Modified Task 4 Assignment

Fall 2017 MAED 3224

Section A: Context for Learning

1. Grade level: 4th

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

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. Envision, Pearson
Publishing, 2018.

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. The teacher used a SMART board to
teach the concept of decimals and fractions. She drew a place value chart. She also made
posters to go around the classroom that showed different decimal places.

5. From your observations, explain how your teacher makes sure the students learn the
standard/objectives conceptually giving a specific example. (one paragraph) The teacher will
model how she would like students to answer questions on the paper. She models drawing
pictures and writing out equations. The teacher will use the SMART board to demonstrate how
to conceptually understand. The teacher will also pull kids who are lower and have small group
discussion about how they would solve the problem and why. She would also make sure that
they showed their work completely with an equation and picture. To check for understanding,
the teacher constantly used how why questions. She would ask “how do you know?” or “why
would you do that?”. This allowed students to show and explain their thinking.

6. What did you learn most about teaching mathematics from observing this teacher? (one
paragraph) During this experience, this teacher really demonstrated student led discussions.
She allowed students to really demonstrate their way of solving a problem and how they saw
the problem as a whole. The teacher was also able to have small groups where students were
constantly developing skills they needed for testing at the end of the year. Students were able to
work in groups and help each other while she helped struggling students develop more
foundational skills. This teacher also included exit tickets after every lesson. She would also
individually check each students and give them a second chance to come up with the correct
answer if they got it wrong. This allowed students to really try and understand how to
conceptually see a problem, and develop their problem solving skills with each topic learned.

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). Students will learn how to add
fractions with denominators of 10 and 100.

2. State the CCSSM Standard and the objective for your whole class lesson. 4.NF.5 Express a
fraction with denominator 10 as an equivalent fraction with denominator 100, and use
this technique to add two fractions with respective denominators 10 and 100.

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) The students started off by adding fractions with
common denominators. They solved them on their whiteboards and showed them to me. Then I
gave students an equation with fractions that had different denominators and asked them why
they could not add them. An equation I used was: 3/10 + 7/100. The students then led a
discussion about how they could solve the problem once they had a common denominator.
Students were then given word problems to solve on the whiteboard. These word problems
were: The mural is divided into 100 equal parts. Marilyn’s class painted 3/10 of the mural, and
Cal’s class painted 27/100 of the mural. How much of the mural have the two classes painted?
Answer: 57/100)Kyle and his mom were walking out of the grocery store. Kyle counted 100 cars
in the parking lot. He counted and 4/10 of the cars were blue and 38/100 of the cars were red.
How many cars were blue and red? (Answer: 78/100)Once they solved them I asked students
how they could shade a 100 grid with the answer. Once students showed how to shade a 100
grid, they solved one more problem. Then students were given the exit ticket.

4. Create a formative assessment that assesses conceptual knowledge, procedural fluency,

and problem solving. Insert a copy of the assessment with your solutions here. (exit ticket used
for whole group lesson) “Trista asked 100 students to name their favorite sport to watch. She
found that 3/10 of the students named football, 45/100 named basketball, and the rest named
other sports. What part of the students name football or basketball?”

First students must show how they rename 3/10. They should show that they multiply 3/10 X
10/10= 30/100. Then students will shade the 100 grid to show the differentiation of football and
basketball. Then students should add 30/100+ 45/100= 75/100.
Students should score an 8 out of 10.

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) Procedural Fluency-4 (Does the student get the correct answer) Conceptual
Understanding-3(Does the student show a picture and/or equation) Problem Solving-3(Does the
student use the approach of converting the fraction and then adding them)
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 student’s
performance in the formative assessment. (provide a table and color code green/yellow/red
based on mastery)

Student Procedural Conceptual Problem Solving Total

Fluency Understanding

A 0 3 0 3

B 4 3 3 10

C 0 0 3 3

D 0 3 3 6

E 4 3 3 10

F 4 3 3 10

G 4 3 0 7

H 4 3 3 10

I 4 3 0 7

J 0 0 3 3

K 4 3 3 10

L 4 3 3 10

M 4 3 3 10

N 4 3 3 10

O 4 3 0 7

P 4 3 3 10

Q 4 3 2 9

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)
In conceptual understanding for my exit ticket, students were expected to correctly shade the
100 grid given. They were supposed to be able to show me the two fractions shaded in the
hundreds grid. Two students failed to show a correct picture. Student C thought that this
problem was a subtraction word problem. He only shaded what he thought was the correct
answer and then set up an equation. He did not set up the equation correctly. The student
thought that since the problem said “name football or basketball” he should subtract the two
fractions. Student J did not show any work. He just restated the fractions. He did not shade in a
hundredths grid at all. The student only restated the fractions that were given in the problem and
turned in his exit ticket.

In procedural fluency, 4 students received 0 points. Student A and D only converted the fraction
of 3/10 to 30/100 and made this their answer. They shaded in the hundredths grid with the
correct answer, but they thought the answer was the fraction that had to be converted to make a
common denominator. They both got confused with the statement in the problem that said
“name football or basketball”. Student C used subtraction instead of addition which led to him
getting the wrong answer. Student J did not even come up with an answer, just restated the
problem.

In problem solving, 3 students solved the problem correctly, but showed no work. They only
wrote the correct answer. They did not show how they converted the fractions and how they
added them. Student A tried to convert 3/10 and she wrote that it was 3/100. This shows that
the student thought to convert the fraction, she only multiplied the denominator by 10. She did
not do this to the numerator. She has the misconception that you only have to change the
denominator to get a common denominator and not the numerator.

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 student’s misconceptions.

Student 1 Mathematics Work Sample (student struggles with conceptual understanding)

(one paragraph)
Student C failed to show conceptual understanding in this problem. To begin, the student
thought that the operation used was multiplication. When setting up the problem, the student
failed to recognize that this was an addition word problem, and was not able to set up the
equation he used correctly. The student said 30/100 -45/100 = 15/100. The student failed to
realize that this is not true. The student failed to conceptualize that although 3/10 does come
first in the word problem, it does not always come first in the equation. The student then only
shaded 15 squares in the hundredths grid. He shows that he does not really understand that
order does matter in subtraction. He also does not conceptualize that the problem is asking for
addition and the hundredths grid should be used to shade both fractions and add them together.
Student 2 Mathematics Work Sample (student struggles with procedural fluency or problem
solving)
This student does not show procedural fluency or problem solving. In procedural fluency,
student A shows the correct answer in the hundredths grid, but since the problem said “name
football or basketball” the student assumed that she only had to choose one of the fractions.
The student did not recognize the operation of addition in this word problem. For problem
solving, the student attempted to find a common denominator. The student had the
misconception that she only had to multiply the denominator by 10 and not the numerator and
the denominator by 10. The student does not recognize that if you change the denominator you
must do the same to the numerator.
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 - re-engage for conceptual
Group 2 - re-engage for procedural
Group 3 - re-engage for problem solving
Group 4 - mastery/ready to move on
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) There will be 2 students in group 1, 1 student in group 2, 4 students in group 3, and 10
students in group 4.

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).4.NF.5 Express a fraction with
denominator 10 as an equivalent fraction with denominator 100, and use this technique
 to add two fractions with respective denominators 10 and 100. Students will go back to
learning how to represent fractions with flats and rods. Students will be given a fraction
such as 3/10 and be asked to show that with the rods. Then students will lay those on
top of a flat, and be asked “What is this fraction equivalent to?” Students will continue to
work on several fractions, and then transfer to shading on paper.
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. Students must recognize base 10 in fractions.
This activity allows students to physically see how fractions with denominators of 10 can
become equivalent by partitioning them into groups 10. and students experience should
be working with these grids.
c. Explain how you will reassess for mastery of the concept. Students will be given 2 or
3 fractions such as 6/10 and 8/10 and be asked to show on the grid how to convert this
fractions. Students must shade the grids correctly.

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). 4.NF.5 Express a fraction with
denominator 10 as an equivalent fraction with denominator 100, and use this technique
to add two fractions with respective denominators 10 and 100. Students who struggled
with problem solving, will be given flats and rods. They will demonstrate how they
changed the fractions to have the same denominator. Once this is done, the teacher will
then ask how they will add the two fractions. Students must physically demonstrate
adding the fractions. Then the teacher will ask how the students could represent what
they did with the blocks as an equation. Students will write down the 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 activity allows students to first physically see
the steps of the equation. It allows students to solve the problem physically and then
write down their steps. Once students see how the equation is supposed to be set up,
they can show their work and steps on paper.
c. Explain how you will reassess for mastery of the concept. Students will be given a
word problem and must show the equation and each step of solving the problem. They
must show converting the fraction and adding them together.
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