Modified Task 4 Assignment

Spring 2017 MAED 3224

Section A: Context for Learning

1. Grade level: 2nd grade

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

classroom?

1 hour and 10 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.

The teacher in the classroom that I observed uses a Pearson Education

math program. She does not follow a textbook, but uses the accompanying
materials (i.e. worksheets). The teachers on the second grade team that are
responsible for planning the math lessons create PowerPoint presentations
that introduce/teach the strategies.

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.

SmartBoard, coins, blocks, and clocks.

When the teacher taught a lesson to the class on money she had large
plastic coins that she gave to each of the groups. This helped the students to
see what was on each of the coins. The teacher presented the lesson to the
students using the SmartBoard.

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

In all of the math lessons that I observed my cooperating teacher

always had the students to demonstrate their conceptual understanding.
When the students were working on a unit about fractions the teacher would
always open and close the lesson by having the students to draw a shape
that needed to be divided into halves, thirds, or fourths. For example on one
of the exit tickets the students had to divide a circle into thirds. There were
still misconceptions among the students about how this should be done, but
the teacher was able to regroup and show them the proper way to divide the
circle on the SmartBoard. To assess the students learning the teacher
typically gave the students an exit ticket at the end of the lesson. The
teacher also utilizes pre-assessments and post-assessments, at the beginning
and the end of each unit taught.
6. What did you learn most about teaching mathematics from observing
this teacher?

From observing my cooperating teacher I learned that math concepts

have to be presented in a variety of ways, to ensure that all of the students
are able to understand the content/strategy. I also learned how important
differentiation is within a lesson. The students in the class that I observed
required a different activities to meet the needs of all of the students. The
teacher was able to do this by giving the students to same type of problem,
but manipulate the numbers within the problem to fit the needs of the
specific child.

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 of the math lesson that I taught was subtracting
within 1000. The core concept of the lesson was that the students would be
able to complete a three digit subtraction problem that did not require
regrouping to find the difference. The student was expected to draw a picture
to find the answer, write the equation, write a sentence restating their
answer, and write a sentence explaining why their strategy works. The
student will show conceptual understanding through their picture.
Mathematical reasoning will be shown through the two sentences that the
students will write to accompany the problem. Lastly, procedural fluency will
be shown when the student constructs an equation that represents the
problem given.

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

Common Core State Standard: 2.NBT.B.7 Add and subtract within 1000,
using concrete models or drawings and strategies based on place value,
properties of operations, and/or the relationship between addition and
subtraction; relate the strategy to a written method. Understand that in
adding and subtracting three-digit numbers, one adds and subtracts
hundreds and hundreds, tens and tens, ones and ones; and sometimes it is
necessary to compose or decompose tens or hundreds.
Objective: Students will be able to correctly find the difference of a
three digit subtraction problem (without regrouping) using a strategy of their
choice.
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.)

At the beginning of the lesson I had the students to do fast subtraction

facts. We did two timed round of the activity, one round shorter than the
other. Then I put the students into groups. Each group was given a different
subtraction problem to complete. There were three different subtraction
problems that rotated around the room. The problems were as follows: (1)
Emanuel has 264 pencils. Cardin has 152 pencils. How many more pencils
does Emanuel have?, (2) Aleiram has 576 books. Reilly has 211 books. How
many more books does Aleiram have?, and (3) Sidney wrote 475 stories.
Ronald wrote 362 stories. How many fewer stories did Ronald write? Each
group had the opportunity to complete each of the problems. After the groups
had completed all of the problems they came to the carpet at the front of the
room, and as a class we went over the problems. After the three problems
were discussed by the class the students were given an exit ticket, where
they completed two problems individually.

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.
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.

There were two problems on the exit ticket for the lesson. Each problem was worth
10 points. This is the 10 point rubric for each problem.

Meets Partially Meets Does Not Meet

Benchmark Benchmark Benchmark
Drawing- The students The students The student
Conceptual has a drawing has a drawing, does not have a
Understanding correctly but the drawing drawing.
depicts the does not depict
(3 points) answer. the correct (0 points)
answer, or
(3 points) partially depicts
the correct
answer. (2
points)

Equation- The students The student The student

Procedural writes the writes an does not write
Fluency correct equation, but an equation.
equation for the not the correct
(2 points) problem, with equation for the (0 points)
the answer problem, or
included. does not
include the full
(2 points) equation. (1
point)

Sentence The student The student The student

restating their writes a writes a does not write a
answer- sentence that sentence, but sentence.
Mathematical correctly the sentence
Reasoning restates their does not (0 points)
answer. correctly
(2 points) restate their
(2 points) answer.

(1 point)

Sentence The student The student The student

explaining why fully explains explains why a does not
their strategy why their part of their explain why
works- strategy works. strategy works. their strategy
Mathematical works.
Reasoning (3 points) (2 points)
(0 points)
(3 points)

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.

Student: Conceptual Procedural Mathematic Total Score Notes:

Understandi Fluency- al (out of 20
ng- Equation Reasoning- points)
Picture (4 points Sentences
(6 points possible) (10 points
possible) possible)

Student #1 4 3 2 9 Didnt write

sentences
explaining
work.

Student #2 3 4 4 11 Incomplete

Student #3 6 4 2 12 Didnt
explain
strategy for
either
problem.

Student #4 5 4 4 13 Two-digit
problems;
didnt write
strategy
sentences.

Student #5 6 4 5 15 Didnt write

either
sentence
for problem
#1.

Student #6 6 4 6 16 Didnt
restate
answer in a
sentence.

Student #7 5 3 8 16 Incorrect
answer on
problem
#1.

Student #8 6 4 8 18 Two-digit
 problems

Student #9 6 4 8 18

Student 6 3 9 18
#10

Student 6 2 10 18
#11

Student 6 4 8 18
#12

Student 6 4 8 18
#13

Student 6 4 8 18
#14

Student 6 4 8 18
#15

Student 6 4 9 19
#16

Student 6 4 9 19
#17

Student 6 4 10 20
#18

Student 6 4 10 20
#19

Green: 17-20 points (Mastery)

Yellow: 14-16 points
Red: 0-13 points

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.

Conceptual Understanding: There was not a large amount of

misconception among the students when considering conceptual
understanding. On the exit ticket the students showed their conceptual
understanding by drawing a picture to help them find the answer to a
problem. The lowest score for conceptual understanding was a three, which
was half of the possible points. There were two students who had drawings
that showed misconceptions. The students were given two subtraction
 problems on their exit tickets. One of the students who had a misconception
added within their picture, instead of taking away from the picture. The other
student who had a conceptual understanding drew a correct picture, but did
not correctly recount the blocks.
Procedural Fluency: For procedural fluency the students were
expected to write an equation that also included an answer to the equation
that they composed. There were multiple misconceptions that occurred due
to procedural fluency. These misconceptions included the student concluding
that one of the problems called for an addition equation instead of a
subtraction equation. Another misconception that occurred was that one of
the student miscounted the number of blocks they had remaining on their
paper. The majority of the class was able to determine the correct answer for
both of the problems.
Reasoning: The student showed mathematical reasoning on the exit
ticket by writing two sentences, one that restated their answer and another
that stated why the strategy that they used worked. Among the students this
was the most common area where students lost points. Some of the students
lost points because they did not write a sentence, others lost points because
they wrote sentences that did not correctly restate the answer. The questions
on the exit ticket asked the student which individual had more, or which
individual had less. A large majority of the class stated one of the names from
the problem and then the number without including more or less to
restate their answer.

Note: Patterns of learning include both quantitative and qualitative patterns (or consistencies)
for different groups of students or individuals. Quantitative patterns indicate in a numerical way
the information understood from the assessment (e.g., 10 out of 15 students or 20% of the
students). Qualitative patterns include descriptions of understandings, misunderstandings,
partial understandings, and/or developmental approximations and/or attempts at a solution
related to a concept or a skill that could explain the quantitative patterns.
For example, if the majority of students (quantitative) in a class ordered unit fractions from least
to greatest as 1/2, 1/3, 1/4, 1/5, the students error shows that they believe that the smaller the
denominator, the smaller the fraction and they have a mathematical misunderstanding related
to the value of fractional parts (qualitative).
For example, if a student error occurs in a subtraction problem then the underlying mathematical
understanding may include trading or regrouping, meaning of subtraction, and/or subtraction as
the inverse of addition. You start with the quantity of students who made the specific mistake
and you continue with the quality of the mistake in terms of the mathematical misconception.

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 work sample of a student struggling with conceptual
understanding is in my shared folder. The work sample is titled Student Work
Sample #1
The students misconception is that the two numbers are being added.
The student added the two numbers together instead of subtracting the
second number from the first one. There is a picture that represents both of
the numbers, but does not cross out any of the blocks. The student only had
this misconception on one of the two problems. I think that the student had
this misconception due to the wording of problem, because the word more
was used. When the exit ticket was given in class the student also finished
very early, which is not common for this specific child.

Student 2 Mathematics Work Sample (student struggles with procedural

fluency or reasoning)
The work sample of a student who is struggling with procedural fluency
is in my shared folder. The work sample is titled Student Work Sample #2.
The students misconception occurred when she went back to
determine what the answer to the problem was based on the picture. The
drawing on the page shows the correct answer. The student simply added the
amount of blocks left on the page incorrectly. On the work sample you can
see where the student had the correct answer and went back and changed it
after re-counting. This error occurred due to a misstep in the students
procedural fluency. The student only missed one of the two problems. It is
clear that she has an understanding of how the problem should be
completed, but did not execute this specific problem correctly.

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, 3) re-engage for reasoning, or 4) mastery/ready to move on.

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)
Re-engage for Conceptual- 2 students (Student #1, Student #2)
Re-engage for Procedural- 1 student (Student #1, Student #7)
Re-engage for Reasoning- 5 students (Student #1, Student #2,
Student #3, Student #4, Student #5, Student #6, Student #7)
Mastery/ready to move on- 12 students (Student #8, Student #9,
Student #10, Student #11, Student #12, Student #13, Student #14, Student
#15, Student #16, Student #17, Student #18, Student #19)
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).
Common Core Objective- 2.NBT.B.7 Add and subtract
within 1000, using concrete models or drawings and strategies based
on place value, properties of operations, and/or the relationship
between addition and subtraction; relate the strategy to a written
method. Understand that in adding or subtracting three-digit numbers,
one adds or subtracts hundreds and hundreds, tens and tens, ones and
ones; and sometimes it is necessary to compose or decompose tens or
hundreds.
Learning Tasks- Give the student three different word
problems. Have the students to draw a picture, using blocks, that
represents the problem. Two of the problems will require a subtraction
drawing, and one will require an addition drawing. The problems will
not be marked to show which problem is the addition problem. After
the student(s) has had the chance to complete these problems
individually, go over them as a group and have the students to explain
their picture(s), and why they work.
Strategies- Have the students to represent the problem
using manipulatives first. This will allow them to move the blocks
around, and take and away and add as needed. The students will also
be given a hundreds chart to help them to calculate the answer.
Materials- The student will have access to the
manipulative blocks to create their picture/representation before
drawing it on paper. The students will also have access to hundreds
charts if they need them to calculate their answer. Each student will
have a worksheet and a pencil.
Assessment- The students will be given one word problem
at the end of the lesson. They will have to create a picture that
correctly represents the problem. They will be able to use the
manipulatives and the hundreds charts.
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.
This re-engagement lesson will be effective because it will
gives the students the chance to work with manipulatives to solve the
problem. They will be able to break apart the flat, rod, and cubes to
find their answer before having to create a drawing. The students who
struggled with conceptual understanding drew pictures that added
instead of subtracted, which the manipulatives will help to correct.
 c. Explain how you will reassess for mastery of the concept.
I will reassess for mastery of the concept by giving the
student a similar exit ticket, at the end of the lesson. This exit ticket
will help me to see if the re-engagement lesson helped the student to
better understand the content, or if they still have a misconception
when given the opportunity to use manipulatives.
Exit Ticket Question: Aleiram has 849 crayons. Isaiah has
327 crayons. How many fewer crayons does Isaiah have than Aleiram?
(The student will draw a picture to show how to solve the problem.

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.

D. Plan to Re-engage for reasoning.

a. Describe your re-engagement lesson for this group (objective from
CCSSM, learning tasks, strategies, materials, assessment).
Common Core Objective- 2.NBT.B.7 Add and subtract
within 1000, using concrete models or drawings and strategies based
on place value, properties of operations, and/or the relationship
between addition and subtraction; relate the strategy to a written
method. Understand that in adding or subtracting three-digit numbers,
one adds or subtracts hundreds and hundreds, tens and tens, ones and
ones; and sometimes it is necessary to compose or decompose tens or
hundreds.
Learning Tasks- Discuss with the students how to
construct sentences that fully answer the questions that are posed in
the questions. Give the students three subtraction word problems. First
have the students to find the answer to the problem. Then have the
student to restate their answer in a sentence. The sentence must
include either the word more or the word less depending of what
the problem is asking. Review the three problems as a group when all
of the students have had a chance to attempt them individually.
Strategies- Read through example word problems with the
students. Show them that the word that they need to use to correctly
restate their answer, as well as fully answer the question is commonly
in the end part of the question.
 Materials- Each student will be given a worksheet with the
word problems and a pencil. The students will also have access to
manipulatives if they are needed to help solve the problem.
Assessment- At the end of the re-engagement read two
word problems to the group of students. The word problems will also
have the answer included at the end. Have the group of students to
then compose the sentence that would correctly state the answer, as
well as fully answer the question.
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
I believe that this re-engagement lesson will be effective
because a large majority of the students who lost points for
mathematical reasoning, lost these points because they did not
correctly restate their answer in a sentence. They would write the
difference found in the problem with one of the names from the
problem, without answering the accompanying how many less? or
how many more? question.
c. Explain how you will reassess for mastery of reasoning skills.
I will reassess for mastery of reasoning skills by the
groups performance during the assessment activity. It will be easy to
see who understands why a certain word should be used, and who still
does not have a clear understanding.
Word Problems for the Final Activity:
Jacob has 593 rocks. Emily has 461 rocks.
How many fewer rocks does Emily have?
Denise has 479 pencils. Samuel has 121
pencils. How many more pencils does Denise have than Samuel.
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