TEEL350InstructionalDesignTemplate

Instructional Design Template Name: Karla Kline Stage 1: Desired Outcome Goals: K.OA.1. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g. claps), acting out situations, verbal explanations, expressions, or equations. Essential Questions (foster inquiry, promote understanding, transfer learning):  What is addition? What is subtraction?  How do addition and subtraction relate to each other?  Why do you need to know how to add?  Why do you need to know how to subtract?  How can knowing addition and subtraction facts help you?  How can you use objects to solve joining and separating problems?  How do you know which mathematical symbol to use + or -?  How can sets of objects and numbers be compared and ordered?  How can you show numbers in different ways? Intended Learning Outcomes (ILO) Students will know:  What addition is  How to add using different methods  What subtraction is  How to subtract using different methods  The difference between addition and subtraction  Different techniques to complete addition and subtraction problems Students will be able to:  Define an addition problem  Demonstrate an addition problem using one of the learned methods  Tell what subtraction is  Model a subtraction problem using a selected method.  Evaluate the information given and recognize if they need to add or subtract.  Apply information learned to complete an addition or subtraction problem. Stage 2: Assessment Evidence Assessment evidence: fully describe 1 pre- assessment, 2 formative assessments, and 1 summative assessment and your rationale for your choice of each assessment tool. Data produced: include how data from this assessment will be used as evidence of student learning and how that data aligns with your ILOs.

Instructional Design Template 1. Pre-assessment: Using objects given to the students I will write/tell students a problem and have them demonstrate the problem using their given objects. I will walk around and check the students’ work. Out of 3 addition and 3 subtraction I will keep a record of how many each student answered correctly. This will give me evidence on whether a student knows what addition or subtraction is and the difference. 2. Formative assessments: One assessment would be of addition and subtraction problems using manipulatives. I would have students use manipulatives and/or drawings to represent addition and subtraction problems. I would also have students perform an oral assessment on the meaning of the symbols (+, -, =). Another assessment would be a worksheet of addition and subtraction for the students to complete. Observation of students working on problems or pop quizzes. This will allow me to see if students are understanding addition and subtraction and if they are struggling then what they are struggling with. 3. Summative assessment: Students will receive a test with 10 problems to complete. The test will contain addition and subtraction problems and students will need to use a drawing to represent each number and the answer. Students will also be required to demonstrate using manipulatives addition and subtraction problems. Using this method will allow me to first see if a student follows directions and knows what subtraction and addition are. I will also be able to see if the student can complete addition and subtraction problems on their own.

Instructional Design Template b. 2 c. 5 d. 1 4. 4-1=____ a. 5 b. 1 c. 3 d. 6 5. 2+3=____ a. 2 b. 5 c. 4 d. 0 Write the corresponding letter of the correct answer on the line given (1 point each question) __________ 1. 4+2= a. 2 __________ 2. 1+3= b. 3 __________ 3. 0+5= c. 4 __________ 4. 5-3= d. 5 __________ 5. 4-1= e. 6 Three examples of a completion (fill-in-the-blank) items (with or without a word bank). Using the shapes below fill in the blank with the correct answer. (1 point each question) Answer choices: 4 2 6 1. There are ________ circles. 2. There are ________ squares. 3. There are ________ more squares than circles. One example of a short answer item WITH a related checklist or rating scale for grading purposes.

Instructional Design Template In your own words write 1-2 sentences telling me what addition is. (3 points) 1. How do you define addition? ______________________________________________________________________ Short answer grading checklist 1 point: The student used symbols to show addition. 2 points: The student used words to answer and not sentences. 3 points: The student provided the correct answer in 1-2 sentences. For the performance task section, you may briefly describe what you'll be doing as a performance assessment. You'll want to include: the goal of the activity (what will students do or produce?), the intended audience (who will the present their work to?), and the criteria for success (what content knowledge and skills will they utilize?). Performance Task(s): 1. What will your students do or produce? How is this task related to your Intended Learning Outcomes?

Instructional Design Template Blank Rubric Rubric Components Point Scale 4 3 2 1 Student Score

Instructional Design Template Table of Specifications Content Level of Cognitive Demand Remember Understand Apply Analyze Evaluate Create Adapted from Gareis, C. R. & Grant, L. W. (2015). Teacher-made assessments. New York, NY: Routledge.