Weiss - Tutoring Project

Running head: Third Grade Math Tutoring Project 1
Third Grade Math Tutoring Project
Haylee Weiss
December 9, 2018
Third Grade Math Tutoring Project 2
Introduction
My tutee, Dante, is in third grade at a local elementary school. I was told by the SFA
coordinator that he tends to act out in class and sometimes exhibits behavior problems. However,
during our one on one tutoring he is well behaved, inquisitive, and eager to learn. The school
Dante attends divides the third grade into different math groups based on test scores. When
speaking with Dante’s teacher, she informed me that he is in one of the lower math classes.
When I first met Dante, I asked him if he liked math. He said he did, but he enjoyed reading
much more. He loves reading picture books to his siblings and his favorite author is Dr. Seuss.
Dante has even written books that were inspired by the writings of Dr. Seuss. I asked Dante what
topics his math class was covering and he said they have just begun multiplication.
Diagnostic Test Outcomes, Goals, Strategies: October 17, 2018
After getting to know each other, I gave Dante the diagnostic test and explained each
section to him. He started out confident in his abilities but as the test progressed I could see that
he was becoming unsure of himself. He asked me a few questions and I tried to answer them the
best I could without giving away the answer or the process he was supposed to use. I kept
reiterating to Dante that this was not really a test, he would not receive any grade, and it was just
to help us decide what activities and games to play. While he was taking the text, I observed that
he frequently used his fingers to aid with addition, subtraction, and multiplication. In addition to
using his finger, he also drew circles to help him with addition. This indicated to me that Dante is
between phase one and phase two of the phases for learning basic facts (pg 184). This also
indicated to me that Dante is most likely a visual learner and learns best from visual
representations and examples. Dante’s overall score on the diagnostic screening test was 13/36.
From the diagnostic test and my observations, I believe that Dante is strong in the
procedures domain. He read the story problems thoroughly and was quickly able to identify
which operation he should use if he were to solve the problem. He was also strong in identifying
which number in the sequence was to come next for adding, subtracting, and dividing; however
he did struggle with the multiplication sequence and struggled with multiplication and division
throughout the rest of the test. He did mention that they had just begun learning about
multiplication in his math classroom. Dante also struggled with both fractions and decimals. He
said he had not seen these much before and he did not understand how to properly add, subtract,
multiply, and divide fractions.
Based on Dante’s diagnostic test score and my own observations, I have three goals for
our tutoring sessions. First, my goal is to create a good rapport with him by asking about not just
school related topics. I want to find out his interests, such as sports, and encourage him to pursue
his interests. My second goal for the tutoring sessions is to further his understanding of addition
to help prepare him for multiplication as he is beginning to learn multiplication in his math class.
My third goal for the tutoring sessions is to help him develop procedural fluency in both addition
and subtraction as this will help him as he moves into multiplication.
The root of helping Dante with addition and subtraction is helping him develop a
concrete understanding of place value, which I believe may be lacking as a result of his
diagnostic test. Fraivillig (2017) emphasizes the importance of teaching place value and states
that understanding place value is necessary for students to develop all other mathematical skills
(Fraivillig, 2017, p. 21). This development of place value takes place over many years and must
develop in early elementary grades. Fraivillig explains that when implemented and explained
correctly, base-ten blocks can help children understand the abstract concept of place value.
Teachers must make “deliberate selection of physical embodiments; [that] is critical for
productive support of children’s place-value understanding” (Fraivillig, 2017, p. 24). Based on
research presented in class as well as Fraivllig’s research and findings, I plan to include base ten
materials when presenting addition and subtractions to Dante. I will use the hundreds grid, ten
rods, and ones squares to help illustrate the place values of the numbers he will add and subtract
to help him gain a concrete understanding of both place value and addition and subtraction.
In addition to using base-ten materials and manipulatives, invented strategies will also be
used in the tutoring sessions to help Dante find ways to solve problems before introducing the
standard algorithm. Van deWall et al. (2019) state that “a number of research strategies have
focused attention on how students of a variety of ages handle computational situations when they
have been given options for multiple strategies” (Van deWall et al.,2019, p. 247). It is also
proven that many students can construct “methods for adding and subtracting multi-digit
numbers without explicit instruction” (p. 247). Giving Dante many experiences with different
strategies will allow him to find an invented strategy that makes the most sense to him and he
can apply it to problems presented in tutoring.

Session 2 (First Tutoring Session): October 24, 2018
Based on Dante’s diagnostic test, he was struggling with adding large numbers and basic
multiplication. For this tutoring session, I decided to focus on these two topics to acquire a better
understanding of what exactly he was struggling with. When I first picked him up from his class,
I asked him if he had any math homework that he would like to work on together. He said he
completed it at recess and turned it into his teacher. I had some activities planned for us to work
on together just in case he did not have homework.
We began the session with a game to help with his addition. I picked a spinner game that
had two spinners and he had to spin each one to get a number. He then transferred the two
numbers onto a recording sheet and added them together. I brought a dry erase marker to write
on the desk and he thought it was the coolest thing ever! I asked him about the place value of
each number he spun to assess his conceptual knowledge. His answers indicated that he had a
good understanding of tens and ones. From my observations, Dante seems to be a visual learner.
He often uses his fingers to count or sometimes draws circles. To help him visualize the
problems he was doing, I used a strategy that we have discussed in class, the two columns and
carrying. I drew a base ten chart; he said he was familiar with them, to demonstrate carrying
when adding.
After a few problems, we moved on to basic multiplication. I began with two’s and
explained that multiplication is just repeated addition. I showed him that writing 3 X 2 is the
same as writing 3+3. We did a few example problems together then played the “Tic-Tac-Toe:
Multiplying by 2 and 4” game. He loved this game and was very engaged the whole time. When
his bus was called, he was sad to go as we were wrapping up the game! I think I will use this
game again since he really enjoyed competing against me. In future tutoring sessions we will
continue to work on addition and multiplication as Dante is still developing these skills.
CCSS-Math from this lesson:
CCSS.MATH.CONTENT.3.OA.B.5:
Apply properties of operations as strategies to multiply and divide.2 Examples: If 6 × 4 = 24 is
known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can
be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative
property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5
+ 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)
CCSS.MATH.CONTENT.3.OA.A.3
Use multiplication and division within 100 to solve word problems in situations involving equal
groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol
for the unknown number to represent the problem.1
CCSS.MATH.CONTENT.3.NBT.A.2
Fluently add and subtract within 1000 using strategies and algorithms based on place value,
properties of operations, and/or the relationship between addition and subtraction.
Session 3: October 31, 2018
For this session, I had planned Halloween themed games and activities relating to both
addition and multiplication to build on what we had done in the previous lesson. When I picked
up Dante for this tutoring session he was very excited to tell me what he was going to be for
Halloween. He also was very excited for tutoring and requested to play the multiplication tic-tac-
toe game that we had played in the previous lesson. We reviewed some multiplication strategies
that we had learned before and began playing the multiplication tic-tac-toe game. Even though
this is not originally what I had planned, the activity helped meet the goals I had set for the
tutoring session and the activity also satisfies one of the standards I had planned on addressing in
this tutoring session.
The goals I had set for this tutoring session included building on Dante’s prior knowledge
of multiplication. We started with twos to help show him that multiplying by two is doubling and
multiplication itself is repeated attrition. He had told me that his class had started multiplication a
few weeks ago and based on his diagnostic test he was not proficient in multiplying even simple
equations. For this lesson, we used the multiplication tic-tac-toe board and dry erase markers to
write on the desks. We would alternate turns and he would help me solve my equations. When
solving the equations I would ask him how we could rephrase the equation given. For example, if
the equation was 6 x 2, I would ask Dante how we could rewrite this, he would answer 6+6. I
asked him these questions and we wrote the equations on the desk, 6+6=6x2 to help reinforce
that multiplication is repeated addition. We also solved 2x6 to help illustrate the communitive
property of multiplication. Dante is always very enthusiastic about tutoring and is always ready
to learn. I was so happy he liked the tic-tac-toe game and asked to play it again. By the end of the
lesson Dante had achieved the goals I had set and is ready to move on to harder multiplication
problems.
CCSS-Math addressed in this lesson:

Session 4: November 7, 2018
This lesson focused on addition of two and three digit numbers. The goal for this lesson
was to reinforce carrying and emphasize place value. I had hoped to do this in the previous
lesson, but Dante had requested the tic-tac-toe game which also fit the standards. For this lesson
we used worksheets that had boxes on them for the digits we chose and we used base-ten models.
Based on Dante’s diagnostic test, he could add two and three digit numbers with ease until he
needed to carry numbers. I set up an example problem that we walked through together. He did
not understand the base-ten materials at first, but after a few practice problems together, Dante
was using them to help solve problems. I used the ten frame to illustrate carrying and how when
we fill up a frame we have made a ten, that is why we have to ‘carry’ the number to the tens
column. Dante achieved the goals of this lesson; by the end, I gave him a challenge problem and
he completed it with ease using the base-ten models and strategies we had worked on together.
For the next session, I plan to introduce subtraction with the same base-ten materials we worked
on for addition.
Dante was very engaged in this lesson. He is always eager to learn and excited about the
activities. He even adds his own twist to the activities. In this tutoring session, he wanted me to
give him the hardest equations I could; he really loves a challenge. We also worked together to
create real life example problems in which we had to use two or three digit addition to solve. He
was excited about this and incorporated Pokemon cards in his example.
CCSS-Math:
Session 5: November 14, 2018
For this tutoring session I had established goals for Dante to become more confident in
his subtraction skills. In this lesson I wanted to focus on regrouping with two digit subtraction
problems, a skill Dante struggled with on the diagnostic test. The previous week we had worked
on addition and carrying and I incorporated base-ten tools to help illustrate the concepts visually.
I incorporated those same materials into the subtraction lesson to help Dante make the
connections between addition and subtraction.
When I picked up Dante from his classroom, I had a minute to speak with his teacher. I
told her my plans for the lesson and asked if she had any suggestions on concepts to work on.
She said that all of her students greatly struggle with word problems. I had a sheet of subtraction
word problems and his teacher gave me a practice worksheet of two digit subtraction problems.
Before beginning the subtraction word problems, Dante completed some of the subtraction
worksheet that his teacher had given me. The first few problems we talked through together and
wrote on the desk with the dry erase markers. Then we moved on to the word problems. Some of
the wording was a little confusing, as I expected, but we read through them slowly together and
he was able to write the proper equations. Dante was really engaged with the lesson and he
always enjoys when I bring the dry erase markers to write on the desk. For the next lesson, I plan
to do more word problems and maybe combine addition and subtraction word problems so Dante
gets practice identifying which operation to use.
CCSS Math in this lesson:
Session 6: December 3, 2018
The goal for this lesson was to review the concepts we had previously worked on and
assess Dante’s understanding of concepts being taught in his math class. Due to the
Thanksgiving holiday and student absences, it had been over two weeks since our last tutoring
session, so I did not want to start something new since I did not know what Dante was working
on in his class. Specific goals for this lesson include working on repeated addition for
multiplication and solving story problems involving subtraction (with regrouping).
For this lesson we began with a jeopardy game (on my laptop) to review multiplication
facts we had previously worked on. Dante had a multiplication test the next day, so my hope
was that by reviewing strategies, he would do well on the test. When presented with a
multiplication problem on the diagnostic test, Dante guessed the answer. To help Dante
understand the process and how we can use repeated addition to help us understand
multiplication, we began with multiplication problems and we would talk about what they mean.
For example, if I gave him the problem 5x2, we would read that as “five, two times” and write
5+5=5x2. My goal was to reinforce that he already knew multiplication, but in a different form.
After working on multiplication, we reviewed story problems. He excelled at this and regrouped
well. I challenged him to write his own story problem and Dante really enjoyed it. This lesson
went very well and I now know what to work on in our next session: multiplication with larger
numbers.
Every lesson I try to make Dante feel comfortable and establish good rapport. I always
ask how his day is going and this week we talked about Christmas. He told me the toys he was
asking Santa for and I think I will try to include Christmas into the Desmos activity I create for
our final lesson together.
CCSS addressed in this lesson:

Session 7: December 5, 2018
My goal for this lesson is to introduce Dante to a different way to solve multiplication
problems. The last few sessions we have worked on repeated addition for multiplication. My
goal is to introduce him to a more tangible model: the area model. This lesson includes base-10
grid paper and colored pencils. I plan to use the jeopardy game we played in the previous lesson
to help scaffold his understanding.
Dante’s diagnostic test as well as his teacher indicated that Dante struggled with
multiplication. I have also observed that he is a visual learner, so I decided to include the area
model in this lesson to give Dante a visual representation of multiplication. Using the base-ten
grid paper also illustrated to Dante the commutative property of multiplication. Dante loved this
activity. He told me after I picked him up from his class how much he loved drawing and
coloring, so he was thrilled to learn that we would be coloring during the lesson.
To facilitate a healthy and respectful learning environment, I asked Dante how his
Christmas program was the night before. He told me he had a solo and he was so nervous! We
talked for a few minutes about this and he was so excited to tell me about that. I was honored
that he trusted me enough to tell me how nervous he was and how he was scared. I told him that I
was sure he did a great job and I told him how great it was that he persevered and had the
confidence to face his fears!
This lesson went very well. Dante was very eager and many times commented about how
much fun he was having. He understood the lesson, but he needs more practice with using the
area model. We did not get through as many problems as I had hoped as the coloring the area
model took longer than I expected. For the next lesson, we will be using different strategies to
solve multiplication problems using the Desmos lesson I have created.
CCSS-Math:

Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9 × 80, 5 × 60)
using strategies based on place value and properties of operations.
CCSS.MATH.CONTENT.3.OA.A.1I
Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5
groups of 7 objects each. For example, describe a context in which a total number of objects can
be expressed as 5 × 7.
Final Session: December 6, 2018 (Desmos Lesson)
I planned the Desmos lesson to be the last lesson Dante and I would have together to
wrap up the tutoring sessions. For the lesson, I planned the Desmos activity to be a summative
assessment to gauge Dante’s understanding of the multiplication strategies we had previously
learned. This lesson built upon the previous lesson in that we used area models but through
Desmos. I was excited to include more technology into this lesson, because the research from
Delgado, Wardlow, McKnight, and O’Malley (2015) indicates positive results of incorporating
technology. The research findings show that there is a positive correlation between technology
use and student achievement. Students who have access to their own computer in the classroom
will have higher math and reading scores as well as overall grade point averages (p. 409)
Dante struggled with multiplication on his diagnostic test. His class has already begun
studying division, but he needed to master multiplication before we worked on division in our
tutoring sessions. He was a little hesitant to use the computer at first, but after I explained the
activity, he had a lot of fun with it. I tried to make the connection to the previous lesson. Dante
struggled with a few of the questions, but overall he did very well with this lesson. We finished
the Desmos activity quicker than I had anticipated, so we played multiplication bingo. Once
Dante got bingo, he wanted to quiz me on my multiplication facts. Since it was the last session, I
let him quiz me and make a bingo sheet for me, to help foster the respectful learning
environment we had established.
Overall, this final lesson went well. We had to use the Desmos student preview to
complete the activity, because I could not get on the Wifi at the school. I do believe Dante needs
more practice with his multiplication facts before he moves on to division.

CCSS-Math addressed in this lesson:
CCSS.MATH.CONTENT.3.NBT.A.3Multiply one-digit whole numbers by multiples of 10 in the range

10-90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.
CCSS.MATH.CONTENT.3.OA.A.1Interpret products of whole numbers, e.g., interpret 5 × 7 as the total

number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number
of objects can be expressed as 5 × 7.
CCSS.MATH.CONTENT.3.OA.A.3Use multiplication and division within 100 to solve word problems
in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and
equations with a symbol for the unknown number to represent the problem.1
Lesson Planning Template
Lesson Title: Exploring Multiplication Properties Using Area Model_ Grade:__3_____
Learning Target:
 The students will be able to create examples of multiplication problems using area
models.
 The students will be able to justify the examples they have created.
Grade Level Guide: Content Standards

Content Curriculum Common Core State Standards Interdisciplinary
Focal Points (ie: Connections (if applicable)
NCTM, IRA,…)
NCTM: CCSS.MATH.CONTENT.3.NBT.A.3Multiply  Language arts-
Develop a sense of one-digit whole numbers by multiples of 10 in students will create
whole numbers and the range 10-90 (e.g., 9 × 80, 5 × 60) using their own story
represent and use them strategies based on place value and properties problems.
in flexible ways, of operations.
including relating,
composing, and CCSS.MATH.CONTENT.3.OA.A.1Interpret
decomposing numbers. products of whole numbers, e.g., interpret 5 ×
7 as the total number of objects in 5 groups of
7 objects each. For example, describe a
context in which a total number of objects can
be expressed as 5 × 7.
CCSS.MATH.CONTENT.3.OA.A.3Use
multiplication and division within 100 to solve
word problems in situations involving equal
groups, arrays, and measurement quantities,
e.g., by using drawings and equations with a
symbol for the unknown number to represent
the problem.1
Academic Language:
Students need to be familiar the following vocabulary:
 Multiply
 Product
 Equation
Students’ Needs:
 Students need experience with Desmos and how to work through an online activity.
 Students also have prior knowledge of multiplication and solving multiplication problems
using repeated addition.
English Language Learners Special Needs (can be a

group such as “struggling
readers” or individuals)
 English Language  The activity is self-
Learners can be paced, struggling
paired with a readers can work at
student proficient in their own pace, or
English. also be paired up
 English Language with a strong reader
Learners may have so they are able to
the option to have understand each
activities translated problem.
to their native
language.
Materials:
 Student needs:
o Base-ten grid paper
o Pencils/colored pencils
o Computer
o Desmos code
o Internet
 Teacher needs:
o Computer
o Desmos
Language Function:
Analyze, Argue, Describe, Evaluate, Explain, Interpret, Justify, Synthesize
 Students will create visual examples of multiplication equations and explain the
rationale behind the examples created.
 Students will interpret the meaning of area models.
Lesson Plan
Before:
To introduce the activity to the student, I will ask him if he remembered how we solve
multiplication problems in the previous lesson. We will solve a problem together with the base-
ten grid paper to help activate his prior knowledge. Next, I will introduce the Desmos lesson and
explain how he will be able to create his own examples and write his own problems.
During:
During the lesson, the student will work through the slides in chronological order. I will ask the
student his reasoning as he is working. I will also ask him what ways we can read a
multiplication problem. If he is struggling, I will ask questions from the stages of questioning to
help prompt his thinking. If re-teaching is necessary, we will use the base-ten grid paper then I
will ask him to relate that to the problems on the Desmos activity to see if he can make the
connections.
After:
The last question of the activity is a summative assessment asking students to list different ways
to solve a multiplication problem. This assessment will indicate to the teacher if the student
understood the content from the Desmos Activity. Since I will be working with just one student,
I can be his ‘elbow partner’ and he can share with me his findings and questions from the lesson
and together we can discuss the activity. If there is time after the lesson, if there was a particular
strategy he struggled with we can focus on that strategy and complete examples.
Assessment:
Type of Description of Modifications to Evaluation Criteria- How good is

assessment assessment the assessment so good enough to meet standards?
(formal or informal; What will students do that all students (related to the learning objectives)
formative or to show what they may demonstrate Include scoring guide, rubric or other
summative) have learned? learning criteria
 Informal  Teacher  The  Students may struggle with the

Formative Observation teacher’s technology aspect of this lesson,
observation if teacher notices that students are
will struggling with content re-
indicate if teaching may be necessary.
re-teaching
is
necessary.
 Informal  Desmos  Desmos is  Students must answer each

Formative Activity self-paced prompt to show mastery of tasks.
students can Students should achieve a 90% to
work at their show content mastery.
own pace
and can be
paired with
strong
readers if a
student
struggles
with reading
the
problems
presented.
 Informal  Final Desmos  Students can  Students should be able to list two
Summative Question create a list strategies that they can use to
or write in solve multiplication problems to
sentences to demonstrate mastery of content.

demonstrate
learning.
Resources:
Desmos Lesson: https://teacher.desmos.com/activitybuilder/custom/5c055a5e4609eb0cf54037ca
*This Desmos activity was originally created by another teacher for multiplying fractions and
decimals. I edited the whole document, so the only thing I used of the other teacher’s was the
graphs that were embedded to create different area models. All the story problems and writing is
my own.
References
Delgado, A. J., Wardlow, L., McKnight, K., & O'Malley, K. (2015). Educational technology: A
review of integration, resources, and effectiveness of technology in k-12
classrooms. Journal of Education Technology: Research, 14, 397-416.
Fraivillig, J. L. (2017). Enhancing established counting routines to promote place- value
understanding: An empirical study in early elementary classrooms. Early Childhood
Education Journal, 46, 21-30.
Van de Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2018). Elementary and middle school
mathematics (10th ed., p. 247). New York City, NY: Pearson.

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Running head: Third Grade Math Tutoring Project 1

Third Grade Math Tutoring Project

Diagnostic Test Outcomes, Goals, Strategies: October 17, 2018

multiply, and divide fractions.

and subtraction as this will help him as he moves into multiplication.

productive support of children’s place-value understanding” (Fraivillig, 2017, p. 24). Based on

can apply it to problems presented in tutoring.

Session 2 (First Tutoring Session): October 24, 2018

on together just in case he did not have homework.

CCSS-Math from this lesson:

Session 3: October 31, 2018

this tutoring session.

CCSS-Math addressed in this lesson:

Apply properties of operations as strategies to multiply and divide.2 Examples: If 6 × 4 = 24 is

Session 4: November 7, 2018

Session 5: November 14, 2018

connections between addition and subtraction.

gets practice identifying which operation to use.

CCSS Math in this lesson:

Session 6: December 3, 2018

multiplication and solving story problems involving subtraction (with regrouping).

our final lesson together.

CCSS addressed in this lesson:

Apply properties of operations as strategies to multiply and divide.2 Examples: If 6 × 4 = 24 is

Session 7: December 5, 2018

to help scaffold his understanding.

confidence to face his fears!

solve multiplication problems using the Desmos lesson I have created.

Apply properties of operations as strategies to multiply and divide.2 Examples: If 6 × 4 = 24 is

Final Session: December 6, 2018 (Desmos Lesson)

assessment to gauge Dante’s understanding of the multiplication strategies we had previously

environment we had established.

more practice with his multiplication facts before he moves on to division.

CCSS-Math addressed in this lesson:

CCSS.MATH.CONTENT.3.NBT.A.3Multiply one-digit whole numbers by multiples of 10 in the range

CCSS.MATH.CONTENT.3.OA.A.1Interpret products of whole numbers, e.g., interpret 5 × 7 as the total

CCSS.MATH.CONTENT.3.OA.A.3Use multiplication and division within 100 to solve word problems

Lesson Planning Template

Lesson Title: Exploring Multiplication Properties Using Area Model_ Grade:__3_____

Grade Level Guide: Content Standards

English Language Learners Special Needs (can be a

Type of Description of Modifications to Evaluation Criteria- How good is

 Informal  Teacher  The  Students may struggle with the

 Informal  Desmos  Desmos is  Students must answer each

sentences to demonstrate mastery of content.

Desmos Lesson: https://teacher.desmos.com/activitybuilder/custom/5c055a5e4609eb0cf54037ca

review of integration, resources, and effectiveness of technology in k-12

classrooms. Journal of Education Technology: Research, 14, 397-416.

Fraivillig, J. L. (2017). Enhancing established counting routines to promote place- value

understanding: An empirical study in early elementary classrooms. Early Childhood

Education Journal, 46, 21-30.

mathematics (10th ed., p. 247). New York City, NY: Pearson.

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Lesson Title: Exploring Multiplication Properties Using Area Model_ Grade:3___