(Enter cover page information here) Number and Operations 1

Running head: INSTRUCTION MODEL ON NUMBER AND

OPERATIONS

Instructional Model on Number and

Operations

Rebecca Hamilton

Texas A&M University at Texarkana

ITED 503 – Instructional Delivery and Technology

Dr. Bosede Aworuwa

II. Project Report

A. Abstract
Abstract

This study is a series of teaching units planned to raise the number and operations

test scores on a group of 6th grade middle math students. The learners are 47

students who come from College Hill Middle School in Texarkana, Arkansas. College

Hill Middle School has “659 students, 55% minority and 45% non-minority, with

socio-economic disadvantagement at 74%. (Texarkana Arkansas School District

Application for Magnet Schools Grant, 2008). The lessons use Gagne’s Nine Events

of Instruction. The learner uses technology to research three chosen commodities

and represent that information on a Power Point presentation. The learner produces

5 slides on the presentation and one is an Excel graph with the “best buy”

highlighted by comparing fractions, decimals or percents.

B. Introduction (2-3 para.)

This project was a unit of mathematical lessons to raise the test scores of a selected

group of 6th grade math students in number and operations. The students took the

Measures of Academic Progress (MAP) in January of 2008. The MAP tests recorded

students’ proficiency in the math content areas of number and operations, algebra,

geometry, measurement, and data analysis and probability. More students scored

lower in number and operations than in other sections of the test. The purpose of

this project was to increase awareness of number and operations by seamlessly

integrating technology into a holistic unit on comparing prices of similar

commodities using the Internet and then displaying this data on a Power Point

presentation which showed conversion of fractions to decimals and then percents.

The instructor used Gagne’s nine events of instruction as an instructional model.

Gagne’s model aids in the transfer from lecture to activities where the learners

“construct” their own knowledge or the constructivism instruction. Gagne’s model

also lends itself well to the use of technology.

The first lesson uses the learning theory cognitivisim, strategy is presentation,

domain is psychomotor, verbal information and intellectual skills, and the media is

Power Point.

The second lesson uses the learning theory behaviorism, presentation is

demonstration, domain is cognitive (Bloom’s), and media is clickers, journals, and

fraction manipulatives. The third lesson uses the learning theory cognitivism,

strategy is demonstration and tutorial, domain is affective, verbal information and

intellectual skills and psychomotor, and media is Excel, Word, and Power Point. The

fourth lesson used the learning theory behaviorism, strategy is problem solving,

discovery, domain is Bloom’s Synthesis level, and media is Word. The fifth lesson

uses the learning theory constructivisim, strategy is problem solving, discovery,

domain is affective, psychomotor, and media is Power Point. At the end of this ID

project, students did increase in their number and operations skills. (MAP, March

2008)

C. Problem statement (2-3 para.)

A section of math students scored lower on number and operations than on other tested

math areas. The other math content areas are algebra, geometry, measurement, and data analysis

and probability. Number and operations forms the backbone of many other higher math concepts

such as algebra and geometry. Today’s students often lack skills with multiplication tables,
measurement, and graphing. With the increase in technology in our society, a solution to these

low scores in number and operations would be to lure the learner to mathematics through the

computer or graphing calculator along with other concrete hands-on forms of learning such as

fraction manipulatives. Using a holistic approach of comparing the best buy between two similar

commodities, the learner can use Power Point and Excel to show his data results in fraction,

decimal, and percent format. The learner will learn information about technology that is

necessary for his/her entry in the 21st century workplace.

(& literature review) (1-2 pages) Gagne’s Nine Events of

Instruction

Gagne’s Nine Events of Instruction is a model of instruction where students

move from “lecture based to activities based constructivisim instruction, and where

learners construct their own knowledge based on their interpretation of the subject

matter.”

(Malachoswki, retrieved by June 12, 2008) The Nine Events are gain attention,

inform learner of objectives, stimulate recall of prior learning, present stimuli with

distinctive features, guide learning, elicit performance, provide feedback, assess

performance, and enhance retention and learning transfer. Gain attention means

using a story, puzzle, picture, or summary to get the attention of the learners.

Inform the learner means the objective of the lesson or model. “At the end of this

lesson you will be able to …” is the generic phrase that you could use to begin a

lesson. Stimulate the recall of prior learning means to ask the learner to remember

when we covered the perimeter of polygons, so that now we can look at the area of
polygons. Present stimuli with distinctive features means to high light the lesson

with photos, drawings, or the real thing to facilitate learning. Elicit performance

means to ask questions of the learners to check on understanding. Provide

feedback means to correct wrong answers whenever necessary. Assess

performance means to use a quiz or activity to check for understanding. Enhance

retention and learning transfer means to apply this learning to real world activities.

This is an excellent opportunity for homework or for the learners to write reflective

journals.

Gagne’s Nine Events of Instruction was used as the basis for study between

concrete and abstract illustrations. The study involved “four categories within the

intellectual skills of Gagne’s Instruction that each task represented while the

“concrete illustration group used the best example of the concept.” The study

revealed that “abstract visuals had greater retention than the concrete visuals.”

(Smith, M., Smith, P. 1991). Another study from the Air Force Base at Brooks, Texas

used Gagne’s Nine Events of Instruction. This was a study using computer-based

training (CBT), instructional design, and interactive courseware (GAIDA or Guided

Approach to Instructional Design Advising). (Spector, J. 1993) Another study

“explores the possibility of integrating cognitive theory into the established

instructional model, Gagne’s Nine Events of Instruction.” The study concludes

“although not all of the events of instruction match up perfectly to cognitive

theory….they are complementary.” (Orey, M. & others, 1991)

ASSURE

The ASSURE model has the steps: Analyze learners, State objective, Select

media and materials, Utilize media and materials, Require learner participation,
Evaluate and revise. This method grew during the 1970s and 1980’s. “Media

selection is a step in performing an instructional design function. When media

selection is done by someone who uses a systematic design process, it is a design

task.” (Seels, B. Richey, R. 1994)

The ASSURE like all of these models can be used to implement instructional

technology. Analyse learners means what do the students know? What do they

need to know? State the objective means the “A B C D approach to writing

objectives-Audience, Behavior, Conditions, and Degree.” Select materials mean

educational software and instructional methods to implement the program. Utilize

means use the software, equipment, or workshop training personnel. Require

student participation means that students will be “actively participating with

computers in the classroom.” Evaluation means that teachers look over their

lessons to see what went wrong and what went right. (Russell, J., Sorge, D., 1994)

Russell wrote that before 1970, the school focus was mainly on “adoption of

materials”. Educators followed an “industrial model” that they found did not work

for education. Educators begin to look at training, actual use of equipment in

classrooms, classroom procedures and so on. A new “educational view” emerged

with concept of activities and interactions within the school. (Russell. J., Sorge, D.

1994)

ADDIE MODEL

The steps of the ADDIE model are Analyze, Design, Development, Implement,

and Evaluate. Analyze means to look at goals and objectives of the previous lesson

and see if the learner’s needs are being met. “Design is concerned with subject
matter analysis, lesson planning, and media selection.” (Malachowski, Retrieved

June 12, 2008)

This stage has three objective domains, Cognitive, Psychomotor, and Affective.

Cognitive contains Bloom’s taxonomy, Knowledge through Evaluation. Psychomotor

is concerned with motor skills. Affective involves “attitudinal behavior”.

Development is a process of creating and testing learning experiences. Implement

means to present the materials and have the learner “practice in a safe

environment” and then “targeted workspace”. Evaluate means to weight the

success of the learners by obtaining information from them. The final step in

evaluation is to improve the presentation for next time. (Malachowski ) The ADDIE

model offers a “linear nature of the instructional design process”. (Crawford, C.,

2004) The ADDIE is well known and used frequently because of it simplicity and

ease of instruction. “During the 1990s as constructivism began to rise in popularity,

a rise in the non-linear instructional design model began to rise”. Crawford’s paper

on designing an e-learning course uses a eternal, synergistic design model that is

non-linear and forms a circle-eight pattern of design, evaluation and feedback and

development. (Crawford, 2004)

Magliaro recorded a study by Oliver and Hannafin (2001) consisting of k-12,

college, or corporate learners. The study noted that “novices were better with

models at the macro level, than the micro level”. (I find this true also.) Magliaro

summed up the study by writing:

It appears that the students clearly represent what they

understand about the ID process in very different ways.

although some models were similar, no two models were

exactly alike. For example, some students submitted models

that looked similar to either the Dick and Carey (1996)

model or the United States Air Force model (1975). A

number of models were variations on the Kemp et al. (1996)

model. In terms of metaphors, there were horticultural-growing

themes: 5 trees, 4 flowers, and a couple of gardens. There were

travel themes: highways, solar systems, journeys, train rides,

space shuttle missions, and a pizza delivery. Across all models

that were similar, there were clear differences in the order of

processes, the directional flow of arrows, and the context-related

components unique to individual situations. (Magliaro, S.,

Shambaugh, N. 2006)
 References

Crawford, C. (2004, July). Non-linear instructional design model: eternal, synergistic

design and development. British Journal of Educational Technology, 35(4),

413-420. Retrieved June 12, 2008, doi:10.111/j.007-1013.2004.00400.x

http://search.ebscohost.com.dbproxy.tamut.edu/login.aspx?direct=true

&db=a9h&AN=13839910&site=ehost-live

Magliaro,S., Shambaugh, N. (2006). Students Models of Instructional Design.

Educatonal Technology Research & Development, 54(1), 83-106. Retrieved

June 12, 2008, from Academic Search complete database.

http://search.ebscohost.com.dbproxy.tamut.edu/login.aspx?direct=true&db=a9h

&AN=21888080&site=ehost-live

http:///fog.ccsf.cc.ca.us/~mmalacho/OnLine/ADDIE.html . Retrieved June 12, 2008

Orey, M. & Others, A. (1991, January 1). Integrating Cognitive Theory into Gagne’s

Instructional Events. (ERIC Document Reproduction Service No. ED335004)

Retrieved June 13, 2008, from ERIC database.

http://search.ebscohost.com.dbproxy.tamut.edu/login.aspx?direct=true&db=eric&
 AN=ED335004&site=ehost-live.

Russell, J., Sorge, D. (1994, January 1). Improving Technology Implementation in

Grades 5-12 with the ASSURE Model. T.H.E. Journal, 21(9), 66. (ERIC

Document Reproduction Service No. EJ 4819665) Retrieved June 13, 2008,

From ERIC database.

http://search.ebscohost.com.dbproxy.tamute.edu/loglin.aspx?direct=&db=eric&A

D. Goal statement (1para.)

Math scores will increase in number and operations. Scores will be raised by use of technology

and traditional hands-on methods. The learner will retrieve information to demonstrate a

thorough knowledge of number and operations by converting number facts in advertisements

from fractions to decimals and to percents with/without technology. Math students will produce

an advertisement convincing an audience of the best buy of two services or products. The

learners will research the products using a search engine and produce a Power Point presentation

using Excel chart wizard. Students will use the fraction, decimal to percent mode in the

electronic format as well as the pencil to paper format.

E. Learner analysis (1-2 pages)Demographic Information

Forty seven students tested recently. Of these students twenty-one students scored

lowest on number and operations. This was opposed to ten students who scored

lowest on data analysis and probability, twelve on measurement, three on algebra,

and one student on geometry. The information is shown in Appendix 13 and

Appendix 14. The learners are 6th grade math students at College Hill Middle School

in Texarkana, Arkansas. College Hill Middle School has “659 students, 55% minority

and 45% non-minority, with socio-economic disadvantagement at 74%”.

(Texarkana Arkansas School District Application for Magnet Schools Grant, 2008)

The forty-seven learners represent a population of eight gifted and talented

students, three 504 students, five dyslexic students, three special education

students, and thirty-seven of the students receive free or reduced lunch. Student

physical handicaps range from a missing limb to hearing aids. Students took a

learning styles test from www.Idpride.net Fifty-five% were visual learners, twenty-

five % were auditory learners, fifteen % were kinesthetic learners, and five % were

visual/auditory learners.

Entry Behaviors

The learners will have a basic knowledge of the computer. The learner will be open

to learning technology. The learner will take an entry level test to ensure that all

students have basic knowledge of whole number and rational number (fraction)

computation in addition, subtraction, multiplication, and division. Students who

scored lower than 80% on the entry level skills test and need additional help can

work on computer tutorials.

Attitude and Motivation

The learner will look forward to pricing their favorite cell phone or other commodity

and comparing it with other students’ work. The learner will enjoy the computer

time and opportunity for new skills. The students will like the mix of hands-on

traditional math problem solving mixed with technology. Students picking their own

commodity to research allows for ownership of the final product.

F. Task analysis (as many pages as needed)

Task Analysis

A. Students can compute with whole numbers and rational numbers

with/out technology.

1. Identify parts of fraction bars (Verbal, Intellectual; Psychomotor)

2. Draw decimal models on hundred space graph paper to represent a percent of a number. (Verbal;
Intellectual; Psychomotor)

a. Represent small percents (1/2%) (Verbal; Intellectual; Psychomotor)

b. Represent large percents (125%) ( Verbal; Intellectual; Psychomotor)

3. Use fraction-decimal dominos (Intellectual; Psychomotor)

4. Complete fraction to decimal to percent pinwheel (Intellectual; Psychomotor; Affective)

B. Students can perform the following using technology.

1. Use Classroom Response Indicators (clickers) to respond orally to questions about fraction conversion.
(Intellectual; Psychomotor)

2. Use a search engine to research prices of student's selected commodity. (Intellectual; Affective;
Psychomotor)

3. Use Power Point to create a presentation. (Intellectual; Psychomotor)

4. Insert clip art, save work; create slides. (Verbal; Psychomotor)

5. Use Excel software to create a graph. (Verbal, Intellectual; Psychomotor)

6. Use Excel software to collect data from research. (Verbal, Intellectual; Psychomotor)

7. Use journal writing to aid student understanding of number and operations concepts. (Verbal;
Intellectual; Psychomotor)

a. Electronic journals, print journals

8. Create a Power Point Presentation with at least 5 slides. (Psychomotor)

a. Use fractions to decimals to percents format

b. One slide in graph format

9. Use a calculator to change a fraction into a decimal. (Verbal; Intellectual; Psychomotor)

G. Performance objectives (1 page)

Performance Objectives

1. Given fraction problems, the learner can convert fractions to decimals to

percents with/out technology with 80% accuracy.

2. Given fraction bars, the student can identify corresponding parts with 100% accuracy.

3. Given hundred charts, the learner can draw and identify large and small percents with 90% accuracy.

4. Given the Power Point software, the learner can create a 5 slide Power Point presentation using decimal,
fraction, and percent format with 90% accuracy.

5. Given a search engine, the learner can research pricing information on a selected commodity with 100%
accuracy.

6. Given Excel software, the learner can use the chart wizard to create a bar graph representing decimal-
percent sales over several years with 90% accuracy.
7. Given the clickers, the learner can respond to the hand held device to make correct choices about
conversions of fractions to decimals and to percents with 90% accuracy.

8. Given journal entries, the learner can write complete sentences displaying sound reasoning of number
and operations concepts with 90% accuracy.

9. Given the Power Point software, the learner can insert clip art and save work with 100% accuracy.

10. Given fraction-decimal dominos, the learner can match them with 100% accuracy.

11. Given the pinwheel, the learner can match and color code fractions to decimals to percents with 100%
accuracy.

12. Given a calculator, the learner can convert a fraction into a decimal and then a percent with 100%
accuracy.

H. Instructional strategies (supported by discussion of instructional

model and learning theories) (2-4 pages)
Instructional Materials/Assessment/Manual

Rebecca Hamilton

Assessment/Rubrics for Terminal Objectives

Skills Performance Objective Test or Rubric

_______________________________________________________________________

1. Produce a 1.1 Research and compare 1.1 At least 3

products/services

Power Point at least 3 comparative products 0-1 products ……….0 points

for class or services to find best value for 2 products………….1 point

presentation the price. 2 products with

c orrect spellings…….2
points

3 products or more….3
points

3 products with
 correct spellings…….4 points

1.2 Create at least 5 slides 1.2 Five slides

0-1 slides……………0 points

1-2 sl ides……………1
point

3-4 sl ides……………2
points

5 slid es…………… 3
points

5 slid es with no

spel ling errors………4

points

5 slid es with no

spel ling or math

errors………………..5
points

1.3 Show at least 3 different

examples of fractions, decimals

and percents showing various

prices 1.3 Three examples of

fra ctions, decimals and

percents

0-1 e xamples of

above mentioned…….0
points

2-3 examples
 of each………………1
point

3 examples of each …2
points

3 examples of each

with no spe lling

errors………………...3
points

3 examples of each

with no spe lling or

ma th error……………4
points

1.4 One Power Point slide will be graph

in decimal, %, fraction format.

1.4 Bar graph with decimal,

fra ction, % format

No bar graph ……… 0

points

Bar graph …………. 1 point

B ar graph with decimal

percent, fraction

format………………2
points

B ar graph with fraction,

Decimal, percent format

and c orrect labeling of

x and y axis, title……3 points

 B ar graph with fraction,

decimal, pe rcent format;

correct math scale and no

ma th errors………….4
points

1.5 Prepare ten question

lab sheet over Power Point

presentation for class 1.5 Ten question lab sheet

for

class members

0-5 qu estions ……….0

points

6- 9 qu estions……......1
point

10 questions………...2
points

10 questions that

c over only two areas

of fractions, decimals,

or percents………….3 points

10 questions that cover

all three formats……4

points

10 questions that cover

all three formats

with no spe lling

math errors…………5 points

2. Convince audience on service or product

depicted in oral Power Point presentation

based on math facts.

2. No presentation………0
points

Presentation is

colorful,

attractive, interesting….1 point

Attractive presentation

With no math errors….2

points

Scores at least 2 points

on at tractive
presentation

with no math er rors

(see i nsert)……………3
points

[ Maintains eye contact Yes____ No____]

[ Avoids “and, uh’ phrases Yes___No_____]

[Maintains thought idea Yes___No_____] (Dick, Carey, Carey)

Compares 3 services or

products with data that

that allows listener to

c onclude “best value”.

Presentation is attractive,

with no math er rors and

good speaking skills....4 points

 These are test questions for subordinate skills for students after
finishing

the Power Point.

Subordinate Skill Test Item

_______________________________________________________________________

3. Use the computer 3.1 Use search engine to

compare services 3.1 Evaluated above

3.2 Use Microsoft

Power Point 3.2 Evaluated above

3.2 Use Excel chart

wizard or graph making

computer device 3.3 Evaluated above

4. Classify numbers

and distinguish between

number operations 4.1 Convert fractions to

percents 4.1 1/8 = _____%

4/5 = ______%

66/2/3% =
_____(Fraction)

4.2 Understand place

value 4.2 In 3,457.8 the d igit

8 represents what
place

value?

In 501.894, the di git 9

 represents what place
value?

In 6,789,345.21, the
digit 6

represents what place

value?

4.3 Distinguish between

LCM, GCF, and prime and

composite numbers 4.3 Find the LCM of 12 and

18 ______

Find the GCF of 6 and

50

______

I s 2 a prime? Yes___
No__

List the first 5

primes____

Wh ich number is a

Compo site? 17, 24, 5

____

4.4 Understand proportion

and rate of change 4.4 3 is to 4 as 18 is to ___?

5 is to 19 as 26 is to
___?

If 1 quart = 2 pints,

20 pints = _____quarts?

If you weigh 60 lbs on

earth, you weigh 10 lbs

 on the moon. Jane
weighs

100 lbs on earth, what

would she w eigh on

the

the moon?_____

If you win 8 out of 12

games, at that rate,

how

many of next 30
games will

you win?_____

4.5 Use software 4.5 Score 80% on

teacher
made tests

4.6 Write clear and

concise electronic

journals on math issues 4.6 Rubric for grading

ma th journals

No journal………..0
points

Begin se ntences with

c apitals and end

with cor rect

ma rk of punctuation

…………………..1 point

Grammatically correct

with 3 or more
 sentences………..2
points

Gr ammatically correct

with 4 sent ences and

with correct math

c orrelations………3
points

These are test questions for Entry Behaviors

5. Add, subtract,

multiply, divide

fractions and decimals 5. 589.3 + 1.456 =____

45.6 div ided by .08 =

___

89.34 – 1.896 = _____

15.67 X .24 = _____

½ X ¾ = ____

5/8 – 4/5 = _____

1 ½ + 3 ¾ = _____

1 2/5 ÷ 1/8 = ______

There are 26 total points on the Terminal Objectives. These are the

total

points and percentages: 26 points………100%

23 points………..90%

21 points………..80%
 18 points………..70%

16 points………..60%

Instructor’s Manual

Instructional Strategies and Media Selection

The Learner will be able to:

Time Performance Learning Strategy Domain Media

Frame Objective Theory

1 1. Given Cognitivism Presentation Psychomotor Computer,

lesson research, ; Verbal, Power Point
,2 create at Information,
hours least 5 PP and
slides Intellectual
showing skills
best price
on product.

1 2.Given the Behaviorism Presentation; Cognitive Class room

lesson research (Bloom’s response
;2 results, Demonstratio knowledge indicators
hours show 3 n through (clickers),
examples of application) computer
conversion (electronic
from journal
fractions to writing),
% in PP pencil and
paper,
fraction
manipulative
s

1 3. Prepare Cognitivism Demonstratio Affective, Excel; Word;

lesson PP with bar n; Tutorial Verbal Power Point
2 graph in information
hours fraction, and
decimal or intellectual
% format. skills;
psychomotor

1 4. Prepare Behaviorism Problem Bloom’s Microsoft

lesson 10 question Solving; Evaluation Word
lab sheets Discovery level,
2 for class. Synthesis
hours level

1 5. Convince Constructivisi Problem Affective, Power Point

lesson the m Solving;
;2 audience on Discovery Psychomotor
hours commodity
depicted in
PP based on
math facts.

Lesson 1: The Learner will be able to create at least 5 PP

slides on research showing the best buy on selected

services/ products.

GAIN ATTENTION: Ask the learner to brainstorm to think of ways that they have

noticed different prices on the same or similar products or services. Use the

strategy presentation by showing a picture on the PP.

INFORM THE LEARNER OF OBJECTIVES: Say, we are going to create PP

presentations with graphs showing how to compare services by fractions, decimals,

and percents and to convince audience of best buy. Use the strategy presentation

and demonstration to look at graphs.

STIMULATE RECALL OF PRIOR LEARNING: Use the classroom response indicators

(clickers) to have students review fractions, decimals, and percents. Remind

students to save all their work to their wiki sites or flash drives. Use the strategy

drill and practice and the clickers to recall skills.

PRESENT STIMULLI WITH DISTINCTIVE FEATURES: Show the learner how to research

using www.google.com or another search engine. Use the Promethean Smart Board

to demonstrate steps of Power Point. Use the strategy demonstration and tutorial to

guide in research and steps of PP.

GUIDE LEARNING: Give the learner a topic to research on product prices/services

and have class pair/share the results as students rotate computer use. Use the

strategy cooperative learning as the learners rotate computer use and share

information.

ELICIT PERFORMANCE: Learner will research a topic of interest to find prices and

compare another similar service. Students will record the data in their journals.

Use the strategy discovery and discussion as learners learn information and record

in their journals and share journals in class.

PROVIDE FEEDBACK: The learner will use comments from classmates and instructor

on journal writings and cooperative research to product a presentation. Use the

strategy discussion as the instructor gives feedback to students.

ASSESS PERFORMANCE: The learner will use the attached rubric to assess and

guide the learner in constructing the oral presentation and lab sheet provided for

the class. Use the strategy demonstration and tutorial to assess performance.
ENHANCE RETENTION AND LEARNING TRANSFER: The learner will gain real world

experience from this project by researching the Internet for competitive prices on

similar products, services. Use the strategy discovery and problem solving by using

the computer for real life problems.

Lesson 2. The learner will be able to show 3 examples of

conversion from fraction to decimal to % based on

research data on similar products.

GAIN ATTENTION: The learner will be able to tell the difference between a sign in

the Mall describing 1/3 off or 25% off and tell which one is a better buy. Use

the strategy presentation to show a picture of a sale at a retail store on the PP.

INFORM LEARNER OF OBJECTIVES: The learner will be able to change a fraction to a

decimal and then a percent with/out technology. Use the strategy demonstration to

model changing a fraction into a decimal with TI Presenter and graphing calculator

or overhead projector and overhead calculator.

RECALL OF PRIOR LEARNING: The learner will write what his/her memory is of

changing ¼ to a decimal and then a percent in journal format. Use the strategy

discussion to remember how to convert fractions. Recall the information in an

electronic format in Word.

PRESENT STIMULI WITH DISTINCTIVE FEATURES: The learner will see a teacher-

made PP presentation showing fraction bars and grid to learn various methods of

converting 1/4 into .25 and then 25%. Use the strategy presentation and
demonstration to show and tell and present a pictorial design of grid and fraction

bars with computer and Promethean software.

GUIDE LEARNING: The learner will be able to answer 80% of questions on lesson

quiz on PP presentation dealing with converting fractions into percents. Use the

strategy drill and practice and the PP to add a slide with a lesson quiz for quick

recall before moving on the next lesson.

ELICIT PERFORMANCE: The learner will finish a pinwheel project with four wheels

and will color code all corresponding fractions, decimals, and percents. The learner

will use wooden fraction pieces to help with guided practice. Use the strategy

cooperative learning as students work together using calculators on the pin wheels

and fraction pieces.

PROVIDE FEEDBACK: The learners will write in their journals the methods they have

learned to convert fractions into percents. Use the strategy discussion as students

put into print form their thoughts on mathematical processes involving conversion

of number operations.

ASSESS PERFORMANCE: The learner will score 80% on a test on conversion of

fraction to decimals and then percents. Use the strategy drill and practice to

answer questions using the clickers (for immediate feedback) or pencil and paper.

ENHANCE RETENTION AND LEARNING TRANSFER: The learners will retain

information because they are preparing information for a PP presentation that they

will produce. Use the strategy discovery and problem solving to produce this PP.
 Below is a detailed construction of the instructional analysis of a lesson to

understand what ¾ means. This is shown in several interpretations. Students need

to understand the processes to have a solid foundation in mathematics.

Interpretations of Three-fourths

Part-
Quotient
whole
Construct
Construct

Three-fourths as Three-fourths is three

parts of a whole one-fourth units of a
is three one- quantity in one measure
fourth units i.e. space per one unit; i.e.
¾ is 3(1/4 –unit). ¾ is 3(1/4-unit)

Three-fourths as Three-fourths is one-forth

a composite part of three objects in one
of a whole is one measure space per one
three-fourths unit of quantity; i.e. ¾ is
unit; i.e. 3/4 is ¼(3 units)
1(3/4-unit).

This is an adapted model of conduct an analysis on rational numbers, ratios and

proportion taken from Handbook of Research on Mathematics Teaching and

Learning

edited by Douglas A. Grouws, 1992.

Lesson 3: Prepare PP and bar graph in fraction, decimal,

and percent format.

GAIN ATTENTION: Read data to students and then have them look at the data on a

graph on the Promethean Smart Board. Ask the learner which method was easier to

them to understand. Use the strategy presentation and PP to have students decide

whether information contained on a graph is easier to understand than information

in print form.

INFORM LEARNER OF OBJECTIVES: The learner will learn the basics of Excel

spreadsheet and the chart wizard. Use the strategy tutorial to learn the basics of

Excel.

RECALL OF PRIOR LEARNING: Ask the learner to recall the lesson on conversion of

fractions to decimals and percents. Use the strategy discussion to brainstorm

answers which may be recorded on Inspiration software or the overhead projector.

PRESENT STIMULI WITH DISTINCTIVE FEATURES: The learner will see various bar

graphs made by previous learners using Excel’s chart wizard. Use the strategy

presentation and a scanner for learners to see samples of previous work on PP slide

or in regular print or copy form.

GUIDE LEARNING: The learner will assess Excel and using the data provided in the

daily PP Problem of the Day construct a simple bar graph. Use the strategy drill and

practice and demonstration the learner will look at the PP slide and then begin to

construct a bar graph (this is Problem Solving strategy).

ELICIT PERFORMANCE: Ask the learners to volunteer to show their completed

graphs. Use the strategy discussion as the learners share what they have learned

and been able to provide.

PROVIDE FEEDBACK: The learner will receive correct answers from the instructor on

his/her progress. Use the strategy demonstration as the instructor “shows and

tells” if work needs correction.

ASSESS PERFORMANCE: The learner will use the rubric for preparing the PP and bar

graph slide to score at least 80% correctly. Use the strategy tutorial for the learner

to follow the rubric to prepare the PP show.

ENHANCE RETENTION AND LEARNING TRANSFER: The learner will retain information

because he/she taught the information and became an authority on this commodity.

Use the strategy cooperative learning as the learning community shares information

in the PP.

Lesson 4: The learner will prepare a 10 question lab

sheet for the class.

GAIN ATTENTION: The learners will be able to make up their own assessments on

their projects because they are the class authorities. Use the strategy cooperative

learning as students share the questions with each other.

INFORM LEARNER OF OBJECTIVE: The learner will prepare a 10 question quiz and

answer document for the class. The document will be written in Word. Use the

strategy discovery as learners record their questions in Word and realize what they

have learned as experts on their subjects.

STIMULATE RECALL OF PRIOR LEARNING: Ask the learner to gather data together

from research and PP presentation to begin to formulate questions for audience.

Use the strategy discovery and problem solving to use the PP presentation for

questions for their audience.

PRESENT STIMULI WITH DISTINCTIVE FEATURES: The learner will view a sample

done by the instructor of sample questions and answers. Use the strategy

demonstration as the instructor “models” or shows examples of prior work. This

can be done by scanner and PP or in print format.

GUIDE LEARNING: Students will post their PP and questions on the class Wiki site

and the instructor may make comments. Students will record their work progress in

their journals. Use the strategy tutorial as students use technology to progress

“instructor to learner”. Tutorials are not just “computer to computer”.

ELICIT PERFORMANCE: The learner will pair/share with classmates to discuss

questions for the lab sheet with teacher guidance. Use the strategy cooperative

learning for the learners to share information on the lab sheets. This may be

recorded on their wiki sites or electronic or print journals.

PROVIDE FEEDBACK. The instructor will make suggestions and offer comments

about sample lab sheets. Use the strategy demonstration and tutorial to aid in

feedback for the learner.

ASSESS PERFORMANCE: The learner will supply answers for the 10 lab questions

and then go over questions and answers with the audience. Use the strategy drill

and practice as the learner gets information from the audience.

ASSESS PERFORMANCE: The learner will score 80% on construction of the lab sheet

according to the rubric. Use the strategy discussion for the learner to understand

all aspects of the assignment and then use Word to produce the document.

ENHANCE RETENTION AND LEARNING TRANSFER: The learner will learn the

questions and answers to teach the audience. Use the strategy cooperative

learning as the learning community shares with each other.

Lesson 5. The learner will convince the audience on

service/product depicted in the PP based on mathematical

facts.

GAIN ATTENTION: The learner will grab the attention of the class with the subject of

their PP presentation. Use the strategy of presentation to show the PP.

INFORM THE LEARNER: The learner will show the audience that one product is a

better buy than the other through math facts and graphs. Use the strategy

discovery as the learner discovered through research and now he/she convinces the

audience of the same facts. The research was search engine based.

STIMULATE RECALL OF PRIOR LEARNING: The learner will review simple decimal,

fraction, and percent facts. Use the strategy discussion as the learner reviews basic

number and operation information using the PP.

PRESENT STIMULI WITH DISTINCTIVE FEATURES: The learner will use the graph and

knowledge of fractions, decimals, and percents to present facts depicting a best buy

for a commodity. Use the strategy presentation and demonstration to show this

feature on the PP.

GUIDE LEARNING: The learner will guide the audience as they present the

materials. Use the strategy presentation and demonstration as the learner guides

class members through the PP.

ELICIT PERFORMANCE: The learner will ask for comments from the audience. Use

the strategy discussion as the learner takes on the roll of leading the class

discussion and the instructor has the roll of facilitator watching the PP.

PROVIDE FEEDBACK: The learner will answer questions

ASSESS PERFORMANCE: The learners will answer their classmate’s lab sheets with

80% accuracy. Use the strategy drill and practice.

ENHANCE RETENTION AND LEARNING TRANSFER: The learner uses real world data

to convince an audience of the best buy of a commodity. Use the strategy

discovery and problem solving for learners to realize that they have knowledge

about a commodity.
I. Media including discussion of selection and/or development (1-2
pages)
The technology used was a computer, laptop, projector, TI Presenter connected to a television

set, TI 83 graphing calculator, and classroom response indicators (clickers). The software used

was Microsoft Power Point, Excel and Word. Software from Promethean board was used to

produce graph paper and arrange geometrical figures on the screen. Clip art was used to promote

interest in the lesson by showing pictures of cell phones and sales. The Internet and a search

engine were used to search similar commodities and prices. Prices were downloaded from the

Internet and placed on the Power Point lesson for the learner.

Fraction pieces, a fraction to percent pin wheel (see Appendix 3-4), Marcy Cook tiling activities

(see Appendix 2), and graph paper and blocks (see Appendix 1).

J. Formative evaluation of instructional materials (selection of

participants, how assessments were conducted, instruments used, data
collected and analyzed, results), etc., :

1. SME
Formative Evaluation
SME

Please look over the material in this course packet and see if the correct
content is highlighted. Look at the objectives to see if they match the
assessments.

Please rate the packet in this training unit in the columns below. Thank you for helping to make this an
improved instrument of study.

Very
Needs Work Fair Good Superior
Good
Does the objective
match content?
Does the objective
match content and
assessment?
Are materials
appropriate for
learning outcome?
Do materials have
enough instruction on
subordinate skills?
Can materials be
covered efficiently in
time allowed?
Are materials up to
date?

2. One-on-one
Formative Evaluation

One-on-One

Please check the areas below that you feel are the strengths and weaknesses of this
teaching packet. Your answers will help to improve the usability of this course for
others. Thank you for your time and consideration of this matter.
 Needs Fair Good Very Good Superior
Work

Is the
content clear
and readily
understood?

Was the
content
relevant to
your needs
and
interests?

Could you
manage the
content in
the time
allotted?

Were
assessment
questions
clear?

Were
assessment
questions
covered in
the material
taught?

How would
you rate the
usability of
this
instrument?

Did the
materials
support the
instruction?

Did media
address
instruction?

3. Video recording of lesson

K. Summary and Conclusion (1 page)

K. Conclusion

The strengths of my project reports are in transforming concrete to abstract

lessons. Middle school students need much work with hands-on manipulatives and

visuals that grab students’ attention. Uses of graphic organizers also are an aid in

understanding number and operations or any of the major mathematics concepts.

Also the technology connection with classroom response indicators (clickers) allows

the instructor to get immediate feedback as to learner’s understanding. Other

technologies like calculators, Power Point, Word, Excel, and the search engine allow

students to share their research and best buy for a selected commodity. The journal

writing allows students to express their mathematical thinking in words. The work

students do with electronic journals help students when they have to begin When

students write the information down they are teaching the information so they have

ownership of the materials. I used examples of cell phone prices that I previously

researched on the Internet. Students then watch as I put this information in an

Excel worksheet and then use the graph chart to make a bar graph with that data. I

did have rubric for every activity that I required of students.

 If I had more time I would have spent more time working on my math

problems chosen for the pre-test and post-tests. I would have worked more on

questions or scenarios for using the bar graph data. I would have spent more time

on more extensive Power Point lessons for each of the lessons.

L. Reflection on project (1-2 pages)

L. Reflection on the Project

As I reflect on the ID project I see the importance of the SME and One-on-One

Evaluations. The SME evaluation would be another math teacher who could look

over my content to check for inconsistencies or holes in content areas. The one-on-

one evaluation is good to check problems with the usability of the testing

documents or areas of instruction that are confusing. My one-on-one evaluation

done after I taught the videoed lesson last Friday showed areas of concern with

“was the content relevant to your needs and interests?”, “could you manage the

content in time allotted?” and “were the assessment questions clear?”. I felt my

weakest area was with assessment questions. Next time I will budget more time for

that task.
 The project let me understand the complexity of putting together an

instructional package and product like this one. I had to learn the importance of

picking a model that would correlate to the content and methods/ strategies that I

was attempting to teach.

The video taped lesson was a valuable tool for me to view and learn from my

mistakes. I immediately saw that I need to talk louder and act more animated for

an adult audience. Preparation for the video lesson showed me the work and

planning to arrange a one hour lesson. My video tape was 62 minutes and I spent

ten times that amount of time preparing for it by gathering materials, designing the

Power Point, scanning materials and so forth.

The discussion board is a valuable component of this course because I am

able to check other students’ articles and discussions and it helped me to stay on

track.

M. References (5- 10 references)

M. References

www.marcycookmath.com/tilngbks.htm
Crawford, C. (2004, July). Non-linear instructional design model: eternal, synergistic

design and development. British Journal of Educational Technology, 35(4),

413-420. Retrieved June 12, 2008, doi:10.111/j.007-1013.2004.00400.x

http://search.ebscohost.com.dbproxy.tamut.edu/login.aspx?direct=true

&db=a9h&AN=13839910&site=ehost-live

Dick, W., Carey, L. & Carey, J (2005). The systematic design of instruction. Boston:

Pearson, Allyn and Bacon.

http://www.educ.uidaho.edu.middlegradesconnection/tal/hunter_model.htm

Retrieved June 8, 2008.

Gustafson, K, & Branch, R (2002). Survey of Instructional Development Models.

ERIC

Clearinghouse. IR-114, Retrieved March 2, 2008. Web site:

http://www.eric.ed.gov/ERICDocs/data/ericdocs2sqlcontent storage

Hakkinen, P. (2002, September). Challenges for design of computer-based learning

Environments. British Journal of Educational Technology, 33 (4), 461-469.

Retrieved July 1, 2008, from Science & Technology Collection database.

Haynes, J. (1973, September). Improving instruction in speech-communication skills

Through learning hierarchies: an application to organization. Speech Teacher,

 22(3), 237. Retrieved July 1, 2008, from Communication & Mass Media

Complete database.

Information Power Building Partnerships for Learning. (1998). Chicago: American

Library Association.

www.Idpride.net. Retrieved June 8, 2008.

Magliaro,S., Shambaugh, N. (2006). Students Models of Instructional Design.

Educatonal Technology Research & Development, 54(1), 83-106. Retrieved

June 12, 2008, from Academic Search complete database.

http://search.ebscohost.com.dbproxy.tamut.edu/login.aspx?direct=true&db=a9h

&AN=21888080&site=ehost-live

http:///fog.ccsf.cc.ca.us/~mmalacho/OnLine/ADDIE.html . Retrieved June 12, 2008

(03-05 -08). www.nwea.org . Retrieved March 19, 2008, from College Hill Middle

School (Texarkana School District) Web

Marzano, R., Pickering, D., Pollock, J. (2001). Classroom Instruction that Works.

Alexandria, Virginia: Association for supervision and Curriculum Development.

Orey, M. & Others, A. (1991, January 1). Integrating Cognitive Theory into Gagne’s
 Instructional Events. (ERIC Document Reproduction Service No. ED335004)

Retrieved June 13, 2008, from ERIC database.

http://search.ebscohost.com.dbproxy.tamut.edu/login.aspx?direct=true&db=eric&

AN=ED335004&site=ehost-live.

Penn State.Integrating Instructional Design and Distance Education. Retrieved April

1,

2008 from the ARCS-Motivation Theory by John Keller Web site.

http://ide.ed.psu.edu/iddle/ARCS.htm Retrieved April 1, 2008.

Principles and Standards in Mathematics. (2000). Reston: National Council of

Teachers

of Mathematics, Inc.

Russell, J., Sorge, D. (1994, January 1). Improving Technology Implementation in

Grades 5-12 with the ASSURE Model. T.H.E. Journal, 21(9), 66. (ERIC

Document Reproduction Service No. EJ 4819665) Retrieved June 13, 2008,

From ERIC database.

http://search.ebscohost.com.dbproxy.tamute.edu/loglin.aspx?direct=&db=eric&A
 N=EJ481965&site=ehost-live.

Schoenfeld, Jl, & Berge, Z. (2004-2005). Emerging ISD models for distance training

programs. Journal of Educational Technology Systems, 33(1), 29-37. Retrieved

July 1, 2008, from Science & Technology Collection database.

Seels, B. Richey, R. (1994). Instructional technology: the definition and domains

of the field. Bloomington, IN: Association for Educational Communications

Technology.

Smith, M. Smith, P. (1991, January 1). Effects on Concretely versus Abstractly

illustrated Instruction on Learning Abstract Concepts. (ERIC Document

Reproduction Service No. ED335014) Retrieved June 13, 2008, from ERIC

Database.

http://search.ebscohost.com.dbproxy.tamute.edu/login.aspx?direct=true&db=e ric

&AN=ED335014&site=ehost-live.

Spector, J. & Others, (1993, April 1). An Automated Approach to Instructional

Design

Guidance. (ERIC Document Reproduction Service No. ED363263) Retrieved

June 13, 2008, from ERIC database.

http://search.ebschost.com.dbproxy.tamut.edu/login.aspx?direct=true&db=eric&

AN=ED363263&site=ehost-live.

Texarkana Arkansas School District Number 7. (2008) Application for Magnet

Schools

Grant.

Tsai, H., Lowell, K., Liu, Pl, MacDonald, L., & Lohr, L. (2004, January 1) Part two:

graduate student perspectives on the development of electronic portfolios.

TechTrends: Linking Research &I Practice to Improve Learning, 48(3), 56.

(ERIC Document Reproduction Service No. EJ738364) Retrieved June 13, 2008

from ERIC database.

What Works in Middle School Math. (2004, September). District Administration,

Retrieved February 14, 2008, from Academic Search Complete database

Zbiek, Rl, & Conner, A. (2006, September). Beyond motivation: exploring

mathematical

modeling as a context for deepening students’ understandings of curricular

mathematics. Educational Studies in Mathematics, 63(1), 89-112. Retrieved

July 1, 2008, doi:10.1007/s10649-005-9002-4

N. Appendices
Appendices_503_Hamilton

I have the following documents:

Appendix 1
Appendix
1
Appendix 2:
Appendix
2
Appendix 3
Appendix
3
Appendix 4
Appendix
4
Appendix 5

Appendix
5
Appendix
6
Appendix 7

Appendix
7
Appendix
8
Appendix 9
Appendix
9
Appendix 10

Appendix
10

This my Pre-Test and Post-Test. It was taken with the clickers for immediate
feedback.
Appendix 11

Pre-Test

1. Find 1/2 of $35.60. Answer is 15.00

2. Add 1 3/4 + 2 1/4. answer is 4

3. 2/5 X 1/6 = answer is 2/11

4. 3 is to 4 as 18 is to ____? answer is 24

5. 25% of what number is 4? answer is 16

6. 30% of 100 is 35?

7. Is 2 a prime?

8. Find the GCF of 6 and 50. Is it 2?

9. In 3, 457.8 the digit 8 represents the tens place?

10. 1/8 = what %? is it 18%

Post test
12. Find 12.5% of 32 = Is it 8?

13. 25% of 80 is 40

14. 1/3 + 2/5 = Is the answer 2/8?

15. If you win 8 out of 12 games, at that rate, how many of the next 30 games will
you win? Is the answer 45?

16. Which number is a composite number? 17, 24, 5 answer is 5?

17. Change 2/5 to a decimal and then percent. Percent answer is 40%
Appendix 12

Analysis of Video_503_Hamilton

Analysis of Video Recording of Instruction

A. Opening of Instruction

As soon as I viewed the video the first thing I noticed was I had to turn my

volume up to hear the lesson. I need to work on voice control. I also feel that I am

too controlled and I need to show more animation. I used a Power Point presentation

and it followed the Nine Events of Instruction. I began by gaining attention with a

picture of cell phones and the assignment of finding comparative prices of a like

commodity. The picture of cell phones and various discount pictures were to gain

attention of the learner.

B. Instructor’s presentation style

I covered that in the opening of instruction. I also feel that I need to talk

faster for an adult audience. I am used to teaching middle school and going slower

for material to soak in.

C. Instructor’s Interaction with Learners

I have many hands-on-activities as well as activities for Word, Excel, and

Power Point. The learners worked with pre and post-tests using calculators and

clickers, Marcy Cook tiling activities, fractions pin wheels, and fraction bars.

Learners also were actively involved with using the classroom response indicators or

clickers. I had students write in electronic journals to explain how to change a

fraction to decimal and then percent. Once they can explain this information, they

show that they own the knowledge.

D. Instructor’s use of Media and Materials.

I used Marcy Cook tiling materials, fraction pin wheels, fraction bars, decimal

model blocks, 100-space graph paper, calculators, clickers, Power Point, Excel,

Word, and a search engine. I used a TI-Presenter, TI graphing calculator, TV, laptop,

projector, and Promethean software for the white board.

E. Instructor’s Facilitation of Learner to Learner Interaction

I had work areas set up for students with fraction bars, hard copies of

tutorials in Excel and Power Point, graph paper, fraction bars, markers, decimal

models, and rubric for the activities for today. Because of time restraints I had

students use the clickers for immediate feedback with pre-test and post-test.

F. Conclusion of the Instruction

I concluded instruction by using my TI Presenter connected to a TV that

allowed me to show math computations on my TI 83 graphing calculator. We looked

at the data created on the Excel spreadsheet from research that I have previously

gathered from the Internet about prices of three similar cell phones with similar

services. The cell phones were Motorola Z9 (AT&T) @ $199.99, Samsung Instinct @

$129.99, and LG Voyager (Verizon) @ $249.99. I showed the learner how to divide

$129.99 by $249.99 and get .52 or 52% the percent difference between the lowest

and highest priced phones.

G. Assessment of Learners’ Achievement of Objectives

 My objectives were the learner will be able to research at least three

commodities to find the better buy and use this information in a Power Point

presentation with 5 slides, one slide displaying a bar graph using decimals,

fractions, or percents relationships with 100% accuracy. I assessed the learners’

achievement of objectives through the post test given by the clickers. I learned that

learners needed more time working on proportions and cross multiplication. I

learned from activities that we did in class that learners understood the search

engine and % means hundredths, place value, conversion of fractions to decimals

and percents (by journal writing) but were weak in areas of finding a % of one

number compared to another. This is where proportion work would help.

H. Assessing Usability of Instructional Products

I felt that this was my weakest area. As my learners answered questions, I

found questions that were poorly written and confusing. I never realized how

important it is to pilot test your entire program to have areas that need

strengthening or other areas that need to be reworked.

2. Based on the analysis of the video, do you think your instruction was successful?

Was the goal of instruction/training achieved? Why or why not?

Most of my objectives were achieved (90%). The area where the learner was having

difficulty was with the bar graph and expressing % of the numbers based on raw

data. This is where additional work with proportions and cross multiplication

problems would help. Also reviewing the percent formula which is B X r = p, where

B is base, r is rate (%) and p is part.

3. What would you do differently next time?

 I would speak louder and will more enthusiasm. I would spend more time on

the percent formula and relating raw data and percents of change.

4. How would you use this formative evaluation result to improve your lesson for

the future?

I would spend more time working on the math portion of the problem; in

other words the content area. I spent much time working on Gagne’s Model and

trying to cover that material that I forgot about the most important ingredient –the

math

Appendix 13
 Instructional Design for Number and Operations -3-

Appendix 14

This breaks down the number of students and their MAP scores. Scores

above 210 are needed for students to score proficiently.

Number of
MAP
Scores Students

160 1

170 3

180 6

190 6

200 11

210 12

220 4

230 3

240

250 1