Modified Task 4 Assignment

Fall 2017 MAED 3224

Section A: Context for Learning
1. Grade level: Miss. Lomonicos Second Grade

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

The second grade faculty and staff uses mathematics instruction that is taught to students
from 11:45-12:30.

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.

Mountain Island Lake Academy uses the Envision textbook in the classroom. The textbook is
frequently used for homework and independent practices.

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.

Mountain Island Lake Academy has acquired smartboards or electronic whiteboard as well as
projectors that is used in the classroom. Students also have the ability to use manipulatives
such as counters, base ten blocks and counting cubes. One example of the students using the
resources on the board was a lesson on using the projector to show the students how they will
be shown their work from their guided practice to their independent practice.

5. From your observations, explain how your teacher makes sure the students learn the
standard/objectives conceptually giving a specific example. (one paragraph)

From what I have seen in Miss Lomonicos class, not everyone is on the same page which is the
standard in the classroom academically. Like every classroom, students differ in subjects with a
variety of understanding.Because of this, students were put into groups with Miss.Lomonico for
extra help. The students that were not put in these groups were able to do their work on
independently on their classwork. One way Miss. Lomonico showed her attentiveness of her
students learning was by conferring with students on how they were feeling about what they
learned. The students were to put a thumbs up, sideways thumbs up, and a thumbs down if they
understood, partly understood, and did not understand what they were learning. I did a bit of this
in my lesson by going over the problems at the end of the lesson as well as conferring with
students on how they solved a certain problem.

6. What did you learn most about teaching mathematics from observing this teacher? ( one
paragraph)
What I have learned the most about teaching mathematics from Miss. Lomonico was that its
okay to mess up on a lesson and not have it go extremely well. In my lesson, I was really
stressed because of the size of the class in general. Classroom Management was a huge part
of why I felt like my lesson did not go as smoothly as I wanted it to but Miss. Lomonico had
given me some tips after the lesson that will improve my teaching skills in the future.

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 my lesson was to get students to practice add within 100 using strategies
based on place value.My second grade class were currently learning compensation and using a
numberline to show understanding of the concept.

2. State the CCSSM Standard and the objective for your whole class lesson.

The CCSSM used in my lesson was C CSS.Math.Content.2.NBT.B.5 which stated that students
will be able to fluently add and subtract within 100 using strategies based on place value,
properties of operations, and/or the relationship between addition and subtraction. My objective
for this lesson was Students will be able to add and subtract numbers using the base ten
method representing ones, tens and hundreds as marshmallows, pretzel sticks and saltine
crackers Students will work in pairs to get solutions to problems listed on index cards, and to
show mastery, students will solve 8 more problems individually getting 6 out of 8 correct.

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)

To start my lesson, students will be listening to the place value song as a refresher. We will then
go over what the base ten block were and what they represented which is followed by how they
will use the pretzel sticks, marshmallows, and crackers as base ten blocks. The students will
work as partners in their independent practice and individually when it is time for their formative
and summative assessment. In this lesson, my goal was to give them more practice on
something they had briefly learned the day before but had not gone that much in depth with.
The students had worksheets where they added two digit numbers together, had to show their
work by drawing a picture of how they used the food and then coming up with the answer.

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)

Questions 1-5 of the assessment are listed below:

Create the problems first by using your base ten food blocks, Draw what you
did below and finally solve your problem.

1) 55+15
Show your work using the marshmallows, pretzel sticks and crackers:
DRAW IT

What is your answer? _____________

2) 34+20
Show your work using the marshmallows, pretzel sticks and crackers:
DRAW IT

What is your answer?____________

3) 15+61
Show your work using the marshmallows, pretzel sticks and crackers:
DRAW IT

What is your answer?_____________

4) 43+27
Show your work using the marshmallows, pretzel s
ticks a nd c rackers:
DRAW IT

What is your answer?_____________

5) 48 +33
Show your work using the marshmallows, pretzel s ticks a nd c rackers:
DRAW IT

What is your answer?_____________

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)
Although the students did a total of eight problems. I focused on the first 5 problems for them
to show their understanding. I graded out of 10 points. Below I will explained in more detail of
my criteria.

Each problem was worth 2 points. Students will receive 1 point for the correct answer. The
drawing and problem solving go hand and hand with each other so the students will be striving
for 0.5 a point in each category.

Conceptual Understanding: My main goal with my lesson was for my students to gain more
practice in using base ten blocks, To show conceptual understanding students were to show
that had the right correct answer. Students should show how to add fluently and effectively add
in the correct place value.(ones with the ones, tens with the tens) (1 point)

Procedural Fluency: Students were to use ONLY base ten drawings to show understanding. The
students were able to use food that represents base ten blocks and should copy how they got
their answer. (0.5 points)

Problem Solving: Students will show correct problem solving by counting the base ten drawings
and base ten food items to get the correct answers. This goes hand and hand with the drawing
because it shows how they got the answer in the first place. (0.5 points)

I went through each problem with this mindset while grading exit tickets. I combined eachs
problem points and tallied them in the following order:

Conceptual: 5/5 (1 point)

Procedural: 2.5/2.5 (0.5 points)

Problem Solving: 2.5/2.5 (0.5 points)

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 Procedural Problem Solving Total

A 5/5 2.5/2.5 2.5/2.5 10/10

B 5/5 2.5/2/5 2.5/2.5 10/10

C 5/5 2.5/2.5 2.5/2.5 10/10

D 4/5 1.5/2.5 1/2/5 6.5/10

E 2/5 1.5/2.5 1/5 4.5/10

F 2/5 2.5/2.5 1/5 5.5/10

G 5/5 2.5/2.5 2.5/2.5 10/10

H 5/5 2.5/2.5 2.5/2.5 10/10

I 5/5 2.5/2.5 2.5/2.5 10/10

J 5/5 2.5/2.5 2.5/2.5 10/10

K 5/5 2.5/2.5 2.5/2.5 10/10

L 2/5 2.5/2.5 1 /2.5 5.5/10

M 2/5 0/2.5 0/2.5 2/10

N 2/5 2.5/2.5 1 /2.5 5.5/10

O 2/5 1.5/ 2.5 1 /2.5 4.5/10

P 2/5 2.5/2.5 0.5/2.5 4.5/10

Q 4/5 2.5/2.5 2.5/2.5 9/10

R 5/5 2/2.5 2/ 2.5 9/10

S 5/5 1/ 2.5 2.5/2.5 8.5/10

T 5/5 1.5/ 2.5 2.5 8.5/10

U 5/5 2.5/2.5 2.5/2.5 10/10

V 5/5 2/2.5 1.5/2.5 8/10

2. Describe common error patterns in each of the areas of patterns of learning - conceptual
understanding, and procedural fluency. Refer to the graphic to support your discussion. (3
separate paragraphs, one per each pattern of learning)

Conceptual Understanding: As a whole, students were able to understand what they needed to
do as well as were able to understand how they were suppose to solve the problem. 59.9% of
students gain mastery in conceptual understanding. Students who did not attain mastery wasnt
a matter of not understanding HOW to add but miscounting while solving the problem.An
example of a common strong conceptual understanding would include students adding in the
correct place value. For instance our first problem was 55+15. Students will show the correct
base ten block display for both 55 and 15. They will show how they counted by combining the
correct blocks from each number. Student Js work will be displayed as a example of correct
conceptual understanding:

Procedural: In order for students to show mastery of base ten counting, students were to be
able to show me visually how they used their base ten manipulatives accurately. 63.3% of
students showed mastery of procedural understanding. One error pattern I noticed was that
students would not exclusively use the base ten block method when solving their problems.
They would use other strategies instead of the assigned method. An example of procedural
understanding would include students using correct base ten block method to solve the
problem. This would be the only method they use because the whole lesson was based on this
method. Please refer to student Js work for a visual of correct procedural understanding.

Problem Solving- In order to show mastery in problem solving, students were to combine their
drawings and get the correct answer. The students were also asked to show their work in the
correct place value sections. At least 73% students showed complete mastery of problem
solving. Common error patterns were using incorrect strategies to solve the problem as well as
incorrectly drawing the base ten drawings. A great example of this problem solving
understanding would be for me to see that they used the base ten method to receive the correct
answer

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)

Student E started off really well. In both questions 1 and 2 , Student E showed his knowledge of
understanding and problem solving by drawing the correct number for each number in their
problem. What ended up happening was the student may have felt rushed or just wanted to
finish the work. In the rest of his work, He proceeded to still use the base ten method which was
great! But ended up drawing incorrectly or drawing correctly and counting incorrectly causing
him to get an incorrect answer. Student E received a 4.5 out of 10. A breakdown on what the
student earned conceptually, procedurally as well as the aspect of problem solving is listed
below.
E 2/5 1.5/2.5 1/5 4.5/10


Student 2 Mathematics Work Sample (student struggles with procedural fluency or problem
solving)
(one paragraph)
Student S actually received a grade that showed mastery on her assessment. She answered her
assessment accurately fpr each problem. This student will be classified as having an issue with
procedural fluency. Student S did not show the actual way of how to use base ten drawing to
add but instead used the break away method. Student S started off using the base ten blocks
method to solve the problem and used the breakaway method to double check herself. What
ended up happening was she used the breakaway method for some of the problems instead of
using the base ten method solely as her way to solve the problem. With a little guiding I was
able to steer her into just solely using base ten method.

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 - There are students who need help in conceptual understanding
but need more help in other places as well.
Group 2 - Students M, E and O
Group 3 - Students D, F, L, N, P
Group 4 - Students A- C, G-K, Q-V
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)
Student M would be the only child to start with conceptual understanding and work towards
problem solving.
In each group there will be a variety of numbers of students in each group. Each group will consist
of at least 3 to 6 students
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 objective the
re-engagement lesson for this group would be focusing on 2.NBT.5 which is what we did
in the regular lesson plan. The students will go back to the base ten blocks instead of the
food we used. The students will become the teacher of some sort and create their own
problem and lesson that teaches his other group members. They will first make an
answer key to show their understanding and will give the actual worksheet to another
group member. Once they are finished each student will go up to and teach how to solve
their worksheet by going over the correct answer. Materials will just be a piece of paper,
markers and base ten blocks. The final assessment will be my own problem for both of
my students.
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) This lesson will give the students
the responsibility of understanding and the effectiveness of their lesson that they are
teaching us. Based on the patterns that I found, many of the students have sense of how
to add, they either miscounted or get distracted and did not count at all. In this
re-engagement lesson, the task at hand will provide students with a way to slow their
thinking down and take their time.
c. Explain how you will reassess for mastery of the concept. (exit ticket)
Their exit ticket will be just a discussion between group members. Students will have a
problem to solve and will tell us how they will solve it using base ten blocks. I would
want them to talk through it aloud to reassess mastery. Students will show mastery by
accurately showing how to add using base ten blocks as well as using the correct
terminology.

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 objective will be the
same as we have been working on. The learning task will be different as we are going to
focus on place value. The students will play a place value game that will involve creating
a number using place value dice. Students will play with a partner to create a two digit
addition problem Students will then combine the numbers they have to see if they get
the correct answer. Materials will include a place value dice, as well as a place ten value
worksheet and place value chart.
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 error patterns
found, many students had the correct drawing but did not count correctly. This shows
that they understand place value and how to draw in base ten drawings but counting is
still difficult. With this lesson, students will be able to have a support system if they get
lost as well as using and engaging lesson that allows them to think about how they are
to count by tens, and ones.
c. Explain how you will reassess for mastery of the concept.(exit ticket) Reassessment
in this lesson would include a show and share of how each set of partners played their
game but instead of using multiple problems I will assign one problem to show each
pairs growth.An example problem could be 46+35. Students will have to show how they
wil come up with a correct solution using the base ten method.

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