Kamina Ham

Modified Task 4 Assignment

Fall 2017 MAED 3224

Section A: Context for Learning
1. Grade level: 1st grade

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

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.

EnVisionmath 2.0 , Pearson, 2016

Singapore Math- Primary Mathematics, Publisher: Marshall Cavendish Int (S) Pte Ltd, Singapore,
2016

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.
Smart Board- electronic whiteboard- This was used by the teacher to show
interactive videos for the students. The students were able to move pieces
around to answer the questions posed throughout the presentation.
Manipulatives- Domino's, counters, ten-frames, base-10 blocks
Online Student Envision Portal

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

The teacher used pictures and objects throughout the classroom to teach students how to
understand certain concepts. She also had a bag of manipulatives (counters, ten frames, and
base ten block) for each student. After each lesson, the students completed an independent
practice worksheet from their workbooks. The teacher provided feedback on the work of the
students, then they had to go back and correct the answers, before they moved on to math
rotations. When the students went to their math rotations they used dominos, dice, and array
pictures to understand adding, comparing, and other mathematical concepts.

6. What did you learn most about teaching mathematics from observing this teacher?

I learned that students can learn a lot when playing math games. I also realized that students
get more engaged when they are able to interact with lessons. They enjoyed grabbing and
dropping items on the smartboard and also the various games that they play. EnVision 2 is new,
but it does have software that allows the students to move object around on the smartboard.

Section B: Whole Class Lesson

Kamina Ham

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 is addition. Students will understand how to count on when adding and also
how to represent the problem in different ways. ]

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

CCSS.MATH.CONTENT.1.NBT.C.4 dd within 100, including adding a two-digit number and a

A
one-digit number, and adding a two-digit number and a multiple of 10, 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 and explain the reasoning used.
My whole class objective was for students to complete a word problem that required
them to show their work and show an equation.

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.)
Students were involved in a human addition problem, an explore problem, and a class problem
prior to their exit ticket. Students also participated in an interactive discussion where 2-3
students shared their ways of solving the problems. I also allowed the students to try to explain
concepts to the class. The problems that were posed were 2 addition problems and the
students were asked to use the manipulatives to work out the problem. They were given 3 ten
frames and counters as well as a piece of paper to solve the problem. The explore problem
was: 12 green Bee bucks and 6 red Bee bucks are on the table. How many Bee bucks are on the
table?. Students had to use paper, pencil, counters, and ten frames. They developed their own
ways of solving the problems and then I asked them to share it to the class.

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 problem:

16 blue balls and 7 green balls are on the table. How many balls are on the table?
1. Draw a picture. A: Ten frame, counters, number line
2. Write an equation A: 16+ 7= ___(23)
3. Circle answer A: 23
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.
Kamina Ham

3 points- Shows correct work (Conceptual Understanding)

4 point- Correct answer (Procedural Fluency)
3 points- Using the correct operation and writes correct equation.(Problem Solving)

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.
Green- 8,9,10 Yellow- 4,5,6,7 Red 0,1,2,3
Conceptual Procedural Problem Overall Score
Understanding/ Fluency/Correct Solving/Number
Drawing (3) Answer (4) Sentence ( 3)

1 2 0 2 4/10

2 3 0 1 4/10

3 3 4 3 10/10

4 3 4 3 10/10

5 3 4 3 10/10

7 2 0 1 3/10

8 3 4 3 10/10

9 2 0 1 3/10

10 3 4 3 10/10

11 3 4 3 10/10

12 3 4 3 10/10

13 3 4 3 10/10

14 2 0 1 3/10

16 2 0 1 3/10

17 3 4 3 10/10

18 3 4 3 10/10

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.
Kamina Ham

Conceptual understanding was shown when students drew a correct picture or method for the
word problem. Students could draw a number line, draw circles, or draw a ten frame. My
students used various methods to solve the problems. 12/16 students used dots to show the
addition problem, 3/16 students use number lines, and 2/16 students used ten frames.
Students who did the number line made errors when counting on and their starting points.
Student #9 started with the correct number on the number line but made errors in the number of
jumps and the order of the numbers. She wrote down 18 twice on her number line, which could
show errors in one-to-one number correspondence. Student #16 started at the number 11 on the
line and made 7 jumps.Students #1 and #17 made errors when drawing the ten-frame diagram.
Students #1 filled the frame with 18 dots and highlighted one dot. Students # 7 made an error in
drawing the ten-frame because they drew an 8-frame instead. Students who used dots did so
correctly, however a few students may have double counted their dots which led to the picture
being represented wrong.

Procedural fluency was show when students were required to circle the correct answer for the
problem. 2/16 students put the first number in the problem as their answer. This shows that the
students didn't understand what the answer to the addition problem should be. Student #1
circles the answer that matched her picture, but it was incorrect to the problem. Student #2
drew the correct number of dots but did not circle the correct number. This error could have
been based on how the last number represents the quantity of the entire set. This student also
had 14 or 16 on the side which could have shown how they were confused about what the sum
should be. 3 students did not have an answer at all so they may not have understood the
problem or did not recount the amount of dots they had or did not realized the number they
landed on in a number line is the correct answer. Overall 10/16 students circled or wrote the
correct answer.

Problem solving and reasoning was shown when students had to write the equation and use
the correct operation, which in this case is addition. 5/16 students did not write the correct
equation or did not complete the correct operation. 10/16 students wrote the correct equation
and did the correct operation. Student # 9 seemed to have first subtracted the numbers given in
the problem and then used that number to make the number of jumps in the number line. The
number line ended with 23, but the student did not circle the answer or write the equation. Some
students work showed that they added, but many did not label or provide a sign of the
operation. The misunderstanding could have been that the students did not know what the
problem was asking or in adding on.

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

Kamina Ham

This student struggles with drawing the correct number line. This student started at 11 and
made 7 jumps which is where the error occurred. The student did not know how many tick
marks and numbers to draw either. They started the number line with one and ended it with 18.
The student may not understand that a number line must start with the number given in the
problem and then if it's an adding problem, they need to jump the amount that problem is
adding.
Student 2 Mathematics Work Sample

This student struggles with procedural fluency because the answers do not match the problem.
This student circles 15 as the answer, which is incorrect. The picture is drawn correctly and it
shows how she might have added, but the answer is incorrect and does not match. She may
have been confused as to what the problem was looking for and what the answer would be in a
problem where there are multiple quantities on the table.

Section D: Plan for Re-Engagement

Based on the assessment results I described above, I grouped each of my students into one of
these groups:
Kamina Ham

Group 1: re-engage for conceptual- #7,16,14

Group 2: re-engage for procedural -
Group 3: re-engage for problem solving- #1,2,9
Group 4 - mastery/ready to move on
Group A#10,11, 12
Group B- 3,4,17,8
Group C- 5, 8, 13
1. Describe the number of students you will have in each of these groups.
Group 1- Conceptual: This group will have 3 students (7, 14, 16) who struggled with the ways of
drawing the a number line, dots, and ten-frames when trying to solve the problem.
Group 2- P roblem Solving- This group will have 3 students (1,2,9) who struggled with problem
when drawing dots, number lines, and the ten-frame. 2 students were very close to the correct
answer, but they did not write an equation. Student number 9 may have subtracted instead of
added. Students #1 wrote the correct equation, but the answer to the equation is wrong.
Group 3- Master. Ready to move on : This group will have 3 subgroups because 10/16 students
earned 100% on their exit tickets. They will each focus on certain concepts though.
Group A- Students, 10, 11, 12 all showed their work in 2 different ways. They have a good
understanding of dots and number lines. This group will have bigger numbers so they will find
faster more efficient ways to add like an open number line, base ten blocks, or the ten-frame.
Group B- Students 3, 4, 17, 18 all used dots and then added the dots up to find the
answer.. I would challenge these students to use the 10 frame to group the numbers together
and understand that 2 ten frames is 20 without counting on or recounting one by one.
Group C- Students 5, 8, and 13 all used the part part whole method. I would challenge
them to use base ten block so they can combine the ones into tens and think about how you can
combine the numbers in different ways.
2. Plan to re-engage for c onceptual understanding.
a. Describe your re-engagement lesson for this group (objective from CCSSM, learning
tasks, strategies, materials, assessment).
This lesson will be focused on the standard: C CSS.MATH.CONTENT.1.NBT.C.4 Add
within 100, including adding a two-digit number and a one-digit number, a nd adding a two-digit
number and a multiple of 10, u sing concrete models or drawings and strategies based on place
value, properties of operations, and/or the relationship between addition and subtraction. I will
begin the lesson my introducing a problem and having the students use counters to represent it.
When the student have shared their ideas, I will explicitly show them how to set up the problem
using counters. I will also underline the key information in the problem. When the students
understand the use of counters, I will then introduce a ten frame. I will ask the students: how
can we use the ten frames to organize the counters?. They will do think pair shares throughout
the discussions and then I will show them what it looks like on a ten frame. I will put down the
first number in one color of counters and another color of the second number. When all the
counters are on the ten-frame we will talk about how we have 1 or 2 ten frames and some left
over. I will explain how we have 2 tens and some ones left over and how we can find our
answer. The next thing I will show them is the number line and how we have to start with one of
Kamina Ham

the numbers that are given, then we have to draw tick marks to the right in order to add the
second number in jumps.

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 lesson will be effective because it helps student understand the connection
between different ways a problem can be represented. This lesson also addresses the
errors that the student made when solving the problem.
c. Explain how you will reassess for mastery of the concept.
I will ask the students to solve an addition word problem.
Sally put 6 apples and 8 oranges on the table. How much fruit is on the table?
1. Show your work 2. Circle answer
Answer: 14. 1- 2 ten frames that has one full frame and 4 left over. Number Line that starts
with 6 and makes 8 jumps to land at 14, or 6 dots then 8 more dots.

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).
This lesson will be focused on the standard: C CSS.MATH.CONTENT.1.NBT.C.4 Add within 100,
including a dding a two-digit number and a one-digit number, a nd adding a two-digit number
and a multiple of 10, using concrete models or drawings and strategies based on place value,
properties of operations, and/or the relationship between addition and subtraction. Students will
have to look at a problem and discuss with a partner what would be the first thing they would
do. I would pose questions like, whats the operation? Why do you think it adding? What does
the problem show us? After the students share, I will give them examples of various addition
problems and how when the total is missing the problem is usually addition. I would also
explain how it can be a hint that there is is more than one number that needs to be added. When
the students have talked about their ideas, I would ask them to write an equation that shows the
problem. I would explain how the numbers in the problem go in certain parts of the equation
when we are adding. I would also tell them to label the pictures that they decide to draw to show
that they are adding two numbers. One activity would be to have random numbers and signs
spread out and the student has to figure how how to build the correct equation.

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 lesson will be effective because the students needed more help writing the correct
equations and matching the number in the problem to the number in their picture. The
equation construction will help them understand and represent what the problem is
asking them to do.
Kamina Ham

c. Explain how you will reassess for mastery of the concept. (exit ticket)
Sally put 9 apples and 8 oranges on the table. How much fruit is on the table?
1. Show work 2. Write an equation 3. Circle Answer
Answer: 1. Ten frame with 7 left over, dots of different colors, number line starting with 9. 2.
9+8=___ or 8+9=_____

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