Instructional Goal Statement:
Each week students will improve by 5% on their weekly eight minute mathematics probe that is comprised of addition, subtraction, multiplication, and division questions.
Performance Objective:
By the end of this unit (four weeks), students will be able to add, subtract, multiply, and divide single and multi-digit numbers.
Standards:
3.NSBT.2 Add and subtract whole numbers fluently to 1,000 using knowledge of place
value and properties of operations.
In mastering this standard, students will be able to:
o Add 1-digit + 2-digit numbers
o Add 2-digit + 3-digit numbers
o Add 3-digit + 3-digit numbers
o Add 1-digit + 1-digit + 2-digit numbers
o Add 3-digit + 3-digit + 3-digit numbers
o Subtract 1-digit - 1-digit numbers
o Subtract 1-digit - 2-digit numbers
o Subtract 2-digit - 3-digit numbers
o Subtract 3-digit - 3-digit numbers
3.ATO.7 Demonstrate fluency with basic multiplication and related division facts of
products and dividends through 100.
In mastering this standard, students will be able to:
o Multiply 1-digit by 1-digit numbers
o Multiply 1-digit by 2-digit numbers
o Divide 1-digit by 1-digit numbers
o Divide 1-digit by 2-digit numbers
Sample Assessments For Each Objective
AIMSweb Progress Monitor Grade 3 assessments will be used to assess this study’s objective. This series of tests are designed to test student’s mastery of addition, subtraction, multiplication, and division within one test.
After completing small group instruction and independent activities, students will be able to correctly answer addition, subtraction, multiplication, and division problems. Students will increase their accuracy by 5% on each assessment.
Instructional sequence
Students will complete three lessons a week and then be given the AIMSweb assessment on the fourth day of our weekly rotation. Day 1 of the weekly rotation will consist of using hands-on manipulatives (Base-10 Blocks) to visually represent a series of mixed operation problems. Day 2 of the weekly rotation will consist of a small group game in which the students are asked to find the answer to mixed operation problems. Day 3 of the weekly rotation will require students to engage in EDM Games (digital games) and tutorials that require them to answer mixed operation questions. On Day 4, students will take the eight minute (timed) AIMSweb progress monitoring assessment.
Pre-instructional activities
Prior to beginning small group mathematics intervention students’ map scores are analyzed to determine which students will benefit from extra support. Students scoring in the 20th-23rd percentile on their Fall 2019 MAP test were selected to receive extra support in a small group setting.
On the first day of mathematics intervention students were given the AIMSweb Progress Monitor Grade 3, Probe 5 eight minute timed assessment. This test was then analyzed to determine which operations students needed extra support to master.
Each week students will improve by 5% on their weekly eight minute mathematics probe that is comprised of addition, subtraction, multiplication, and division questions.
Performance Objective:
By the end of this unit (four weeks), students will be able to add, subtract, multiply, and divide single and multi-digit numbers.
Standards:
3.NSBT.2 Add and subtract whole numbers fluently to 1,000 using knowledge of place
value and properties of operations.
In mastering this standard, students will be able to:
o Add 1-digit + 2-digit numbers
o Add 2-digit + 3-digit numbers
o Add 3-digit + 3-digit numbers
o Add 1-digit + 1-digit + 2-digit numbers
o Add 3-digit + 3-digit + 3-digit numbers
o Subtract 1-digit - 1-digit numbers
o Subtract 1-digit - 2-digit numbers
o Subtract 2-digit - 3-digit numbers
o Subtract 3-digit - 3-digit numbers
3.ATO.7 Demonstrate fluency with basic multiplication and related division facts of
products and dividends through 100.
In mastering this standard, students will be able to:
o Multiply 1-digit by 1-digit numbers
o Multiply 1-digit by 2-digit numbers
o Divide 1-digit by 1-digit numbers
o Divide 1-digit by 2-digit numbers
Sample Assessments For Each Objective
AIMSweb Progress Monitor Grade 3 assessments will be used to assess this study’s objective. This series of tests are designed to test student’s mastery of addition, subtraction, multiplication, and division within one test.
After completing small group instruction and independent activities, students will be able to correctly answer addition, subtraction, multiplication, and division problems. Students will increase their accuracy by 5% on each assessment.
Instructional sequence
Students will complete three lessons a week and then be given the AIMSweb assessment on the fourth day of our weekly rotation. Day 1 of the weekly rotation will consist of using hands-on manipulatives (Base-10 Blocks) to visually represent a series of mixed operation problems. Day 2 of the weekly rotation will consist of a small group game in which the students are asked to find the answer to mixed operation problems. Day 3 of the weekly rotation will require students to engage in EDM Games (digital games) and tutorials that require them to answer mixed operation questions. On Day 4, students will take the eight minute (timed) AIMSweb progress monitoring assessment.
Pre-instructional activities
Prior to beginning small group mathematics intervention students’ map scores are analyzed to determine which students will benefit from extra support. Students scoring in the 20th-23rd percentile on their Fall 2019 MAP test were selected to receive extra support in a small group setting.
On the first day of mathematics intervention students were given the AIMSweb Progress Monitor Grade 3, Probe 5 eight minute timed assessment. This test was then analyzed to determine which operations students needed extra support to master.
Strategies for teaching the objective
The indicated objective, students will be able to add, subtract, multiply, and divide single and multi-digit numbers, will be taught to mastery. Each week, students will be taught strategies to use when determining the answers to addition, subtraction, multiplication, and division problems in order to improve their scores on the AIMsweb assessments by at least 5% each week. Students will then practice utilizing the strategies that have learned through the incorporation of teacher-led hands-on games and digital games. Students will also be provided extra support through the incorporation of video tutorials.
Media selections and rationales for delivery of instruction
EDM Tutorial Videos:
Students will individually review the following tutorial videos using iPads. Students will be able to pause and re-watch portions of the tutorials as needed while taking notes. I will be available to further explain concepts as needed. Students will also be able to view these for further study at home as well.
Video Titles:
· Close-But-Easier Numbers: Addition
· Addition Methods: Partial-Sums Addition
· Addition Methods: Column Addition
· Addition Methods: U.S. Traditional Addition
· Subtraction Methods: Trade-First Subtraction
· Subtraction Methods: U.S. Traditional Subtraction
· Subtraction Methods: U.S. Traditional Subtraction
· Close-But-Easier Numbers: Division
· Extended Division Facts: Large Numbers
· Extended Division Facts: Partial Quotients 1
· Extended Division Facts: Partial Quotients 2
· Extended Facts 1
· Extended Facts 2
· Extended Facts 3
· Extended Facts 4
· Multiplication Methods: Partial-Products Multiplication
· Multiplication Methods: Partial Products with Multi-digit Factors
· Multiplication Methods: Lattice Multiplication 1
· Multiplication Methods: Lattice Multiplication 2
The indicated objective, students will be able to add, subtract, multiply, and divide single and multi-digit numbers, will be taught to mastery. Each week, students will be taught strategies to use when determining the answers to addition, subtraction, multiplication, and division problems in order to improve their scores on the AIMsweb assessments by at least 5% each week. Students will then practice utilizing the strategies that have learned through the incorporation of teacher-led hands-on games and digital games. Students will also be provided extra support through the incorporation of video tutorials.
Media selections and rationales for delivery of instruction
EDM Tutorial Videos:
Students will individually review the following tutorial videos using iPads. Students will be able to pause and re-watch portions of the tutorials as needed while taking notes. I will be available to further explain concepts as needed. Students will also be able to view these for further study at home as well.
Video Titles:
· Close-But-Easier Numbers: Addition
· Addition Methods: Partial-Sums Addition
· Addition Methods: Column Addition
· Addition Methods: U.S. Traditional Addition
· Subtraction Methods: Trade-First Subtraction
· Subtraction Methods: U.S. Traditional Subtraction
· Subtraction Methods: U.S. Traditional Subtraction
· Close-But-Easier Numbers: Division
· Extended Division Facts: Large Numbers
· Extended Division Facts: Partial Quotients 1
· Extended Division Facts: Partial Quotients 2
· Extended Facts 1
· Extended Facts 2
· Extended Facts 3
· Extended Facts 4
· Multiplication Methods: Partial-Products Multiplication
· Multiplication Methods: Partial Products with Multi-digit Factors
· Multiplication Methods: Lattice Multiplication 1
· Multiplication Methods: Lattice Multiplication 2
EDM Online:
Students will access the EDM Game, Multiplication Bingo
Students will use iPads to individually play the EDM Game: Multiplication Bingo, until they completed a horizontal, vertical, or diagonal match. I will be available to assist students in selecting multiplication strategies as needed.
Students will access the EDM Game, Multiplication Bingo
Students will use iPads to individually play the EDM Game: Multiplication Bingo, until they completed a horizontal, vertical, or diagonal match. I will be available to assist students in selecting multiplication strategies as needed.
Students will access the EDM Game, Multiplication Baseball
Students will use iPads to individually play the EDM Game: Multiplication Baseball, until they have earned a score that is higher than the computer’s score. I will be available to assist students in selecting multiplication strategies as needed.
Students will use iPads to individually play the EDM Game: Multiplication Baseball, until they have earned a score that is higher than the computer’s score. I will be available to assist students in selecting multiplication strategies as needed.
Students will access the EDM Games pertaining to Division.
Students will use iPads to individually play the EDM Games, until they have earned a score that is higher than the computer’s score. I will be available to assist students in selecting Division strategies as needed.
Students will use iPads to individually play the EDM Games, until they have earned a score that is higher than the computer’s score. I will be available to assist students in selecting Division strategies as needed.
Students will access the EDM Games pertaining to addition.
Students will use iPads to individually play the EDM Games, until they have earned a score that is higher than the computer’s score. I will be available to assist students in selecting addition strategies as needed.
Students will use iPads to individually play the EDM Games, until they have earned a score that is higher than the computer’s score. I will be available to assist students in selecting addition strategies as needed.
Students will access the EDM Game, Subtraction Top-It pertaining to subtraction.
Students will use iPads to individually play the EDM Game: Subtraction Top-It, until they have earned a score that is higher than the computer’s score. I will be available to assist students in selecting subtraction strategies as needed.
Students will use iPads to individually play the EDM Game: Subtraction Top-It, until they have earned a score that is higher than the computer’s score. I will be available to assist students in selecting subtraction strategies as needed.
Rationale for Tool Selection
The tools selected were chosen due to their easy accessibility, cost effectiveness (free to HCS) and level of engagement. EDM is the mathematics platform used by HCS. Therefore it is free to myself and my students. EDM online is a feature not often used to its full possibility by classroom teachers due to time constraints and unfamiliarity with the digital platform. The games selected will allow my students to practice their addition, subtraction, multiplication, and division skills while viewing the task as “play”. The tutorial videos are well produced, detailed, and accurate. The videos will allow students to work at their own pace, and even outside of the classroom if desired. When selecting tools, I asked myself the following questions…
· Does the tool align with my content objectives?
· Is the information provided by the tool accurate?
· Does the tool provide detailed explanations?
· Is the tool engaging?
· Does the tool provide opportunities for students to practice content?
· Is the tool easy to use?
Feedback
Students will receive feedback throughout each intervention session. When depicting models with base-ten blocks students will receive immediate verbal feedback. When utilizing EDM Games, students will use pre-recorded feedback (correct, incorrect, great job, try again, etc.) as programmed by the games. After each testing session, students will join me at a small group table to score the tests. I will read the answers to the test questions out loud. Students will give a check to answers that are correct and circle answers that are incorrect. This will allow students to see which operations they need to focus on.
The tools selected were chosen due to their easy accessibility, cost effectiveness (free to HCS) and level of engagement. EDM is the mathematics platform used by HCS. Therefore it is free to myself and my students. EDM online is a feature not often used to its full possibility by classroom teachers due to time constraints and unfamiliarity with the digital platform. The games selected will allow my students to practice their addition, subtraction, multiplication, and division skills while viewing the task as “play”. The tutorial videos are well produced, detailed, and accurate. The videos will allow students to work at their own pace, and even outside of the classroom if desired. When selecting tools, I asked myself the following questions…
· Does the tool align with my content objectives?
· Is the information provided by the tool accurate?
· Does the tool provide detailed explanations?
· Is the tool engaging?
· Does the tool provide opportunities for students to practice content?
· Is the tool easy to use?
Feedback
Students will receive feedback throughout each intervention session. When depicting models with base-ten blocks students will receive immediate verbal feedback. When utilizing EDM Games, students will use pre-recorded feedback (correct, incorrect, great job, try again, etc.) as programmed by the games. After each testing session, students will join me at a small group table to score the tests. I will read the answers to the test questions out loud. Students will give a check to answers that are correct and circle answers that are incorrect. This will allow students to see which operations they need to focus on.
Pre-and Posttests That Will Be Used During The Instruction To Provide Formative Data