Report 3 C&D Ryal
Report 3 C&D Ryal
Report 3 C&D Ryal
Abilities of Students
The students that we work with are third grade students. Almost all of the students are 7-8 years old. These
students are learning on different levels. Some below grade level, some on grade level, and some above grade
level when it comes to math. These class settings have very diverse learners with a wide range of abilities.
Instruction can vary from whole group, group work, small group, to one-on-one.
1.3 Are there any performance gaps involved in this problem that might justify a learning intervention?
Yes, there is a performance gap involved in the problem of our students not understanding rounding to the
nearest 10. This is because there is a difference in their performance and what their performance should be
when it comes to rounding to the nearest 10.
Is There a Performance Gap?
Yes No
2.2 Actuals
How would you collect that information and data?
The first set of data that would need to be collected would be who understands rounding to the nearest 10 and
who does not understand rounding to the nearest 10. The second set of information that will need to be collected
will be which class each set of students are in, that do not understand. Third, talking to our math coaches we
would need to choose the best strategy to focus on for the struggling students. This is important because the
students do not need to try to learn 4 strategies while trying to understand the concept.
What are the discrepancies between the current (actual) and desired (optimal) state?
Not having access to math coaches on a regular basis is a major discrepancy in this situation. The teacher knows
what the students need to learn and understand but having that extra support it could really help to motivate and
push those students to new levels.
2.4 Choose an appropriate analysis method and provide an example of subordinate skills analysis associated
with the instruction that you will provide.
The analysis method that we have chosen is a 10 question assessment. The students will round five 2-digit
numbers to the nearest 10 and five 3-digit numbers to the nearest 10. The students will explain their thinking for
one of the five 2-digit problems, and their thinking for one of the five 3-digit problems. The students will
explain their thinking in sentence form.
4.2 Describe how you would determine the characteristics of the target population.
These students will come from many different backgrounds, cultures, and life styles. They will range from eight
to nine years old. Most of the students come from low income homes and do not get a lot of help at home.
4.3 Describe how you would determine the physical and organizational environment.
The classroom is set up with desks in four person pods. The students face each other and can easily
communicate and work together in these pods. The classroom is very colorful and inviting for the students.
There is a word wall and many anchor charts on the wall for the students to refer to at any time. There is a
teacher’s desk at the front of the room and a small group table at the back of the room. The room is very
organized and students know exactly where to find materials.
5.0 Objectives
5.1 State the Terminal Objective (TO) for your instructional plan
After learning how to round a two and three digit number to the nearest ten and use number lines to round
numbers, students will create a poster rounding a two or three digit number to the nearest ten using a number
line.
5.2 Prepare three Subordinate Objectives (SO). For each SO, specify its domain and specify what you consider
to be it’s level in the taxonomy of that domain. Specify the author of the taxonomy that you have used.
6.0 Assessment
6.1 Select on SO; describe the manner by which you would assess whether or not the learner has achieved that
objective
Affective Domain- After this unit, students should be able to explain how you can use a number line to round a
number to the nearest ten.
The teacher would assess this objective by giving each student a piece of paper with a different two or three
digit number on it. The paper would have instructions on it saying that the students need to explain in words
how they could round this number to the nearest ten using a number line. The teacher would check for an
explanation (not example of the problem worked out). The teacher would also check for key words and
concepts that the students will need to include when explaining this process.
6.2 What types of assessment instruments will your instructions have? Why?
The assessments will come from different parts of the unit/lessons. Some assessments will be informal
assessments. For example, observations or practice problems. Other assessments will be formal, like a quiz or
test.
6.3 Write items that assess the SOs in 5.2 above. Include an answer key or rubric.
6.3.1 Write one item in the cognitive domain.
The students would take a short quiz. The quiz would simply include one problem where they would have to
use their own words to describe rounding. The teacher would use the answer key to grade the students work. If
the students used different words but got the concept then the teacher knows that they understand what rounding
means.
Answer Key: to estimate or make a number simpler to use, while keeping its value close to what is was
6.3.3
The students will be given a four problem quiz. Two problems will include two digit numbers, and two
problems will include three digit numbers. The students will have to use a number line to round the four given
numbers to the nearest ten.
Example: 1. 46 2. 95 3. 367 4. 892
The teacher will use an answer key to grade the quiz.
Answer Key: 1. 40 would be at the beginning of the number line and 50 would be at the end. 45 would be in
the middle of the number line. Since 46 is larger than 45, 46 would round up to 50.
2. 90 would be at the beginning of the number line and 100 would be at the end. 95 would be I
the middle of the number line. Since 95 falls right in the middle, 95 would round up to 100.
3. 360 would be at the beginning of the number line and 370 would be at the end. 365 would be
in the middle of the number line. Since 367 is larger than 365, 367 would round up to 370.
4. 890 would be at the beginning of the number line and 900 would be at the end. 895 would be
in the middle of the number line. Since 892 is smaller than 895, 892 would round to 890.
7.2 For a SO associated with the TO, specify and exemplify an appropriate presentation strategy or strategies.
SO Cognitive Domain- After this unit, students should be able to use their own words to describe what rounding
means.
TO-After learning how to round a two and three digit number to the nearest ten and use number lines to round
numbers, students will create a poster rounding a two or three digit number to the nearest ten using a number
line.
After the students have made their posters (in the TO) then they will present the posters and include their own
definition of what rounding means (SO).
7.3 For the same SO, specify and exemplify an appropriate practice activity or activities.
SO Cognitive Domain- After this unit, students should be able to use their own words to describe what rounding
means.
The teacher would talk to the students about rounding. The teacher would give the students the official
definition of rounding. The students would work with a partner to create a definition of what they think
rounding means using their own words.
7.4 For the TO, specify and exemplify an appropriate evaluation follow-through activity or activities.
TO-After learning how to round a two and three digit number to the nearest ten and use number lines to round
numbers, students will create a poster rounding a two or three digit number to the nearest ten using a number
line.
The students will present their posters and explain their posters to the class. This is how the teacher will
evaluate and follow-through with this activity. The students will then be given practice problems to continue
their practice on rounding to the nearest ten using a number line.
8.1-8.4 Materials
The materials that are needed for this lesson/assessment are pretty minimal. The teacher will need the supplies
to create an anchor chart during the lesson. This will include markers and chart paper. For the lesson and for
some of the activity the teacher will have premade number lines. These number lines will only be used for the
lesson and the first set of problems. The students will then create their own number lines for the rest of the
activity. The teacher will also have the activity printed for the students. The teacher will need to have the first
assessment covering rounding to the nearest 10 printed. The teacher will need a recording sheet to write all
notes for the observation time and one-on-one time with the students. The last thing that the teacher will need is
to create a questionnaire for the math coach that is working with the struggling students.
9 Formative Evaluation
The first set of data that would need to be collected would be who understands rounding to the nearest 10 and
who does not understand rounding to the nearest 10. The second set of information that will need to be collected
will be which class each set of students are in, that do not understand. Third, talking to our math coaches we
would need to choose the best strategy to focus on for the struggling students. This is important because the
students do not need to try to learn 4 strategies while trying to understand the concept.
The data regarding the students that are struggling can be gathered from reviewing the first assessment over
rounding to the nearest 10. The information about the students experience with solving rounding to the nearest
10 problems would be gathered from teacher observations and conversations with the students. The third set of
data regarding the students’ performance during work time would be gathered by creating a questionnaire for
the math coach that would be working with the struggling students.
10 Revision Section
After all activities are completed and the last assessment has been given, the teacher will evaluate how the
lessons, activities, and re-teaching went. The teacher will take the positive things, things that went right, that
happened throughout the lesson and keep those in the plans for next time she teaches rounding to the nearest 10.
The teacher will also take the negatives, things that did not go well, and make notes for next time. The teacher
will write about what went wrong and what should be changed for next time. The teacher will then work on
rewriting the lesson plan for next year when he or she uses it.
Assistive Technology
http://www.cross-plus-a.com/balabolka.htm
Balabolka is a text-to-speech program that students can use to read math problems or read back their answers after they
have written them. This can assist students that have trouble reading.
https://mathtalk.com/
Math Talk is a speech recognition math program/software. This helps students who are physically challenged and cannot
use a keyboard or mouse.
https://www.fuelthebrain.com/games/number-line/
Fuel the Brain has an interactive number line that students can use. This can assist students that struggle with drawing
number lines on paper.
http://www.livescribe.com/en-us/solutions/learningdisabilities/
Smartpen captures everything that you hear and write in class. This helps students that struggle keeping up with lesson
information or writing the notes in class.