TLP Phase 2 Ideation and Feedback

The Good: ​With our students survey, we found that majority of the students found that multiple

ways of solving math is beneficial. Our teacher, Ms. Her, also provided positive feedback on our

project such as an increase in participation with Common Core. She even provided us with

additional games to engage students

The Bad: ​We saw that there is already a bad stigma against Common Core due to standardized

testings. With this result we worry that there will be a negative perception about our project. One

thing Ms. Her also pointed out was some problems on Prodigy do need to be broken up, they are

just linear therefore only have one method.

The Unexpected: ​There are also lots if students who are unaware of Common Core. Although

this is a State Standard that should be taught, it is possible that teachers/ schools are doing a poor

job of implementing these standards into their classroom.

What’s Next?: ​As of now we only have one teacher interview so we hope to get more

interviews from teachers. Although there are math professors that are aware of Common Core,

we want to focus on elementary school teachers because the change will start there.

TEACHER FEEDBACK

Ms. Her is a 4th-6th grade SPED teacher at Lane Elementary School in Fresno, CA.

● How do you feel about teaching Common Core?

​At first, it was challenging to teach Common Core to students with learning disabilities.

However, throughout the years with proper training and more experience teaching it, I’ve

become more enthusiastic and my students’ academic abilities were increasing as well.
 ● How do you feel about student participation in your class? Are they responsive when you

ask questions?

Student participation has increased with Common Core. My students are accountable for their

learning, meaning that they are expected to do or try the work, discuss their learning/strategy

with a partner or small group, and share out loud or come up to the front of the class. There are

about 3-4 students that will always have a response to every questions. The rest of the class will

need adult prompting or support (sentence frames, simplified directions) to be able to start a task

or talk about their ideas.

● How often do you use technology in your classroom? Do you think it helps with student

engagement?

​We use technology for 45 minutes at the end of our day daily. My students love going on

the tablets and computers. They look forward to playing Prodigy, Star Math, and Cool Math

Games. It is exciting to see them working together or competing against each other in a friendly

matter as well as learning Math.

● Do you know what Prodigy is? If so what is your understanding of it?

I do use prodigy. I heard of Prodigy through my GE 6​th​ grade teachers. I don’t have much

knowledge about it but I do know that it is based on Common Core Math Standards. My

students enjoy and look forward to solving the problems correctly so they can earn points to win

a battle.

● Do you feel Prodigy is an effective tool for student learning? If so how is it beneficial to

students?
​I do agree that it is effective because students are learning how to break a math problem down.

However, I do feel that even my students are struggling to solve the problems even when I put

them in the Kinder and first grade level. For example, a first grader is multiplying numbers. It

might be more beneficial for general education students who are performing at grade level in

Math.

● Do you think Common Core methods contribute to solving problems in Prodigy?

​Some problems that I have seen on prodigy do meet the needs of how to break apart and solve a

common core math task. This will be good practice for SBAC, our statewide assessment, since it

is done on the computer. However, some students learn differently. They might be able to break

apart a problem with paper, pencil, and real manipulatives instead of doing everything on

computer.

● Our project focuses on teaching multiple ways to solve math problems using Common

Core methods and applying them to solve problems in Prodigy. Do you think this is an

effective way to engage students?

​I do agree that Prodigy is engaging and effective for my students that are able to read or

understand the math concepts. They enjoy using different strategies such as models, number

lines, and pictures to solve a problem than the regular standard algorithm. However, my students

that cannot read or struggle with numbers and math weren’t as engage as the others.

● Can you provide us with additional feedback/advice to improve our project? Below is a

link to preview our project.

I like that the project is gearing for the 8 mathematical practices that we input into our math

lessons daily. I always tell my students that there are different ways to solve a problem. They
 also need to be able to explain how they solve their problem. You might want to show an

example of how a problem can be solved with the standard algorithm and another example of

how the problem can be solve differently in Prodigy.

User Experience Map: ​https://view.genial.ly/5cad3cd98460760f59a21561/untitled-genially

WEEK 3 MULTIPLICATION WITH DOUBLE DIGITS

OBJECTIVES AND GOALS

End of the Day Objective Solve problems using the method they learned that day.
SWBAT

​End of the Week Objective Students will be able to demonstrate their understanding by applying
SWBAT different methods to solve problems in an assessment.

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

TEACHER DO Standard 2 Lattice Area Model Breaking Assessment

(15 to 20 digit Multiplication Apart
minutes) multiplication. Numbers
Model
 Students are Students are Students are Students are Student will
STUDENTS & presented with presented with presented with presented with be tested on
TEACHER 3 problems. 3 problems. 3 problems. 3 problems. retention and
Work Work Work Work understanding.
individually for individually individually individually
the first for the first for the first for the first
problem then problem then problem then problem then Students use
in groups for in groups for in groups for in groups for the remaining
the remaining the remaining the remaining the remaining time to play
two. two. two. two. Prodigy and
(20-30 (20-30 (20-30 (20-30 be required to
minutes) minutes) minutes) minutes) write down 2
problems and
Teachers go Teachers go Teachers go Teachers go solve it with
over the over the over the over the the method of
problems with problems with problems with problems with their choice.
students students students students
(10-15 (10-15 (10-15 (10-15
minutes) minutes) minutes) minutes)

TEACHER Students ask Students ask Students ask Students ask

(last 10 for clarification for for for
minutes) and any clarification clarification clarification
questions they and any and any and any
may have questions they questions they questions they
may have may have may have