DGM2 TASK 3_
docx
keyboard_arrow_up
School
iTeach texas *
*We aren’t endorsed by this school
Course
WGU
Subject
Mathematics
Date
Apr 3, 2024
Type
docx
Pages
4
Uploaded by BarristerTeam13706
A.
1. The Formative assessment does align with the learning objective from the Lesson plan “Multiplying Tenths by Tenths” . It is asking the students to demonstrate physically and visually what they have learned by using a 10x10 graph to multiply tenths by tenths. By doing this, according to the objective, the students should be able to complete this assessment with the 80% accuracy as stated. This lesson plan includes practice, in the form of word problems. One of the problems talks about a student whose mom sent brownies to school. This problem is asking the students how to find out how many brownies the students should bring to the class. The lesson plan supports the state standards. The National Standards clarifies that students will
be able to “Add, subtract, multiply, and divide decimals to hundredths, using concrete models or
drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. In this standard, dividing decimals is limited to a whole number dividend with a decimal divisor or a decimal dividend with a whole number divisor. Compare the value of the quotient on the basis of the values of the dividend and divisor.” This lesson plan allows the Students to use the 10x10 grid to help them have a better understanding of multiplying tenths by
tenths to get hundredths. This will help them show their work and have a better understanding of the work they are doing. 2. The assessment is appropriate in objectivity because it gives the students several opportunities to show that they are understanding, and can correctly solve the problems given to
them. Each student is all given the proper task according to the requirements to clarify their understanding behind why multiplying tenths by tenths makes a hundredths. 3. The assessment can allow the teacher an opportunity to evaluate a student's comprehension by
giving them independent work to demonstrate their ability to complete the problem. This also allows the teacher to see if there is any student that is having difficulty with the assessment. The
teacher will then be able to know who will be able to correctly solve the problems on the assessment. She will then be able to assess where a student is getting confused and be able to address that.
B. 1. The lesson plan “ Multiplying Tenths” the students were not effective based on the assessment. The results that were posted and evaluated showed that 77% of the students had failed to meet the learning objectives that this lesson provides. This was proven by question 5 on the formative assessment. When going over the assessment, Jon R stood out to me. He passed the assessment but he left question 5 blank. In reviewing this it makes me think that the teacher should have explained how the grade of this assignment was used to differentiate the instruction for the current and future students.
C. Discuss specific learning needs for each of the three students in the attached “Student Profiles.”
After reviewing the students profiles, the students that show that they need differentiated instruction or accommodations for the assignment were as follows. Michael P. -He is considered
to be a Gifted and talented student, but he is sometimes unmotivated by the original teaching style and he needs to be challenged in a different teaching style to reach full potential. Daniel B.
has an IEP for a medical diagnosis, and often struggles to stay focused. He is academically behind all his classmates even after receiving his accommodations. Maria. E. is an English Language learner. She seems to be a very hard worker but she needs extra support by accommodating her material to be able to really understand the assignment.
1. Maria E failed the assessment because she only reached 50%. She fails to understand the task due to being an English Learner and this is what could have caused her to get a poor score
on the assessment. Micahel P got 75% of the assessment, as a gifted and talented student he lacked the motivation to give any effort to the assignment. This assignment did not challenge him which caused a negative impact on Michael’s ability to make a high score. Daniel B failed the assessment as well. He received 25% correct. Daniel often struggles to keep focus and he does have accommodations. Those accommodations are for him to have the assessment read to him, as well as giving him fewer answer choices. D. Explain how you would address the learning needs of all students in a follow-up lesson plan the next day by doing the following:
1. Describe the instructional strategies you would use in the next day’s lesson plan to address the needs of the entire class based on the results from the “Formative Assessment Results” supporting document.
The next lesson I would give over this Objective, Multiplying Tenths I would start with a demonstration of how to solve a multiplication of tenth by tenth problem. This demonstration would utilize manipulatives to give examples of how to solve the problem. I would put students into groups. Pass out the group activity and have the students work out one problem at a time. While the student who drew the cards works on it, the other students are working to check and make sure they are watching to make sure each step is being followed. I Would make sure to set the groups up where there were Higher kids and lower kids in each one. When going over the assessment it showed that 6 of the students knew the material and were ready to move on to a bigger step. While the others needed the extra practice. I would have those 6 spread out through these groups to help explain to the others what steps they may be missing or not doing correctly. This would benefit the class because it would help the higher students with challenging them and help the lower students get a chance to see what they may not be getting.
This would allow the student to see how other students mastered the content and help them be able to understand it more. Once the students have gone through all the group questions I would give them a new formative assessment. This assessment would have some questions for
the students to work out and some questions that would allow them to make their own multiplication problem to solve. D2. - D2a Michale P in this situation would be put in a group as the higher students, helping the
lower one. This will challenge Michael by having him figure out how to explain the problem step by step to another student. This would also help Michael with being able to be more expressive with his answers on the next assessment. Like for question 5, this question was probably too vague for him to get an actual answer. By rephrasing the question it could allow Michaels to elaborate more on his understanding of the question and this would also meet Michaels needs.
Maria E would benefit from the assessment if it were in her native language. I would have Maria retake the assessment but have it in her native language this time. That would allow her to understand the material more clearly. Giving the assessment in her native language would allow
Maria to recognize the vocabulary and be able to give the teacher an actual understanding of Marias understanding of the objective. Daniel B. would need to get a more focused approach to
the assessment in order to stay focused. He would benefit from being closer to the teacher and even have the teacher read the problems to him. His profile shows that his lack of focus is caused by his ADHD diagnosis from his doctor. It also states that Daniel needs to have each question read out loud to him to help have a better understanding of each question. 3. If I were the teacher, I would give the students a group assignment of Mulitplying tenths by tenths. I would pair them up in groups and have one student read the problem and work it out while the others help. Having the students work together to complete the set of cards in the activity will allow them to not only work at their own pace but also allows those students that need the higher challenge an opportunity to help the lower students with the places they are struggling. a. For Maria this would allow her to see the other students working out the problem step by step. By watching her peers work the problem out it will give maria the chance to see it done and could copy the steps on her own problem. If watching this didnt work then I as the teacher would allow for Maria to use resources For Michale P this would challenge him to not only get the answers right, but also be able to help other students where they may not be understanding.
This allows him to be more of a helper in this situation. Daniel B would be able to work with the teacher in a small group that way he could have more focus. Daniel would get the questions read to him and be able to get a step by step instruction check with the teacher. Western Governors University. (n.d.). Multiply Tenths by Tenths. Retrieved fromhttps://tasks.wgu.edu/student/001020960/course/20280010/task/2729/overviewWestern Governors University. (n.d.) Student Profiles. Retrieved
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
fromhttps://tasks.wgu.edu/student/001020960/course/20280010/task/2729/overviewCommon Core State Standards Initiative. (2021). Grade 5. Number and Operations in Base Ten. Retrieved from http://www.corestandards.org/Math/Content/5/NBT/B/7/Western Governors University. (n.d.) Formative Assessment. Retrieved fromhttps://tasks.wgu.edu/student/001020960/course/20280010/task/2729/overviewWestern Governors University. (n.d.) Formative Assessment Results. Retrieved from
https://tasks.wgu.edu/student/001020960/course/20280010/task/2729/overviewWestern Governors University. (n.d.). Multiply Tenths by Tenths. Retrieved fromhttps://tasks.wgu.edu/student/001020960/course/20280010/task/2729/overviewWestern Governors University. (n.d.) Student Profiles. Retrieved fromhttps://tasks.wgu.edu/student/001020960/course/20280010/task/2729/overview