Math CBE Project

Step 1: Fact Finding

Description of Student: solve problems involving the addition of dollar bills,

quarters, dimes, nickels, and pennies.
Leon* is 13 years old male in the seventh grade, at Martha Stuart Middle School*. He is
receiving special education services for mathematics in the resource room. Leon plays on
the varsity soccer field. He enjoys playing soccer outside of school and playing with his
friends.

Survey Level Assessment Procedures:

I administered a 3rd grade level AIMSweb Math Concepts and Applications (M-CAP)
survey level assessment. I obtained this survey level assessment from AIMSweb. To
administer the assessment, I followed the standardized directions that stated that the
students had 8 minutes to take the assessment. The student was told to complete the
problems in a row, and if they did not know a problem to skip it and put an X. they were
not allowed to use a calculator.

Survey Level Assessment Status Sheet:

Standard Student Focus Learner Discrepancy?

Survey Level Grade 3 Spring 14 6 Yes
Assessment M-CAP
Skill Item Common Core Standard Curricul Expect Pass Discrepa SPA
um ed to % ncy Neede
Level Pass Corre d?
ct
Measuri 1 CCSS.Math.content.3. Third Yes 0% Yes Not
ng the MD.B.4 grade yet
length
of an
object in
inches
Determi 13 CCSS.Math.content.3. Third Yes 0% Yes Not
ne the MD.A.1 grade yet
passage
of time
between
two
analog
clocks
Creating 2 CCSS.Math.content.3.N Third Yes 100 No No
a F.A.1 grade %
fraction
when
given
the
numerat
or and
the
denomin
ator
Identifyi 6 CCSS.Math.content.2.N Third Yes 100 No No
ng the BT.A.1 grade %
place
value of
each
digit in
a three
digit
number
How to 5 CCSS.Math.content.2. Third Yes 0% Yes Yes
add one MD.C.7 grade
dollar
bills to
quarters
and
nickels

RIOT/ICEL:

I C E L
R
I See canvas For questions For each box
O
T

Step 2: Develop Assumed Causes

Hypothesis Statement:

I think Leon is unable to add one-dollar bills to quarters and nickels due to a strategical
error because he was unable to solve 0/1 questions on the survey level assessment.

Next Steps:
Next I am going to administer a specific level assessment for adding one-dollar bills to
quarters and nickels. Evaluate SPA, Validate hypothesis.

Step 3: Validate Hypothesis

Specific Level Assessment Procedures:

I administered a specific level assessment on adding one-dollar bills to quarters and

nickels. I created this specific level assessment by referencing the M-CAP, classroom
curriculum, and other tests such as Van de Walle. To administer the assessment, I did not
follow standardized directions because there were none available. I told the student to do
their best to answer the eight questions on the test and skip any they could not solve. The
student had as much time as they needed, and was not allowed a calculator.
Specific Level Assessment:
The specific level assessment would have 8 problems on it, resembling the following:

Specific Level Assessment Status Sheet:

Skill Item Common Core Standard Curricul Expect Pass Discrepa Know
um ed to % ncy ledge
Level Pass Corre Error
ct
How to 1-8 CCSS.Math.content.2. Third Yes 0/8 Yes Strate
add one MD.C.7 grade 0% gic
dollar
bills to
error
quarters
and
nickels

Hypothesis Confirmation:

My hypothesis was confirmed. Leon* was unable to solve how to add one dollar bills to
quarters and nickels because they made a strategic error in their specific level assessment
and answered 0 problems correctly.

Step 4: Summative Evaluation

Present levels of Educational Performance Statements: Non-Academic Strengths

Excellent soccer player
Good work ethic
Positive attitude
Perfect attendance
Well liked

Present levels of Educational Performance Statements: Prior Knowledge

 Leon* correctly solved 1/1 problems involving Creating a fraction when given the
numerator and the expected standard is 1/1 or 100% accuracy
Leon* correctly solved 1/1 problems involving Identifying the place value of each
digit in a three digit number expected standard is 1/1 or 100% accuracy

Present levels of Educational Performance Statements: Errors

(incorrects from status sheet)
Leon* solved 0/2 problems involving measuring the length of an object with a
number line; the expected standard is 2/2 or 100% accuracy
Leon* solved 0/1 problems involving determining the passage of time between
two analog clocks; the expected standard is 1/1 or 100% accuracy
Leon* solved 0/9 problems involving how to add one dollar bills to quarters and
nickels; the expected standard is 9/9 or 100% accuracy

Instructional Objective:

By May 25th 2017, when given 8 problems involving how to add one dollar bills to
quarters and nickels, student will correctly solve 8/8 problems with 100% accuracy,
without the use of a calculator on two consecutive occasions.

Teaching Plan:

Next, I would teach my students about how to add one dollar bills to quarters and nickels
with instructional approaches tailoring to strategic knowledge. I would include best
practices like activating prior knowledge, modeling, direct and explicit instruction, active
engagement, frequent checks for understanding, many opportunities for practice and
positive reinforcements.

Step 5: Formative Evaluation

Progress Monitoring:

I will use mastery measures to monitor progress towards my instructional objective. I will
create mastery measures by referencing the M-CAP, specific level assessment, classroom
curriculum, and other tests such as Van de Walle. To monitor progress, I will collect the
data in a table and plot it in a graph. I would continue to administer the master measures
until Leon* has met the instructional objective.

Mastery Measures:

The mastery measure would have 8 problems on it, resembling the following:
TEXT box