Modified Task 4 Assignment

Spring 2017 MAED 3224

Section A: Context for Learning

1. Grade level:

5th grade

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

75 mins

3. Identify any textbook or instructional program the teacher uses for mathematics instruction. If a
textbook, please provide the title, publisher, and date of publication.

enVision math 2.0, Scott Foresman and Addison Wesley

4. From your observations, list other resources (e.g., electronic whiteboard, manipulatives, online
resources) the teacher uses for mathematics instruction in this class. Provide one example of how a
resource was used to teach a concept.

SMARTboard, document camera, cubes

SMARTboard - This would be used to teach a concept by showing a problem on the

SMARTboard and going over the problem/working the problem out with the students all together.

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

From my observations, my cooperating teacher insures that her students have learned the standard
and objective conceptually by modeling the complete posed mathematical question for them. My
cooperating teacher would show students how to first analyze the problem being asked of them.
She would go through and highlight the key parts of the posed question/(s). My cooperating
teacher would then model how to start the problem, she would have the students follow along and
copy the work she did on the SMARTboard in their own notes, this way they could refer back to
how to complete similar problems. She would then continue to go step by step through the
equation until it was complete. The students would then do similar problems to the one she
modeled, following her steps and their notes, my cooperating teacher would go around to make
sure that everyone was conceptually understanding the standard and objective by looking at the
work the students were showing.

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

What I learned most about teaching mathematics from observing my cooperating teacher was
how to refocus students. The math lessons that my cooperating teacher does are very similar
 everyday. She has to follow the enVision textbook exactly the way it is, which often becomes
repetitive and students are usually bored with it after a short period of time. I saw that my
cooperating teacher would refocus students by adding a small break in instruction when needed.
She would also add math games during small group instruction to have students become more
interested in the math being taught. I think that this was the most important thing that I could
have learned from her during math instruction because, sometimes students will struggle or
become unfocused on math and now I know how to refocus and encourage them to keep going in
math.

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 along with both procedural fluency and
problem solving components. 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).

Converting customary units of capacity

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

Standard: 5.MD.1 Convert among different-sized standard measurement units within a

given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in
solving multi-step, real world problems.

Objective: Student will work independently to apply their knowledge on converting

customary units of capacity by earning at least 8 out of 10 points or 80% correct to show
mastery.

3. Instructional Strategies and Learning Tasks: (summarize the lesson plan components by briefly
describing the instruction and the learning tasks you used. Include the tasks students will solve during the
lesson.)

In the engage portion of the lesson, I introduced the topic of converting customary units of
capacity by comparing this type of conversion to length and weight, which the students had
previously learned. I then had the students complete a solve and share problem with me, this
problem was an introduction to customary conversions and included converting a certain amount
of cups to a certain amount of quarts. Then I went into the explore. During the explore portion of
the lesson, I had students use the visual aid video on the SMARTboard. First, as a class we read
over the practice problem and then used the visual aid video to go through the problem as a class.
Moving into the explain portion of the lesson, I reintroduced the “gallon man” to the students. We
went over the gallon man together, this insured that all the students were on the same page as to
how the gallon man should be used. I then went over instances that the gallon man might be able
to help them in future problems. In the elaborate and extend portion I assigned the students
problems to do in their enVisions workbook. I also gave varying options for students that need
 more of a challenge and students that need more support. For the evaluate portion of this lesson, I
have students a exit ticket question that summed up customary conversions, I told them they had
to complete this problem on their own.

4. Create a formative assessment that assesses conceptual knowledge, procedural fluency, and problem
solving. Insert a copy of the assessment with your solutions here.

Exit Ticket: If Susan drinks 2 cups of water a day, How many quarts of water does she
drink in a week? Show your work.

5. Define your evaluation criteria for mastery of the assessment in a rubric. Make sure you define
separately conceptual understanding, procedural fluency, and problem solving parts of this rubric,
including the corresponding points. Insert this rubric here.

Conceptual Understanding - 3 points

Procedural Fluency - 4 points

Reasoning/Problem Solving - 3 points

Mastery - 8 out of 10 or 80%

Section C: Results of Whole Class Assessment

1. Create a graphic showing class performance of conceptual understanding, procedural fluency, and
problem solving 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 student’s performance in the formative
assessment.
 Student Conceptual Procedural Reasoning/Proble Total (10 pts)
Understanding Fluency m solving
(show work) -3pts (answer/how they (equation/explanat
got it) -4pts ion) - 3pts

A 0 0 0 0

B 1 0 0 1

C 1 0 0 1

D 1 0 0 1

E 1 1 1 3

F 1 0 1 2

G 1 0 0 1

H 1 0 0 1

I 1 0 0 1

J 1 0 0 1

K 1 0 0 1

L 0 0 0 0

M 3 3 3 9

N 1 0 0 0

O 1 0 0 1

P 0 4 0 4

Q 1 1 1 3

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

On this set of exit tickets I looked for students to express Conceptual Understanding by
drawing pictures and/or using pictorial representations to solve the problem. One out of the
seventeen students received full credit for Conceptual Understanding by drawing pictures
that matched the problem completely. A strong Conceptual Understanding drawing that was
most common in the exit tickets were when students used drawings such as drawing out
their gallon man and/or drawing out circles, tallies, or corresponding letters to represent the
days of the week and the number or cups, pints, and quarts (some form of a representation
 of the days of the week and the customary units used in the problem) to represent the
number seven for days of the week and then using them to continue to count between
different customary units. A common misconception for Conceptual Understanding in the
exit tickets were not drawing any pictures at all or incorrectly using the wrong amount of
days in a week or misusing the gallon man picture by using too many or not enough circles,
tallies, or corresponding letters to represent the days in the week and the customary units in
the problem.

On this set of exit tickets I looked for students to express Procedural Fluency by showing the
correct answer and the correct process it took to get to the correct answer (the skills that
were needed for them to obtain the correct answer). One out of seventeen students
received full credit for Procedural Fluency by showing the correct process and the correct
answer to the problem. Students that showed strong Procedural Fluency in their exit tickets
most commonly used the correct computations and also used their knowledge of how to
multiply and divide. A common misconception for Procedural Fluency in this set of exit
tickets was students writing down the wrong answer due to miscalculating or due to setting
up the wrong multiplication/division problems. Students miscalculated by multiplying the
wrong numbers for example: a student multiplied the wrong number of days in the week by
the right number of cups.

On this set of exit tickets I looked for students to express Problem-Solving Skills by showing
the correct number sentences and therefore the correct chosen approach to the problem.
One out of seventeen students received full credit for Problem-Solving Skills by showing the
correct number sentences on their exit ticket. There were two common and correct
approaches the students could have taken to show strong Problem-Solving Skills. One way
was to have the number sentence that looked like this “2x7=14” and “14/4=3 ½” or the other
approach in which the number sentence looked like this “2+2+2+2+2+2+2=14”. An example
of a common misconception that happened for Problem-Solving Skills in this set of exit
tickets were students writing a number sentence that looked like this “2x7=14/2=7 or
2x7=14-4=10”.

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
student’s misconceptions.

Student 1 Mathematics Work Sample (student struggles with conceptual understanding)

 On this exit ticket the student struggled with their conceptual understanding by not correctly
drawing pictures and/or using pictorial representations to solve the problem. The student
had the misconception of number of days in a week. The student drew five circles
instead of seven circles, the circles represented the number of days in the week. This
misconception could be solved by clarifying in the problem that the number of cups of
water Susan drinks a day is a full week including weekends, not just a work week of five
days.
Student 2 Mathematics Work Sample (student struggles with procedural fluency or problem solving)

On this exit ticket the student struggled with their procedural fluency/problem solving stills by
showing the incorrect answer and only half of the correct process it took to solve this
problem (the skills that were needed to obtain the correct answer were lacking). The
student showed the correct equation of “7x2=14”, seven for the days in the week and
two for the number of cups or water that were being drank each day by Susan. However
the student then did not know how to finish solving the problem and left the answer at
14. This was a common misconception of not knowing how to finish the problem that
many students in the class had. This misconception could be fixed by having the student
reread the problem and asking them what unit are we trying to find in the problem, the
student found cups when the student should be finding quarts.

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:
Group 1 - re-engage for conceptual
Group 2 - re-engage for procedural
Group 3 - re-engage for problem solving
Group 4 - mastery/ready to move on
1. 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)
 Group 1 - Re-engage for Conceptual Understanding
There will be 16 students in this group (the whole class minus one student)
Group 2 - Re-engage for Procedural Fluency
There will be zero students in this group (not until students understand conceptual
understanding)
Group 3 - Re-engagement for Problem Solving
There will be zero students in the group (not until students understand
conceptual understanding and/or procedural fluency)
Group 4 - Mastery
There will be 1 student in this group

2. Plan to re-engage for conceptual understanding.

a. Describe your re-engagement lesson for this group (objective from CCSSM, learning tasks,
strategies, materials, assessment).
The CCSSM that I will be using is: 5.MD.1 Convert among different-sized
standard measurement units within a given measurement system (e.g., convert 5
cm to 0.05 m), and use these conversions in solving multi-step, real world
problems. The objective for this re-engagement lesson is students will work
independently to apply their knowledge on converting customary units of capacity
by earning at least 8 out of 10 points or 80% correct to show mastery. The
learning task that I will be using is to have students complete is to express
Conceptual Understanding by drawing pictures and/or using pictorial
representations to solve the problem. As a group/class we will solve the problem:
Leah brought 3 quarts of orange juice. Chris bought 23 cups of orange juice.
Who bought more juice and how much more? The strategies I will have the
students use are: drawing the gallon man, and drawing pictures to represent
quarts and cups of orange juice. The materials I will need for this lesson are a
document camera or SMARTboard, paper for each student, and pencils/markers
for each student. The assessment question would be: Kim took an inventory or
the ice-cream that was left at her ice-cream shop. There were 3 pints of vanilla, 1
gallon of chocolate, 2 quarts of strawberry, and 1 cup of mint. If each serving was
1 cup, how many servings can they sell before they run out of ice-cream?

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.
I believe this re-engagement lesson with be effective based on the error patterns found in
the data because there will be no misinterpreting what the question is asking of the
student. The student will focus on creating pictures that are more accurate because the
information in the problem is clarified.
c. Explain how you will reassess for mastery of the concept.
Exit Ticket: Kim took an inventory or the ice-cream that was left at her ice-cream
shop. There were 3 pints of vanilla, 1 gallon of chocolate, 2 quarts of strawberry,
 and 1 cup of mint. If each serving was 1 cup, how many servings can they sell
before they run out of ice-cream?
Reassess Concept: I will reassess for mastery of the concept of conceptual
understanding by looking for students to show drawings of pictures and/or using
pictorial representations to solve the problem.
Choose to do either 3a OR 3b:

3a. Plan to Re-engage for procedural understanding.

a. Describe your re-engagement lesson for this group (objective from CCSSM, learning tasks,
strategies, materials, assessment).
The CCSSM that I will be using is: 5.MD.1 Convert among different-sized
standard measurement units within a given measurement system (e.g., convert 5
cm to 0.05 m), and use these conversions in solving multi-step, real world
problems. The objective for this re-engagement lesson is students will work
independently to apply their knowledge on converting customary units of capacity
by earning at least 8 out of 10 points or 80% correct to show mastery. The
learning task that I will be using is to have students complete is to express
Procedural Fluency by showing the correct answer and the correct process it
took to get to the correct answer (the skills that were needed for them to obtain
the correct answer). As a group/class we will solve the problem: Ivy and Lexi
went to the store to buy ingredients for a spaghetti dinner fundraiser. They
bought 4 gallons of crushed tomatoes and 7 quarts of tomato sauce. How many
pints do they have altogether? The strategies that I will have students use are:
using multiplication and division equations to convert between customary
capacity units, the students will need to be converting between gallons, quarts,
and pints. The materials I will need for this lesson are a document camera or
SMARTboard, paper for each student, and pencils/markers for each student. The
assessment question would be: If Robert pours 32 ounces of water into the
bucket 6 times to fill it, how many quarts will it take to fill the bucket?

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.
I believe this re-engagement lesson with be effective based on the error patterns found in
the data because students will have more background knowledge on how to properly
finish the steps in the question to obtain the correct answer that is being asked of the
student. The student will focus on achieving the correct answer and showing the correct
steps and process it took to get the answer.
c. Explain how you will reassess for mastery of the concept.
Exit Ticket: If Robert pours 32 ounces of water into the bucket 6 times to fill it,
how many quarts will it take to fill the bucket?
 Reassess Concept: I will reassess for mastery of the concept of Procedural
Fluency by looking for students to show the correct answer and the correct
process it took to get to the correct answer (the skills that were needed for them
to obtain the correct answer).

3b. Plan to Re-engage for problem solving.

a. Describe your re-engagement lesson for this group (objective from CCSSM, learning tasks,
strategies, materials, assessment). (one paragraph)
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. (1-2 sentences)
c. Explain how you will reassess for mastery of the concept. (exit ticket)

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
D3a or D3b 10

Total of all scores: 100