Modified Task 4 Assignment

Spring 2017 MAED 3224

Section A: Context for Learning

1. Grade level:

Second Grade
2. How much time is devoted each day to mathematics instruction in your classroom?

One hour and forty minutes

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.

Investigations book is used for probably two out of five days of the week.
4. From your observations, list other resources (e.g., electronic whiteboard, manipulatives,
online resources) the teacher uses for mathematics instruction in this class. Also, give a specific
example including the concept is taught and the resource(s) the students used.
The teacher uses a projector, blocks, chips, rulers, worksheets in the investigations book,
and math worksheet. The teacher uses these resources to help the children interact. The projector
is used to put math problems on the board and morning work on the board. The teacher uses the
projector to show the the students the pictograph and have a chart to fill out on the board.
5. From your observations, explain how your teacher makes sure the students learn the
standard/objectives conceptually giving a specific example.
My teacher had students provide pictures with their work. This is a way that students can
show their true knowledge of the material being taught. These activities are tied into the math
morning work and the worksheets during the math period. The teacher has students give
examples of polygons and draw them out in their math notebook. Within the lesson the children
are assessed on their ability to draw a pictograph and solve problems about the graph. The
children will demonstrate their ability to create and assess a pictograph in multiple ways.
6. What did you learn most about teaching mathematics from observing this teacher?
From working with my teach I learned many things. I learned that students would much
rather work with hands on materials than written work. I also learned that some students do good
with constant change. My teacher had an extended time for math but she always was changing.
Each day the students would switch centers 2-3 times and the centers would switch everyday.
This caused them to enjoy math and the short assignments rather than dreading work when they
do it for too long.

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 and a procedural
fluency and/or mathematical reasoning component. 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. This should address conceptual
understandings, AND procedural fluency and/or mathematical reasoning/problem solving skills)
The central focus on my lesson was to introduce pictographs and give the children time to
work with the pictographs. They have to analyze a pictograph, do equations about the data, and
had a chance to draw their own pictograph of data.
2. State the CCSSM Standard and the objective for your whole class lesson.
2.MD.D.10: Draw a picture graph and a bar graph (with single-unit scale) to represent a
data set with up to four categories. Solve simple put-together, take-apart, and compare problems
using information presented in a bar graph.

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.)
The lesson plan targets the learning task of analyzing data and creating a product from it.
Students will learn what a pictograph is in the lesson and have a chance to create one with me.
After that they will get to analyze data and create their own pictograph. When they finished all of
this they will then answer questions about the pictograph and the amount of votes each sport got.
In this lesson children are expected to work independently on making pictographs and assessing
the pictograph to come to conclusions. Students are expected to receive an 8 out of 10 on their
assessment
4. Create a formative assessment that assesses conceptual knowledge AND procedural fluency
or mathematical reasoning. Insert a copy of the assessment with your solutions here.

1. Soccer
2. Basketball
 3. 11 - 3 = 8
4. 23

5. Define your evaluation criteria for mastery of the assessment in a rubric. Make sure you
define separately conceptual AND procedural fluency or mathematical reasoning parts of this
rubric, including the corresponding points. Insert this rubric here.

Did not meet Partially met Met benchmark

benchmark benchmark

Procedural Students did not do Students did the Students did the
Reasoning the correct work and wrong work or got correct work and got
did not get the the wrong answer in the correct answer
correct answer for question three using for question three
question three subtraction involving
involving 1 subtraction
subtraction 3
0

Mathematical Students did not Students partially Students accurately

Reasoning accurately identify identified which identified which
which sport had the sport had the sport had the
greatest and fewest greatest and fewest greatest and fewest
amount of votes amount of votes amount of votes
based off the based off the based off the
pictographs they pictographs they pictographs they
made made made
0 1 3

Conceptual Students did not Students partially Students accurately

Reasoning describe the data on described the data described the data
the pictograph on the pictograph on the pictographs
0 2 4

Section C: Results of Whole Class Assessment

1. Create a graphic showing class performance of conceptual, procedural and/or reasoning 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.
Name Procedural Mathematics Conceptual Possible points

Student 1 3 3 4 10

Student 2 3 3 4 10

Student 3 3 3 4 10

Student 4 3 3 4 10

Student 5 3 3 4 10

Student 6 3 3 4 10

Student 7 3 3 4 10

Student 8 3 3 4 10

Student 9 3 3 4 10

Student 10 3 3 4 10

Student 11 1 3 4 8
Did the math
wrong but got
the right answer

Student 12 1 3 4 8
Did the math
wrong but got
the right answer

Student 13 3 1 4 8
Added up the
amount of votes
in total wrong

Student 14 0 3 4 7
Did the wrong
problem and
got the wrong
answer

Student 15 0 3 4 7
 Did the wrong
problem and
got the wrong
answer

2. Describe common error patterns in each of the areas of patterns of learning - conceptual
understanding, procedural fluency, and reasoning. Refer to the graphic to support your
discussion. (three paragraphs)

Four children had difficulty with the procedural fluency part on question three. The way
that the question was worded made it difficult for the children to understand what the equation
was they were doing. The children understand that the layout was an equation but many of them
had issues with determining if the equation was addition or subtraction. A few of the children did
addition and a few of the children did subtraction but subtracted the wrong numbers. The
question was how many more votes did soccer receive than baseball? The children say the word
more and thought of addition. Children who are struggling with procedural fluency will has
issues with the questions at the end because they will not know how to do the procedures for the
questions. Student will struggle with the work they must do for the problems and not be able to
get the right answers.

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)

The first student had issues on question four. The student who answered 22 instead of 23 for
question 4 did the improper addition of the graph.The student didnt create their pictograph
properly and didnt properly count their graph. The student has trouble with conceptual
understanding because they were not able to truly represent the data on the pictograph. The
student has trouble creating the pictograph and could not properly show the data on the
pictograph

Student 2 Mathematics Work Sample (student struggles with procedural fluency or reasoning)

Student two and three both had misconceptions on question 3. They had procedural fluency
issues because they didnt properly lay out the equation. The students didnt properly lay out the
equation which made them get the wrong answer of 8. The equation was supposed to be 11 - 8 =
3 instead of 11 - 3 = 8. The third student did 11 + 8 = 3 which is not the proper equation but is
the right 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: 1) re-engage
for conceptual, 2) re-engage for procedural or 3) re-engage for reasoning 4) mastery.

A. 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)
I would group students 1-5 in group one, students 6-10 in group two, and group three students
11-15.

Do two of the following (B required and then do C or D)

B. Plan to Re-engage for conceptual understanding.

a. Describe your re-engagement lesson for this group (objective from CCSSM, learning
tasks, strategies, materials, assessment).
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.
c. Explain how you will reassess for mastery of the concept.

2.MD.D.10: Draw a picture graph and a bar graph (with single-unit scale) to represent a
data set with up to four categories. Solve simple put-together, take-apart, and compare problems
using information presented in a bar graph.

Students will have a chance to create their own pictographs of examples around the
classroom. They will go around and try to find something that they could represent on a chart.
They will get a chance to create a pictograph and represent a create amount a data on their graph.
Students will create graphs with up to four categories and have to analyze the data to create a
pictograph and use the pictures they want. Students will need to represent their data with tally
marks and then show then on the graph. This will show their conceptual fluency by how
accurately they show their data.
This re-engagement lesson is appropriate because it allows students to act on prior
knowledge from the previous lesson. Children will get a chance to work on their conceptual
fluency and get a better understanding on pictographs. This is a good re-engagement lesson
because it allows students to get a better understanding of pictographs and collecting data.
To assess this lesson I would analyze the conceptual part of it. Students will be graded on
their accuracy on the pictograph and on the questions they will have to answer about their chart.
They will have to accurately show the data on a pictograph.

Did not meet Partially met Meets benchmark

benchmark benchmark

Procedural Reasoning Students did not do Students did not do Students did the
the correct work and the work correctly or correct work and got
did not get the correct did not get the correct the correct answer
 answers about the answer but did one or 3
pictographs the other correctly.
0 1

Mathematical Students did not Students partially Students represented

Reasoning properly represent the represented the data the data on the
data on the pictograph on the pictograph pictograph
0 1 3

Conceptual Student did not Student collected data Student collected data
Reasoning collect data and make or made their own and made a
their own pictograph pictograph but it was pictograph that
0 not done properly properly used the
2 graph and filled it out
with data
4

C. Plan to Re-engage for procedural understanding.

a. Describe your re-engagement lesson for this group (objective from CCSSM, learning
tasks, strategies, materials, assessment).
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 reteach lesson and the error patterns found, effective use of
materials, and sound methodology
c. Explain how you will reassess for mastery of procedural understanding.

As a re-engagement lesson will be working with bar graphs and creating bar graphs about
something in the classroom. Children will do a similar lesson to the pictograph lesson but use
their own subject from around the room collecting data with at least three different subjects.
CCSS.MATH.CONTENT.2.MD.D.10
Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to
four categories. Solve simple put-together, take-apart, and compare problems1 using information
presented in a bar graph.
Students will use manipulatives around the room such a shoes, shirts, tables, markers, crayons,
anything that they can tell differences between. They will create bar graphs and answer similar
questions to the last lesson.
I believe this re-engagement lesson will be effective because it will extend the previous lesson
plan. This lesson will give them more future knowledge of graphs and will connect with the data.
This lesson will focus on the procedural part of the questions and will have mainly questions to
check for procedural fluency.
 For this task I will reass mastery through the skills in the lesson. The students will be
assessed on the creation of the graph and the analysis of the graph. Children will be able to
express their skills in procedural fluency through the questions at the end of the lesson.

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
D3 or D4 10

Total of all scores: 100