Modified Task 4 Assignment

Fall 2017 MAED 3224

Section A: Context for Learning
1. Grade level: 3rd grade

2. How much time is devoted each day to mathematics instruction in your classroom? An hour
and 15-30 minutes for math instruction including lesson, centers, and math intervention

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. Dreambox is used
during math centers

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. SMART board, whiteboards,
individual student whiteboards, base 10 blocks, anchor charts, paper, pencil, interactive
notebooks, mini canvas courses for students to complete, learnzillion for videos during
lesson, brain pop/jr. For example, the base 10 blocks were used when the concept of rounding
was being taught, as well as, regrouping when adding and subtracting.

5. From your observations, explain how your teacher makes sure the students learn the
standard/objectives conceptually giving a specific example. (one paragraph)
The teacher makes sure that students learn the standard/objectives conceptually by
first teaching the students how to draw pictures to help them solve problems. For example,
when introducing the different strategies for multiplication the teacher started out by teaching
the students how to draw arrays, groups of, and number lines. The teacher then required the
students to use any of the given strategies to help them solve, making sure that they werent
just giving a memorized answer but could conceptually understand the problems given. This
also forced students to be able to explain how they solved the problem using a given strategy.

6. What did you learn most about teaching mathematics from observing this teacher? ( one
paragraph) The thing that I learned most about teaching math from observing this teacher was
that it truly does help when students are given a model and sometimes even after the model
working step by step together to work through new concepts. A lot of times the teacher would
introduce a new concept to the class and realize even after modeling some students still
needed more guided practice before they could be sent off on their own. Another thing I
learned, given that I was in a third grade class, a lot of the students were beginning to have
their multiplication facts memorized. Therefore, they didnt want to have to use pictures and
strategies to help solve. I learned that when giving word problems to students it helps to use
problems that are relevant in the students lives and to connect them to it in order to increase
their focus and understanding.

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). The central focus of this lesson
is division by partitioning into equal groups.

2. State the CCSSM Standard and the objective for your whole class lesson.
3.OA.2 Interpret whole-number quotients of whole numbers, e.g., interpret 56 8 as the
number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a
number of shares when 56 objects are partitioned into equal shares of 8 objects each.
3.OA.6 Understand division as an unknown-factor problem.
The objective is that students will be able to recognize division by partitioning into equal
groups, working individually to complete.

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.) ( one paragraph) S tudents will watch The doorbell rang read aloud
and complete the work table worksheet, only filling in the number of cookies for each.
After the video, we will come back together as a class and discuss how we could figure out
how many cookies we started with. Once students know the total number of cookies,
explain/model that they theyll be starting with the total number of cookies and dividing that by
the total number of people for each column. Have students finish filling in the remaining
columns. Students will then be given copies of The Doorbell rang worksheet, which they will
complete with a partner. Give the students time to complete the worksheet, at least attempting
all of the problems and then bring the class back together to go over. Have students come up
to the whiteboard and solve, also having them explain what they are doing and their reasoning.
Make sure that students are using the strategy of solving division by partitioning into equal
groups. End with a quick exit ticket to test for mastery.

4. Create a formative assessment that assesses conceptual knowledge, procedural fluency,
and problem solving. I nsert a copy of the assessment with your solutions here. (exit ticket used
for whole group lesson) Chris has 28 cactus plants. He keeps his cactus plants in even rows
of 7. How many cactus plants are in each row?
Solution: 4 cactus plants
Each student will be given a sticky note to complete the exit ticket on. The problem will
be read aloud to the whole class and displayed on SMART board for reference.

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. ( how did you grade exit
ticket)10 points total: [8/10; earn 80% on exit ticket to achieve mastery]
3 points for conceptual understanding
3 points for problem solving
4 points for procedural fluency
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 students
performance in the formative assessment. ( provide a table and color code green/yellow/red
based on mastery)

Student Conceptual Problem Solving Procedural Total

(3 points) (3 points) (4 points) (10 points)

A 3 3 4 10

B 3 3 4 10

C 3 3 4 10

D 3 3 4 10

E 3 3 4 10

F 3 3 4 10

G 3 3 4 10

H 3 3 4 10

I 3 3 4 10

J 3 3 4 10

K 2 3 4 9

L 2 3 4 9

M 2 3 4 9

N 1 3 4 8

O 0 3 4 7

P 1 2 4 7

Q 2 2 3 7

R 0 1 1 2

S 1 1 0 2

T 1 0 0 1


2. Describe common error patterns in each of the areas of patterns of learning - conceptual
understanding, problem solving, and procedural fluency. Refer to the graphic to support your
discussion. ( 3 separate paragraphs, one per each pattern of learning)
The students learning was looked at through conceptual understanding by seeing
whether the students knew that in order to help them solve the problem they could draw
a picture. The common drawing that showed strong conceptual understanding was
shown through the students drawing 7 groups of circles and 4 dots inside of each of the
7 circles. When looking at common error patterns, 10 out of the 20 students were unable to
show conceptual understanding. Some students were unable to draw a picture for the word
problem at all and showed zero thinking through a picture. One student started to draw out the
word problem but only drew six groups instead of seven. Another student was able to draw the
seven groups but instead either put five or four in each group. One student had seven groups
with seven drawn inside each group. One particular student drew four groups with seven in
each group. Two other students did the same setup but instead used an array showing 4 rows
and 7 columns.
Procedural fluency was demonstrated by the students getting the correct answer
to the problem. 18 out of the 20 students were able to get the correct answer to the
problem. 16 out of 20 students received all 4 points, 1 student earned 3 out of 4, 1
student earned 1 out of 4, and 2 students earned 0 out of 4 for procedural fluency. The
students that received zero points for procedural fluency recorded the answer as being
49 and then another as 28. The student that earned 3 points wrote the correct answer, 4,
but wrote the number backwards. The final student wrote the correct answer but had no
supporting work shown and didnt have the correct equation.
Mathematical reasoning and problem-solving skills was shown by students
writing out an equation to go along with the picture and answer. 15 out of the 20 students
received 3 out of 3 points for problem solving. 2 students earned 2 out of 3, 2 students
earned 1 out of 3, and 1 student earned 0 points for problem solving. Three students
were able to correctly write out the number sentence, which looked like 287=.
However, one student did not include the = sign. One students number sentence
looked like, 287=49. This student misunderstood that the problem was asking for them
to divide instead of multiply. Another student wrote their number sentence as, 187=.
This student didnt even start off with having the correct numbers in the number
sentence to solve the problem.

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)

(one paragraph)

Student 1 received 1 out of 3 points for conceptual understanding. This particular
student struggled with c onceptual understanding because they did not understand that in
order to help them solve the problem they could draw a picture. This student drew 7
groups with 7 lines in each group. This student did not understand that they needed to
equally distribute the 28 into the 7 different groups. Instead the student took the second
number in the number sentence, a 7, and distributed that equally into the 7 groups.

Student 2 Mathematics Work Sample (student struggles with procedural fluency or problem
solving)(one paragraph)

Student 2 received 0 points for problem solving and procedural fluency. This
student struggled with procedural fluency, demonstrated by getting the correct answer to
the problem, as well as, mathematical reasoning and problem-solving shown by writing
out an equation to go along with the picture and answer. This student wrote their
number sentence as 287=49. This student did not have a good understanding of
mathematical reasoning/problem solving because they were unable to determine what
the question was asking them to do. In the given number sentence the student chose to
multiply instead of divide. Given that the student had the wrong number sentence that
lead them to getting the wrong answer.

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 - 1 0 students (re-engage for conceptual)
Group 2 - 0 students (re-engage for procedural)
Group 3 - 0 students (re-engage for problem solving)
Group 4 - 1 0 students (mastery/ready to move on)
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). ( one paragraph)
The central focus of this lesson will be division by partitioning into equal
groups. Students will use manipulatives to help them visualize the context of the
problem. The standard addressed will be 3.OA.2 Interpret whole-number quotients of
whole numbers, e.g., interpret 56 8 as the number of objects in each share when 56
objects are partitioned equally into 8 shares, or as a number of shares when 56 objects
are partitioned into equal shares of 8 objects each. I will give the group the following
task: Ms. Irvin wants to put the class of 24 students in groups for activities. If she has
6 baskets of materials for groups to share equally, how many students can she put in
each group? How can we write a number sentence using the three numbers to solve
this problem? Use the counters to represent the problem and then write your number
sentence and solve it on your whiteboard. I will expect students to write the
corresponding number sentence and then take out 24 counters and start out by putting
1 in 6 groups, then continue distributing the counters equally. Students will then draw a
corresponding number sentence and picture on their whiteboard.We will have a
discussion about the meaning of the problem and the solution in terms of their
pictures.We will continue to do this type of work with these additional examples.
These examples consist of students solving division problems by partitioning into
equal groups.

1. There are 3 students in the class and 27 tickets. If the tickets are divided
equally among the students, how many does each student get?
2. There are 25 pencils in Frances's pencil collection. If the pencils are organized
into 5 groups, how big is each group?
3. Joe has 36 candies. If he shares them among 4 friends, how many candies does
each friend get?
 Materials used will be counters, whiteboards, and markers. The assessment will be
There are 4 students in the class and 20 candies. If the candies are divided equally
among the students, how many does each student get?

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) B ased off the patterns that I
found in the date students needed more work in conceptually understanding word
problems. To help with this I will have students use counters to help solve the word
problems. This will help them to visualize the context of the problem. Students will be
able to visually sort of the whole number in the given word problem and be able to
physically sort the counters into the equal groups needed. This will also give students a
visual as to equally distributing the counters until none are left and students are able to
go back and count to make sure there is an equal number in each group.
c. Explain how you will reassess for mastery of the concept. (exit ticket)
There are 4 students in the class and 20 candies. If the candies are divided equally
among the students, how many does each student get?

10 points total: [8/10; earn 80% on exit ticket to achieve mastery]

3 points for conceptual understanding

3 points for problem solving
4 points for procedural fluency

Choose to do either 3a OR 3b:

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)
The central focus of this lesson will be division by partitioning into equal
groups. The standard addressed will be 3.OA.2 Interpret whole-number quotients of
whole numbers, e.g., interpret 56 8 as the number of objects in each share when 56
objects are partitioned equally into 8 shares, or as a number of shares when 56 objects
are partitioned into equal shares of 8 objects each. I will give the group the following
task: A class of 32 students were divided equally into teams for a relay race. Each
relay team had 4 students. How many relay teams were there? Have students think
about these two questions: What operation is this problem asking us to solve for? How
can we write a number sentence using the three numbers to solve this problem? Go
through the word problem with students, underlining key information such as the
numbers, and anything that helps determine which operation will be used. Then have
students write the number sentence on their board and use a model drawing to solve.
We will have a discussion about the meaning of the problem and the solution in
terms of their number sentence. We will continue to do this type of work with
 these additional examples. These examples consist of students solving division
problems by partitioning into equal groups.

1. A baker had 27 cupcakes and packed them in small boxes. Each box held 3
cupcakes. How many boxes of cupcakes did they have?
2. A farmer had 32 pounds of grain. He had 8 cows to feed. Each animal was given
the same amount of grain. How many pounds of grain did each cow get?
3. A teacher gave out 27 pencils to 9 students. Each student got the same number
of pencils. How many pencils did each student get?

Materials used will be counters, whiteboards, and markers. The assessment will be
Ken placed 30 marbles in rows of 5. How many rows did he get?.

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)
Based on the data, I believe that this re-engagement lesson will work because it will
truly get students to stop and think about the word problem that they are solving. By
having students underline key information in a word problem will ensure that students
know what operation needs to be used in writing their corresponding number sentence.
c. Explain how you will reassess for mastery of the concept. (exit ticket)
Ken placed 30 marbles in rows of 5. How many rows did he get?.

10 points total: [8/10; earn 80% on exit ticket to achieve mastery]

3 points for conceptual understanding

3 points for problem solving
4 points for procedural fluency

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