Instructional Analysis Context
This study will be conducted in a third grade mathematics intervention small group. This group consists of four students whose ages range from eight to nine years old. This analysis will be conducted at St. James Elementary School in Horry County, SC. Each of the four students selected for this group has scored in the twentieth to twenty-third percentile on recent standardized tests. Although these scores have not resulted in an Individualized Education Plan (IEP), my administration has deemed that they are in need of additional support in mathematics.
Three of my students are of Caucasian descent and one student is of African-American descent. This group consists of two male and two female students. Each of the students selected for this group are receiving small group mathematics instruction for thirty minutes four days a week, totaling two hours a week. The group as a whole enjoys mathematics and enjoy learning the content through interactive/hands-on games. At times, they can be very distracted, which is why small group instruction is beneficial for these students. The schedule for these students includes an eight minute mathematics probe every Monday followed by probe review. I then meet with students every Tuesday, Thursday, and Friday to teach thirty minute interactive lessons pertaining to mathematics content.
Rationale:
AIMSweb Math Computation is a mathematics probe designed by Pearson Inc. The program/company provides mathematical probes for grade levels K-12. Each grade level is comprised of multiple probes that can be given. The purpose of the AIMS mathematical probes is to provide a resources to progress monitor students. For the purpose of this study I will be using the AIMsweb probe: Grade 3, Probe5.
Description of Context:
Facts about the AIMsweb probe: Grade 3, Probe5
· This probe is comprised of two pages.
· Page one is comprised of twenty questions (numbers 1-20).
· Page two is comprised of seventeen questions (numbers 21-37).
· Both pages total to thirty-seven questions.
· Equations are presented horizontally and vertically.
· Twelve problems require the use of addition.
o 1-digit + 1-digit
o 1-digit + 2-digit
o 2-digit + 2-digit
o 3-digit + 2-digit
o 3-digit + 3-digit
o 1-digit + 1-digit + 1-digit
o 1-digit + 1-digit + 2-digit
o 3-digit + 3-digit + 3-digit
· Twelve problems require the use of subtraction
o 1-digit - 1-digit
o 2-digit - 1-digit
o 2-digit - 2-digit
o 3-digit - 2-digit
o 3-digit - 3-digit
· Nine problems require the use of multiplication.
o 1-digit X 1-digit
o 1-digit X 2-digit
· Four problems require the use of division.
o 1-digit / 1-digit
o 2-digit / 1-digit
· Not all problems are worth the same amount of points.
Description of Learners:
This study will be conducted in a third grade mathematics intervention small group. This group consists of four students whose ages range from eight to nine years old. This analysis will be conducted at St. James Elementary School in Horry County, SC. Each of the four students selected for this group has scored in the twentieth to twenty-third percentile on recent standardized tests. Although these scores have not resulted in an Individualized Education Plan (IEP), my administration has deemed that they are in need of additional support in mathematics.
Three of my students are of Caucasian descent and one student is of African-American descent. This group consists of two male and two female students. Each of the students selected for this group are receiving small group mathematics instruction for thirty minutes four days a week, totaling two hours a week. The group as a whole enjoys mathematics and enjoy learning the content through interactive/hands-on games. At times, they can be very distracted, which is why small group instruction is beneficial for these students. The schedule for these students includes an eight minute mathematics probe every Monday followed by probe review. I then meet with students every Tuesday, Thursday, and Friday to teach thirty minute interactive lessons pertaining to mathematics content.
Rationale:
AIMSweb Math Computation is a mathematics probe designed by Pearson Inc. The program/company provides mathematical probes for grade levels K-12. Each grade level is comprised of multiple probes that can be given. The purpose of the AIMS mathematical probes is to provide a resources to progress monitor students. For the purpose of this study I will be using the AIMsweb probe: Grade 3, Probe5.
Description of Context:
Facts about the AIMsweb probe: Grade 3, Probe5
· This probe is comprised of two pages.
· Page one is comprised of twenty questions (numbers 1-20).
· Page two is comprised of seventeen questions (numbers 21-37).
· Both pages total to thirty-seven questions.
· Equations are presented horizontally and vertically.
· Twelve problems require the use of addition.
o 1-digit + 1-digit
o 1-digit + 2-digit
o 2-digit + 2-digit
o 3-digit + 2-digit
o 3-digit + 3-digit
o 1-digit + 1-digit + 1-digit
o 1-digit + 1-digit + 2-digit
o 3-digit + 3-digit + 3-digit
· Twelve problems require the use of subtraction
o 1-digit - 1-digit
o 2-digit - 1-digit
o 2-digit - 2-digit
o 3-digit - 2-digit
o 3-digit - 3-digit
· Nine problems require the use of multiplication.
o 1-digit X 1-digit
o 1-digit X 2-digit
· Four problems require the use of division.
o 1-digit / 1-digit
o 2-digit / 1-digit
· Not all problems are worth the same amount of points.
Description of Learners:
Performance Context of Learners and Implications for Instruction
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.
Goal Analysis:
Based on the instructional goal, students will be able to do the following based the specifically needed mathematical operation.
· 3.NSBT.2 Add and subtract whole numbers fluently to 1,000 using knowledge of place value and properties of operations.
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.
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
Subskills Analysis:
Upon the completion of hand-on interactive lessons pertaining to addition, subtraction, multiplication, and division students should be able to accurately determine the answers to the following types of questions:
· 1-digit + 1-digit
o 2+2
· 1-digit + 2-digit
o 11+6
o 10+9
· 2-digit + 2-digit
o 11+11
o 14+16
o 15 + 19
o 84+96
· 3-digit + 2-digit
o 390+32
· 3-digit + 3-digit
o 344+121
· 1-digit + 1-digit + 1-digit
o 1+7+8
· 1-digit + 1-digit + 2-digit
o 5+80+2
· 3-digit + 3-digit + 3-digit
o 362+207+401
· 1-digit - 1-digit
o 9-1
· 2-digit - 1-digit
o 15-2
o 13-4
· 2-digit - 2-digit
o 89-42
o 12-10
o 17-17
o 13-10
o 82-45
· 3-digit - 2-digit
o 586-70
o 940-13
· 3-digit - 3-digit
o 343-134
o 484-103
· 1-digit X 1-digit
o 7 X 2
o 8 X 3
o 4 X 6
o 9 X 2
o 5 X 3
o 7 X 3
o 6 X 3
o 2 X 8
· 1-digit X 2-digit
o 4 X 12
· 1-digit / 1-digit
o 6/3
· 2-digit / 1-digit
o 48/6
o 24/8
o 48/8
Entry Behaviors/Prerequisite Skills Analysis:
Based on the instructional goal, students will be able to do the following based the specifically needed mathematical operation.
Each week students will improve by 5% on their weekly eight minute mathematics probe that is comprised of addition, subtraction, multiplication, and division questions.
Goal Analysis:
Based on the instructional goal, students will be able to do the following based the specifically needed mathematical operation.
· 3.NSBT.2 Add and subtract whole numbers fluently to 1,000 using knowledge of place value and properties of operations.
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.
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
Subskills Analysis:
Upon the completion of hand-on interactive lessons pertaining to addition, subtraction, multiplication, and division students should be able to accurately determine the answers to the following types of questions:
· 1-digit + 1-digit
o 2+2
· 1-digit + 2-digit
o 11+6
o 10+9
· 2-digit + 2-digit
o 11+11
o 14+16
o 15 + 19
o 84+96
· 3-digit + 2-digit
o 390+32
· 3-digit + 3-digit
o 344+121
· 1-digit + 1-digit + 1-digit
o 1+7+8
· 1-digit + 1-digit + 2-digit
o 5+80+2
· 3-digit + 3-digit + 3-digit
o 362+207+401
· 1-digit - 1-digit
o 9-1
· 2-digit - 1-digit
o 15-2
o 13-4
· 2-digit - 2-digit
o 89-42
o 12-10
o 17-17
o 13-10
o 82-45
· 3-digit - 2-digit
o 586-70
o 940-13
· 3-digit - 3-digit
o 343-134
o 484-103
· 1-digit X 1-digit
o 7 X 2
o 8 X 3
o 4 X 6
o 9 X 2
o 5 X 3
o 7 X 3
o 6 X 3
o 2 X 8
· 1-digit X 2-digit
o 4 X 12
· 1-digit / 1-digit
o 6/3
· 2-digit / 1-digit
o 48/6
o 24/8
o 48/8
Entry Behaviors/Prerequisite Skills Analysis:
Based on the instructional goal, students will be able to do the following based the specifically needed mathematical operation.