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Clinical Assignment

You will
 Plan a lesson that addresses the development of students’ conceptual understanding of some mathematical topic.
 Teach the lesson, collect, and analyze the student work samples. 
 Use the rubric to score the student work samples.  Look for patterns of similar issues that a small group of 3 students display. 
Identify a targeted learning objective/goal for these 3 students. 
 Plan and teach a re­engagement lesson to those 3 students. At least one student should have specific learning needs, for 
example, a student with an IEP or a gifted student.
 Analyze the student work collected from the re­engagement lesson and describe the effectiveness of the instruction. 

Pick a task and include it here. 

Earn That Bike

Elana makes $20 every time she helps her aunt watch her baby on a Saturday. Elana wants to 
purchase a new bike with the money she earns. The new bike is $160. 

How many weeks will she have to help her aunt to earn enough money to purchase a new bike? 
Using words, explain how you used your picture or equations to figure out the answer and how know
it is correct.

Anticipate the variety of ways students might go about solving the task.  Use the Unpacked Standards to help you, if necessary.  
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Develop a rubric to analyze the work sample (either use the Explore task work or a similar exit ticket). 

RUBRIC Proficient Developing Beginning


2 pts 1 pts 0 pts
Conceptual Represents the full Represents part of the Does not include a
understanding strategy using equal solution with a visual or visual or written
(Drawing an appropriate groups, repeated the visual contains explanation that
picture identifying an addition, or another some evidence of a demonstrates
appropriate operation strategy in a way that minor understanding of why
(addition, subtraction, makes sense with no misunderstanding. the strategy or answer
etc) for the equation) misconceptions shown. makes sense.

Procedural Fluency Uses either the Makes a single error Does not demonstrate
(getting the correct standard algorithm or a that causes an incorrect the ability to use an
answer) visual strategy and result OR uses a very appropriate strategy.
obtains a correct result. inefficient strategy but
obtains correct result.
Reasoning (explanation Explains why it will take Explains that she will No response or recited
of the drawing or some 8 weeks to earn enough need to make $20 a a rule with no reason:
other prompt for money for the bike. week. we must have common
reasoning). denominator.
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Lesson plan 1

Subject: Mathematics Central Focus: Solving one­step division word problems

Common Core/Essential Standard Objective:
NC.3.OA.3 Represent, interpret, and solve one­step problems 
involving multiplication and division. • Solve multiplication 
word problems with factors up to and including 10. Represent 
the problem using arrays, pictures, and/or equations with a 
symbol for the unknown number to represent the problem. • 
Date submitted: Date taught: 
Solve division word problems with a divisor and quotient up to 
and including 10. Represent the problem using arrays, pictures,
repeated subtraction and/or equations with a symbol for the 
unknown number to represent the problem

Daily Lesson Objective: Students will be able to solve a one­step multiplication problem.
Students will be able to explain why it takes 8 weeks for Elana to save up for a bike.

Prior Knowledge: Students can solve one­step multiplication problems.
Students can choose what operation to use in a word problem. 

Activity Description of Activities and Setting Time


1.  Engage  Launching the task:
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Ask: Has anyone ever seen a bike before? Who has ridden a bike before? Do you have a 
bike at home?

Not all students may have ridden or owned a bike before so I will show a picture of a bike 
on the smartboard. Ask what a bike is called in another language. This will help them 
understand the context of the problem.

Put the following story up on the board and have one student read it:

“Elana makes $20 every time she helps her aunt watch her baby on a Saturday. Elana wants to
purchase a new bike with the money she earns. The new bike is $160. “

Ask what students notice. Record their noticing’s on the board. “How much does she make 
when she helps her aunt?” What do you wonder about this problem?” 

If no one mentions it, write she needs $160.

Then introduce the question for the task:

“How many weeks will she have to help her aunt to earn enough money to purchase a new 
bike? Use words, pictures, or equations to show how she can figure out how long it will take. 
Be sure to write a sentence explaining how you found your answer.”

Ask a student to read the question aloud. Ask the students to turn and talk with a partner 
to see what this question is asking.
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Ask one student to explain what their partner discussed.

Put up list of necessary strengths.
Remind of group norms.
Tell them they have 10 minutes.
Set timer.

2.  Explore Pull out the task card. Read the task card aloud.

At their table, I will provide paper, base ten blocks, and other counters that can aid them in
solving the problem.

I will let them work for 10 minutes, until at least everyone has answered with at least one
strategy.

As I walk around, I will make note of who is using which of the following strategies:

Misconceptions:

They might think that these two numbers should be multiplied if they don’t read carefully
and look for word like “how many weeks”.

To assess students understanding I will ask:

“How did you know to use that math symbol?”


“How did you figure out how many weeks it will take?”
“Why couldn’t we multiply these two numbers?

If students are stuck or having trouble getting started I will ask:


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“What are we trying to find?”


“How much money does Elana make per day?”
“Can you show this using blocks?”

If a group finishes early:

Challenge them to solve the bike cost $240. (12 weeks) Write a sentence explaining what
they did to find the answer.

As students are working, use the following to assess and extend their understanding:

“How does dividing show us how many weeks it will take?”


“Can we add instead of dividing, why didn’t you add?

Proceed with the lesson, even if some are incorrect.

First have someone present the first strategy, (repeated addition):

Ask: “What do I need to do in order to figure out how many weeks it will take?”

Equal groups and an array/base ten:
3.  Explain 

Ask: “Why did you decide to solve it this way?”
With your neighbor, have one person explain what they did. Then you decide if it makes 
sense.

(optional) Develop some sort of follow up activity where students apply what they learned from 
4.  Elaborate 
the discussion.  This can be done as a whole class, in groups, or individually.  
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Explain how you will assess students’ understandings of the key concepts addressed by the 
lesson.  

5.  Evaluate Informal assessments (also called formative assessments during the lesson) could be description 
     Assessment Methods of        of some of the questions you would ask while they work or during the discussion. (Just 
     all objectives/skills copy/paste them here even if you included them above)

Formal assessments (also called a summative assessment of the lesson) would be collecting 
students’ work on the Explore task, an exit ticket or an independent assignment 
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Next, you will score all of the work samples with the rubric.  Create a table that helps you find patterns.  

Student Conceptual Procedural Reasoning Score


understanding score Understanding Score
Student 1 0 2 2
Student 2 1 1 0
Student 3 1 1 0
Student 4 1 2 0
Student 5 2 2 0
Student 6 2 2 2
Student 7 2 2 2
Student 8 2 2 2
Student 9 1 2 0
Student 10 1 2 0
Student 11 2 2 2
Student 12 1 2 0
Student 13 2 2 0
Student 14 2 2 2
Student 15 1 2 0
Student 16 2 1 0
Student 17
Student 18
Student 19
Student 20
Student 21

Summary Table
Rubric Score 0 Rubric Score 1 Rubric Score 2
Conceptual 1/16 7/16 8/16
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understanding
Procedural Fluency 0/16 2/16 14/16
Reasoning 10/16 0/16 6/16

From your analysis of whole class student learning, identify one area where students tended to struggle mathematically. Select 3 
student work samples that represent the struggles in this area. These students will be your focus students for this task. At least one 
of the students must have specific learning needs, for example, a student with an IEP (Individualized Education Program) or 504 plan,
an English language learner, a struggling reader, an underperforming student or a student with gaps in academic knowledge, and/or a 
gifted student needing greater support or challenge.

Jaliyah, Cherish, Y’shua

Analyze the 3 students’ work samples and describe the students’ struggle(s) as they relate to the underlying mathematical 
understanding and/or concept. Cite specific evidence from the work samples in relation to mathematical errors, confusions, and 
partial understandings. 

These students either found the wrong answer or they used the wrong equation. For student 1, it looks like their 
multiplication equation was written and solved correctly, however, they don’t know how to write a division equation that 
represents equal groups. This student doesn’t understand that the division sign means to split into groups, and the answer is 
the number of groups.

For student 2, they wrote a repeated addition equation using 20+20, but they got 160 and only wrote 7 groups off 20. They 
have a misconception when it came to adding up the groups. For their final answer, they wrote 7 x 20 = 160. I am thinking 
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that the student didn’t count the first week’s earnings. Their understanding of the relationship of repeated addition and 
multiplication is accurate.

Student 3 used modeling to show their work. They don’t have an answer but their work is correct. 

What do these 3 students’ errors tell you about their mathematical understanding?  If they are having trouble showing conceptual 
understanding, what specifically are they not understanding?  If it is subtraction, for instance, are they not demonstrating that they 
understand what subtraction means, or are they having difficulty showing what occurs during regrouping?  

They are having trouble solving the equation that they wrote. All three students are using the correct strategies but when it 
comes to writing and solving an equation, they struggle. This lets me know that they are not successful at procedural fluency. 
They are understanding the concept, but they don’t know the correct steps to get the correct answer. They are not 
demonstrating how to write the division equation correctly, and solve it.

Based on your analysis of the focus students’ work samples, write a targeted learning objective/goal for the students related to the 
area of struggle.

Students will be able to write an equation solving division to represent equal groups.
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Then you will plan a re­engagement lesson.  You do not need a formal lesson plan for this lesson.  Just describe the following: 

 Targeted learning objective/goal
Students will be able to write an equation solving division to represent equal groups.

 NC Standard
NC.3.OA.3 Represent, interpret, and solve one­step problems involving multiplication and division. • Solve 
multiplication word problems with factors up to and including 10. Represent the problem using arrays, pictures, 
and/or equations with a symbol for the unknown number to represent the problem. • Solve division word problems 
with a divisor and quotient up to and including 10. Represent the problem using arrays, pictures, repeated subtraction
and/or equations with a symbol for the unknown number to represent the problem
 strategies and learning tasks to re­engage students (including what you and the students will be doing)
I will show the students a new problem. “There are 20 people competing in a race. Each team has 4 members. How 
many teams are there?” The students will use white boards to solve the problem. After they are finished, they will turn
to each other and explain their strategy. If a student still does not have the correct answer, they will get their peer to 
explain. Then I will ask questions and explain as a whole group.
 representations and other instructional resources/materials used to re­engage students in learning
white boards, dry erase markers
 assessments for monitoring student learning during the lesson (e.g., pair share, use of individual whiteboards, quick quiz)
individual white boards and pair share

Use a similar rubric to the first one in order to describe whether the focus students showed growth after your re­engagement lesson, in
terms of your targeted objective.  
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RUBRIC Proficient Developing Beginning


2 pts 1 pts 0 pts
Conceptual Represents the full Represents part of the Does not include a
understanding strategy using equal solution with a visual or visual or written
groups, repeated the visual contains explanation that
addition, or another some evidence of a demonstrates
strategy in a way that minor understanding of why
makes sense with no misunderstanding. the strategy or answer
misconceptions shown. makes sense.
Procedural Fluency Uses a visual strategy, Makes a single error Does not demonstrate
(getting the correct write a division that causes an incorrect the ability to use an
answer) equation and obtains a result OR uses a very appropriate strategy.
correct result. inefficient strategy but
obtains correct result.
Reasoning (explanation Explains why there are 5 Explains that there are 5 No response or recited
of the drawing or some groups. groups. a rule with no reason:
other prompt for we must have common
reasoning). denominator.
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Once you have completed your work at your school site, I will give you a chance to practice writing your commentary for your 
portfolio in the official templates.  It will be a lot of cut and paste from this document, with some additional details.  

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