 given
numbers to get 3 out of 3 points. The students in this group will each receive their
own hundreds chart with the same missing number marked off using a counter. In
this small group I will explain to each student how to find the missing number. I will
model that you can either look at the number to the left and right of the missing
number or look at the column of the missing number to find the answer. The
students will have the opportunity to practice with using these strategies to find at
least 5 missing numbers. I will help them with the first 2 and then have them try on
their own for the last 3 numbers. The exit ticket will include 3 given numbers and
boxes where the students should fill in the missing numbers on the exit ticket as
well as an explain section for the students to explain to me how they got their
answer and I will write down what they did.
 b. Explain why you believe this re-engagement lesson will be effective
based on the error patterns you found in the data. Score here will be based
on how well you describe the connection to the reteach lesson and the error
patterns found, effective use of materials, and sound methodology

This re-engagement lesson will help the students understand how to use the
hundreds chart correctly to find missing numbers because they were unable to do
so before. Because the students now know how to properly use the hundreds chart
they now can use it to find the correct missing numbers.

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

Scoring Rubric
 Possible
Points

Section A: Context for Learning

A1 1
A2 1
A3 1
A4 5
A5 5
A6 5

Section B: Whole Class Lesson

B1 1
B2 1
B3 10
B4 8
B5 10

Section C: Results of whole class assessment

C1 10
C2 14
C3 6

Section D: Plan for re-engagement

D1 2
D2 10
D3 or D4 10

Total of all scores: 100