Narrative Task #4

A. Instructional Design
2. The students received the pre test on multiples/factors and
prime and composite numbers the Friday before the unit
week. Therefore, they hadnt had any instruction on the
topic; their answers relied on any previous knowledge that
they had. On the pre test, I had 1 student receive a B, 2
students earned a D, and 22 students scored an E. By
receiving this data, I knew the students had very little to no
knowledge about the concept, which meant I had to plan
from the very beginning. The students needed a strong
foundation on the concept before we built on it anymore.
On the first day of the unit, I ensured students had a strong
foundation before beginning multiples/factors by
incorporating multiplication word problems. This way the
students are fresh on their multiplication tables before
scaffolding onto the next concept. Also students have been
reminded two weeks prior to the unit, that they should be
practicing their multiplication tables at home. Since the
concept is clearly new to the students, I have also
incorporated in a reference foldable of what multiples and
factors are. They kept the foldable in their desk all week to
use as a reference incase they needed a reminder or an
example.
3. Keeping the contextual factors of my classroom in mind, I
had to plan accordingly. By choosing this skill and concept,
I knew I would need support inside and outside of the
classroom. As stated above, students have been reminded
two weeks prior to the unit to study their multiplication
skills. For the most part, the classroom parents are heavily
involved with their childs leaning, but not all. The
classroom has a private Facebook page where my
cooperating teacher and myself post updates, events, or
any news going on in the classroom. Prior to the unit
starting, I posted to the parents that the students should
be practicing their multiplication tables every night to
ensure little struggle on the new concept. However, I do
have some parents who are not involved, so I took matters
into my own hands. During Tier II time, I pull 3-4 students
everyday for small group practice in Math for 30 minutes.
Therefore the week before the unit, I would select the
students who I knew were not getting the support at home.
I found a multiplication game that is not only fun to the
students, but helps them memorize their multiplication
facts as well.

4. I have collaborated with several people when deciding

what to teach. I am in a unique situation where I have
another student teacher (Allison) from my university also
teaching in a 4th grade classroom at Point Harmony,
therefore we team teach. By having a group of four people
including Allison, her cooperating teacher, my cooperating
teacher, and myself, we were able to decide on the skill for
the students with little to no questioning. We had one
meeting and decided on the skill together as a team.
5. As I collaborated with my peers, deciding on the standard
was not complicated. I knew what I wanted to teach and
there was 1 WV CSO that incorporates multiples/factors
and prime/composite numbers altogether in one; therefore,
it fit perfectly. Once we had our standard, our concept or
big idea was evident what we would focus on. This required
concept and skill would be taught to students based on
best practices and research. This skill was selected for
multiple reasons: it is a state standard, there is little to no
prior knowledge therefore we would see great growth if
taught correctly, we would be able to incorporate several
teaching strategies, and most importantly meet individual
differences throughout the unit.
6. The following are the objectives included in the unit along
with one instructional strategy used:
a. Find factor pairs for a whole number within the range
of 1-100: Interactive instruction
b. Determine whether a given whole number in a range
of 1-100 is a multiple of another given 1 digit
number: Cooperative Learning
c. Identify whether a whole number in the range of 1100 is prime or composite: Whole group practice
d. Use Siri on the classroom Apple TV to randomize
numbers where in a partner effort will find factors of
given numbers within range of 1-100: Cooperative
learning
7. Rationale for instructional strategy above*:
a. Interactive Instruction: To ensure deep learning to
introduce the concept, students were taught using a
SMART lesson. All students were brought to the
carpet for an interactive, whole group instruction. By
having an interactive lesson, all students are
engaged and at their highest level of learning.
Having some students who have a short attention
span, this keeps them interested and focused.
Therefore I incorporated interactive instruction to

ensure my short attention span students were

included.
b. Cooperative Learning: Students used partner practice
on the second day of the unit. I wanted to ensure the
students were getting the concept before allowing
them to do the work completely individually. By
having students complete partner work on the end of
the first day, they were prepared and knew what was
expected rather than looking at the assignment
confused and intimidated, because they had to do
complete it on their own.
c. Whole Group Practice: On Day 3, students had one
last instructional learning time. They were all brought
to the carpet for a Common Core math lesson on the
big idea. Students were welcomed to bring their
slates to use for working out and solving problems as
we went along. Once we came to a problem,
students would solve it and show me their boards. By
doing this, I see how students solve problems
differently than their peers. If I come across a
student who got the answer, but solved it in a unique
way, I allow them to explain their way of thinking to
the students.
d. Cooperative Learning: Cooperative learning was also
used on Day 3. There were two instances throughout
the unit where the class was partnered up into pairs.
One instance was to complete a factor/multiples
worksheet while the other was an interactive Apple
TV activity. I selected cooperative learning to be
included, because I have certain students who thrive
in a partner setting.
**Each objective used more than one learning strategy.
The learning strategies were carried throughout the
week on all assignments. On the assignments the
students were given, it included factors/multiples and
prime and composite. For example, there wasnt an
assignment that strictly focused on prime and
composite; it incorporated all skills at once.
8. Learning Resources:
**Pre test was given before unit began.
a. Day 1:
i. Math Lesson Powerpoint: The powerpoint was
interactive and a great way to introduce the
concept on good note.
ii. Prime or Composite Anchor Charts:
Reinforcement of concept learned from power

point to be displayed on the classroom focus

wall throughout the week.
iii. Multiples/Factors Foldable: For students who
are overwhelmed with the new skill, they are
able to keep this at their desks to use as a
reference anytime throughout the unit.
iv. Factor/Multiple Youtube Video: This is used to
meet the needs of my visual learners and to
display the skill in a different context
v. Factor Rainbows Activity: Factors are more
complicated to grasp rather than multiples.
This resource was used to focus on the more
difficult task of the unit. This also assisted my
2nd focus student, because they were able to
color the rainbows once it was completed.
vi. Technology: Smart Board
b. Day 2:
i. Multiples Study James Video: Reinforce skill
taught from previous day
ii. Prime and Composite Study Jams Video:
Reinforce skill taught from previous day
iii. Multiples and Factors WS: Students display
works in teacher-selected partners to complete
a two-sided worksheet. This allows me browse
the room to informally assess students with
who needs more practice and who is grasping
the concept.
iv. Technology: Smart Board
c. Day 3:
i. Interactive Lesson Common Core Math:
Students who are struggling may becoming
annoyed or irritated with the skill. I wanted to
include another interactive lesson to ease the
skill and make the learning more relaxed, so
students wouldnt feel overwhelmed. Everyone
in the class enjoys the interactive lessons
rather than the traditional sit and get.
ii. Factor Power Game: To ensure full potential of
learning, I included a game with the iPad and
Apple TV. Any time technology is involved; my
students are apt to pay attention. They enjoyed
being able to talk to Siri on the iPad and watch
it be displayed on the Smart Board to complete
the problem.
iii. Technology: Smart Board, Apple TV, and iPad
d. Day 4:

i. Post Test
B. Rationale for Differentiated Instruction
1. Student 1 struggles in most subjects, but even more in
mathematics. Although he has a 504, he has trouble
concentrating, having more than one task, and accepting a
list of directions. He is given ample time for assignments
and certain exceptions for doing tasks. He struggles
staying motivated which makes independent work time
complicated. However, he typically thrives in a group or
with a partner. Therefore, I am extremely selective with
whom I partner him with. I chose this child as a focus
student so I could work on meeting his needs in the
learning environment.
i. Rather than sitting with his legs crossed like the rest
of the class, student 1 is able to rest on his stomach
during instruction at the carpet. At first, I did not
allow him to do so, until I noticed that he focuses and
pays attention more while he is sitting in his desired
way. I purposefully ask him questions on each new
skill that is taught during whole group instruction to
make sure he is focused and paying attention. I also
incorporated the use of slates during whole group
instruction to give him as well as the other students
something to show their work on as we do problems
together. As stated previously, he is given ample
time to complete assignments. Along with the time
given in class, he is also given time to work on his
assignments in between subjects or if he has any
free time during the day. Student 1 does much better
in group efforts rather than independent work. If he
has someone who holds him accountable throughout
an assignment, he stays on task and focuses much
better. I am extremely specific when it comes to
giving him a partner. I ensure his partner is someone
who challenges him, doesnt just hand him the
answer, and makes sure he is getting the skill. Also,
his partner has to be someone who has patience and
is slow to anger just because of how the students
personality comes across.
2. Student 2 has an IEP in reading. However, that particular
struggle ties over into math. She gives her best effort, but
she is extremely hard on herself. It is apparent that she is
too embarrassed to ask for help during assignments or
instruction time. The fact that she has a shy personality in
general doesnt help this fact either. By her not asking

questions or asking for help, her grades suffer. However if I

am one on one with her to explain how to work on a
problem, I see growth from her. She gets embarrassed in a
group setting, because she is scared she will get the
answer incorrect in front of her peers. Therefore, I often
avoid calling her out to answer questions during whole
group instruction. I chose this child as a focus student so I
could challenge myself and come up with the best teaching
strategies and types of assignments to help benefit her
need.
i. For student 2, I have to vary the assignments I assign
for the students. After whole group instruction, I go
back and visit her individually to ensure she has
learned the new concept or skill. I will not call her out
in front of her peers during whole group instruction,
because even when I am just teaching in front of the
class, I can simply see the fear on her face. However
if it is a simple step in the problem that I know for
sure she knows how to do, I always call on her. Once
she gets something right and receives some sort of
praise or encouragement, she does much better. She
is also very artistic, so to get her interested in the
subject I included the Factor Rainbows assignment.
Students were required to find factor pairs on a
rainbow; once found, they were able to color in their
rainbow. When grouping her with a partner, I try to
make it with someone she is comfortable around, so
she wouldnt be intimidated to learn and answer
questions.