FRIT 7231 Instructional Design

Design Document

Courtney Key

Dr. Purcell

Fall 2018
Identification of Learning Problem

Pearl Stephens Elementary School is a public school with grades three through five with

about 500 students. According to the data from the 2017-2018 Georgia Milestones third grade

test scores in Math fall below the state average. The school average for third grade was a little

over 30% and the state average for third grade was a little over 45%. These percentages represent

the students who scored a level two or higher. Scoring a level one on the Georgia Milestones is

considered being a beginning learner and a result of not passing the assessment. Scoring a level

two on the Georgia Milestones is considered being a developing learner. Scoring a level three is

considered being a proficient learner and scoring a level 4 is considered being a distinguished

learner.

One of the areas that is lacking is number sense. This area was greatly talked about in the

2017-2018 school year by the third-grade teachers as something that needed to be taught more in

depth so that the students could have better outcomes on the Georgia Milestones. The group of

third graders for the 2017-2018 year were greatly lacking in number sense, as well as the group

of third graders for this school year (2018-2019). The students come to third grade not

completely understanding how numbers work. If these students had a better idea of how numbers

worked the scores for the Georgia Milestones could be higher. They could show better

understanding throughout the year in different units of math as well.

The goal of instruction for the third graders for the 2018-2019 school year is to increase

their understanding of numbers. The goal is to get students on or above grade level by the time

they take the Georgia Milestones in the spring or to show at least 80% growth overall. By

increasing their understanding of numbers student will become more confident with numbers and

be able to do even simple arithmetic.

Learner Analysis

The group of third graders I have chosen to work with on building number sense is a

group of 8 and 9-year-olds. The team is comprised of two classes, both have 17 students. Both

classes house academically Special Education students. There are 34 students on the team. There

are 16 males and 18 females. There are 23 African Americans, five Caucasian, and six Multi-

Racial. The students’ primary language is English. Most of these students are from low-income

families and a few live in base housing on Robins Air Force Base.

There are students who receive services from an Interrelated Special Education teacher

and a Speech teacher. There are seven students who receive Special Education services in

Reading and five students who receive Special Education services for Math. There are seven

students who receive Speech services. One student is on two Response to Intervention plans for

Decoding on Words Their Way sorts 7-24 and Incremental Rehearsal for subtraction facts. Two

students are Special Education for their behavior and one is tier three for behavior. Five students

are diagnosed with ADD/ADHD. Seven students have asthma. Four students have food allergies.

Two have nosebleeds.

Recently the students took a Multi-Grade Diagnostic (MGD) test on a platform called

iLearn. The scores for the first class on the MGD ranged from 3%-69%, which means, according

to iLearn, no student is on grade level. In the first class there are three students who will be

starting on second grade standards, five students will be starting on first grade standards, and

nine will be starting on kindergarten standards. The scores for the second class range from 3%-

55%, which means, according to iLearn, there are no students on grade level in this class as well.

Two students will be starting with second grade standards, five students will be starting on first
grade standards, and eleven students will be starting with kindergarten standards. Students will

start with these standards based on their score and the way they answered questions in the MGD

assessment. Students work through and master standards and move on to the next standard and

are able to exempt standards by taking a “pre-test” for the standard and if they get a high enough

score they can move on to the next standard.

In the classroom the students have access to 5 laptops, a desktop computer, and an iPad.

There are two computer labs that they visit once a week. When logging on to iLearn, about 50%

need help logging in to the computer and getting on iLearn or anything they are working on

pulled up.

Task Analysis

For students to be considered on or above grade level, they need to have a good or great

understanding of numbers and how they work, they have to have number sense. When students

have a strong sense of numbers, they are more confident in math and will be able to better

calculate math problems with larger numbers. When students have a lack of number sense, they

do not have the foundation needed to do simple arithmetic.

Jessica Dunlap will serve as the subject matter expert for the creation of this unit. Ms.

Dunlap is the instructional coach at Pearl Stephens Elementary. I am asking her because she has

more experience in teaching the math curriculum than I do. I am currently in year 2 and she is

currently in year 7. We both know the curriculum very well, as we both have experience teaching

the content. The instructional coach has been teaching this specific curriculum for 6 years. We

both know strategies to help students strengthen their number sense and math skills.

Topic Analysis
 I. Place Value

a. Using base ten blocks

i. Use base ten blocks to build numbers

ii. Use base ten blocks to compare numbers

b. Using number lines

i. Use a number line to identify numbers

ii. Use a number line to order numbers

iii. Rounding using a number line

1. Draw number line

2. Write the two tens or hundreds the number is between

3. Count how many numbers away from the end numbers the number

they are rounding is. Ex: 46 is 6 away from 40 and 4 away from

50.

II. Calculation

a. Using Operations: Adding and Subtracting

i. Building fact fluency

1. Add and subtract basic facts. Ex: 5+8, 4-2

2. Students will add and subtract within 20

3. Students will add and subtract within 100

4. Students will add and subtract within 1,000

Building Number Sense

Mastery Not Mastered
Building numbers using place value

Use base ten blocks to

build numbers

Use base ten blocks

to compare
numbers

Using number lines

Using numbers lines to

Mastery identify numbers

Using number lines

to order numbers

Rounding numbers
using a number line
 Write the two
tens the number
is between

Count how many numbers

away from the end numbers
the number they are
rounding is. Ex: 46 is 6
away from 40 and 4 away
from 50.

Using operations

Building fact fluency

Calculation/Computation Adding and subtracting basic facts.

Ex: 5+8, 4-2

Add/subtract within
20

Add/Subtract
within 100

Add/subtract within
1,000
Instructional Objectives

Objective One: Students will be able to use place value to round to the nearest 10 or 100 with

80% accuracy.

(Cognitive Domain)

Objective Two: Students will be able to add and subtract within 1,000 using strategies with 80%

accuracy.

(Cognitive Domain)

Specific Georgia Standards:

MGSE3.NBT.1 Use place value understanding to round whole numbers to the nearest 10 or 100.

MGSE3.NBT.2 Fluently add and subtract within 1,000 using strategies and algorithms based on

place value, properties of operations, and/or the relationship between addition and subtraction.

Assessments

Objective 1 Assessment: Students will be able to use place value to round to the nearest 10 or

100 with 80% accuracy.

The assessment for objective 1 will consist of 10 questions. These questions will consist of 4

place value questions and 6 rounding questions (3 to the nearest 10 and 3 to the nearest 100). The

assessment will consist of short answer questions. The assessment will be modified to multiple

choice for students who receive math Special Education services. For the students who will have

the modified assessment there will 4 answer choices for students to choose from. The assessment

will be on Google Forms. Students will need to get at least 8 correct to meet the objective.

Assessment Questions:
Assessment 1 Answer Key:

1 a. 900

Place Value
2 b. 6

Place Value
3
b. 3
Place Value
4 c. 80

Place Value
5 60

Rounding to the

nearest 10
6 380

Rounding to the
 nearest 10
7 50

Rounding to the

nearest 10
8 700

Rounding to the

nearest 100
9 100

Rounding to the

nearest 100
10 900

Rounding to the

nearest 100

Assessment 1 Rubric:

Meets 80% or higher

Does Not Meet Below 80%

Objective 2 Assessment: Students will be able to add and subtract within 1,000 using strategies

with 80% accuracy.

The assessment for objective 2 will consist of 10 questions. Students will be given 5 addition and

5 subtraction problems. The problems will consist of two-digit and three-digit problems. The

assessment will consist of short answer questions and multiple choice. This assessment will be

modified for students who receive Special Education services. The assessment for students who

receive services will be multiple choice and consist of 4 answer choices. The assessment will be

on Google Forms. Students will need to get 8 or more problems correct to meet the objective.
Assessment 2 Questions:
Assessment 2 Answer Key:

1
669
Add
2 562

Subtract
3 920

Add
4 578

Subtract
5 885

Add
6 240

Subtract
7 906

Add
 8 538

Subtract
9 807

Add
10 552

Subtract

Assessment 2 Rubric:

Meets 80% or higher

Does Not Meet 80% or higher

Content Sequencing and Instructional Strategies

Sequence Objective Description

1 1 Students will build numbers

using place value

2 1 Students will round numbers

to the nearest 10 and nearest

100
3 2 Students will use strategies to

add numbers within 1,000

4 2 Students will use strategies to

subtract numbers within

1,000

The sequence is based on what students should know. By the time students get to third grade

they should know how to use base ten blocks and what they are used for. The sequencing is

done in order of what they need to know. To be able to use the strategies for adding and
subtracting students need to know how to build the numbers by place value (base ten blocks). By

using the strategies to add and subtract, students are able to see that when they use the standard

algorithm that they are carrying a 10 or a 100 not just a 1 when adding. They are also able to

better understand why they have to regroup when using the standard algorithm for subtraction.

Objective 1: Students will be able to use place value to round to the nearest 10 or 100 with 80%

accuracy.

Initial Presentation: Students will begin by watching videos that explain that numbers are written

in standard form, expanded form, and word form. The videos will show the three ways. Students

will then move on to videos that go through the steps of rounding to the nearest 10 and the

nearest 100.

Strategy: Demonstration (modeling) (Morrison, Ross, Kalman, Kemp, 2013)

Differentiation: Students will be able to watch multiple videos. They will also be able to

watch them as many times as they want. By being able to watch them as many times as

they want, students will become more comfortable and confident in their ability to round

numbers to the nearest 10 and 100.

Generative Strategy: Students will create 6 numbers up to three digits, nothing over 1,000. They

will then write the numbers in standard form, expanded form, and word form. They will then

round the numbers they created to the nearest 10 and/or 100.

Strategy: Practice

Differentiation: Students are able to choose their numbers. Three should be two-digit

numbers and the other three should be three-digit numbers, they are not allowed to pick

one-digit numbers.
Objective 2: Students will be able to add within 1,000 using strategies with 80% accuracy.

Initial Presentation: Students will watch videos on adding three-digit numbers. The videos will

show two different strategies that will be used to add three-digit numbers (place value strategy

and decomposing strategy). The videos will include problems that would involve regrouping if

using the traditional algorithm.

Strategy: Demonstration then practice

Differentiation: There will be multiple videos shown. Students will be able to watch as

many of them as they want. They can also watch them as many times as they want.

Students will also learn more than one strategy for adding three-digit numbers. They will

be able to pick the strategy that works better for them.

Generative Strategy: Students will be given 4 addition problems that they will work out using the

strategy of their choice.

Strategy: Integration (Morrison, Ross, Kalman, Kemp, 2013)

Differentiation: Students will be given a mix of problems that involve regrouping while

adding. Struggling students will be given only 1 problem that involves regrouping.

Objective 2: Students will be able to subtract within 1,000 using strategies with 80% accuracy.

Initial Presentation: Students will watch videos on subtracting three-digit numbers. The videos

will show two different strategies that will be used to subtract three-digit numbers (building up

strategy and arrow method strategy). The videos will include problems that would involve

borrowing if using the traditional algorithm.

Strategy: Demonstration then practice

Differentiation: There will be multiple videos shown. Students will be able to watch as

many of them as they want. They can also watch them as many times as they want.
 Students will also learn more than one strategy for subtracting three-digit numbers. They

will be able to pick the strategy that works better for them.

Generative Strategy: Students will be given 4 subtraction problems that they will work out using

the strategy of their choice.

Strategy: Integration (Morrison, Ross, Kalman, Kemp, 2013)

Differentiation: Students will be given a mix of problems that involve borrowing when

subtracting. Struggling students will be given only 1 problem that involves borrowing.

Instructional Design Summary

Gain the Attention of your Learners: To gain the attention of the learners throughout the unit, I

will appeal to the different learning styles of the students. Students will watch many videos over

the course of the unit. The videos will show them the processes of rounding to the nearest 10 and

100, adding three-digit numbers, and subtracting 3-digit numbers. They will then have the

opportunity to practice the skills they are taught.

Inform the Learners of the objectives: Students will be informed of the objectives through the

use of a video that explains why it is important they learn these standards.

Activate relevant prior knowledge: Students start learning about place value before they come to

third grade. The skills build on themselves as they progress through each grade level. To be able

to succeed in mastering the two objectives they need to have a good sense of numbers, which is

why I plan to start the instruction with place value, using standard, expanded and written forms

of numbers.

Content Delivery: Students will watch videos to learn the content. Students will also practice the

content on a google site.

Activity Goal Objective Differentiation Assessement Feedback
1. Students Students will 1, 2 Video will N/A N/A

will watch know the show a quick

the video that content they peek of the

will inform are going to strategies they

them of the be learning will learn.

objectives and what

and the they should Students can

content of the be able to do watch video as

unit. The by the end of many times as

video will the unit they want.

tell them

what they

will be able

to do by the

end of the

unit.
2. Students Students will Objective 1 Students will N/A N/A

will begin by be able to be able to

watching write view the video

videos that numbers in as many times

explain that the three as they need.

numbers are different

written in ways Students will

standard (standard be able to

form, form, pause the

expanded expanded video if

form, and form and needed.

word form. word form)

The videos

will show the

three ways.
3. Students Students will Objective 1 Students will N/A N/A

will then be able to be able to

move on to round view the video

videos that numbers to as many times

go through the nearest as they need.

the steps of 10.

rounding to Students will

the nearest be able to

10. pause the

video if

needed.
4. Students Students will Students will N/A N/A

will then be able to be able to

move on to round to the view the video

videos that nearest 100. as many times

go through as they need.

the steps of

rounding to Students will

the nearest be able to

100. pause the

video if

needed.
5. Students will Objective 1 Students will Students will Teacher will

Generative be able to get to choose submit their provide

Strategy: write each of their numbers. work on a feedback to

Students will their They may not Google Doc. students

create 6 numbers in choose one- based on

numbers up standard digit numbers. their

to three form, responses.

digits, expanded

nothing over form, and

1,000. They word form

will then and will also

write the be able to

numbers in round each

standard number to

form, the nearest

expanded 10 and the

form, and nearest 100.

word form.
They will

then round

the numbers

they created

to the nearest

10 and/or

100.
6. Students will Objective 1 The The Teacher will

Assessment be able to tell assessment assessment provide

on objective the value of will consist of will be on feedback to

1 numbers in short answer Google students

different questions. The Forms. based on

places and assessment their

round will be responses.

numbers to modified to

the nearest multiple

10 and the choice for

nearest 100. students who

receive math

Special

Education

services. For

the students

who will have

 the modified

assessment

there will 4

answer

choices for

students to

choose from.
7. Students Students will Objective 2 Students will N/A N/A

will watch be able to be able to

multiple add three- watch the

videos, digit videos as

learning numbers many times as

various using a they want.

strategies to strategy. Students will

adding three- be able to pick

digit the strategy

numbers. that works

best for them.

8. Generative Students will Objective 2 Students will Students will Teacher will

Strategy: be able to be given a mix submit their provide

Students will add three- of problems work on a feedback to

be given 4 digit that involve Google Doc. students

addition numbers. regrouping based on

problems that while adding. their

they will Struggling responses.

work out students will

using the be given only

strategy of 1 problem that

their choice. involves

regrouping.

9. Students Students will Objective 2 Students will N/A N/A

will watch be able to be able to

multiple subtract watch the

videos, three-digit videos as

learning numbers. many times as

various they want.

strategies to Students will

subtracting be able to pick

three-digit the strategy

numbers. that works

best for them.

10. Students will Objective 2 Students will Students will Teacher will

Generative be able to be given a mix submit their provide

Strategy: subtract of problems work on a feedback to

Students will three-digit that involve Google Doc. students

be given 4 numbers borrowing based on

subtraction using a when their

problems that strategy of subtracting. responses.

they will their choice. Struggling

work out students will

using the be given only

strategy of 1 problem that

their choice. involves

borrowing.
11. Students will Objective 2 The problems The Teacher will

Assessment be able to will consist of assessment provide

on Objective add and two-digit and will be on feedback to

2 subtract three-digit Google students

using problems. The Forms. based on

strategies assessment their

that work will consist of responses.

best for them short answer

questions and

multiple

choice. The

assessment for

students who

receive

services will

be multiple

choice and
 consist of 4

answer

choices.

Formative Evaluation Plan

Jessica Dunlap is serving as the subject matter expert for the creation of this unit. Ms.

Dunlap is the instructional coach at Pearl Stephens Elementary. I am asking her because she has

more experience in teaching the math curriculum than I do. I am currently in year 2 and she is

currently in year 7. We both know the curriculum very well, as we both have experience teaching

the content. Ms. Dunlap taught this specific curriculum for 6 years, before moving on to be the

instructional coach. We both know strategies to help students strengthen their number sense and

math skills. Ms. Dunlap will pilot test the unit and complete a survey of questions to help me

improve or modify the content and sequencing of instruction.

SME Survey

Content Appropriateness and Accuracy

1. Is the content appropriate for students on grade level?

Yes No

If no, what could be added?

________________________________________________________________

2. Is the content appropriate for students below grade level?

Yes No

If no, what could be added for the students below grade level?

________________________________________________________________
 3. Is the content appropriate for students above grade level?

Yes No

If no, what could be added for the students above grade level?

_________________________________________________________________

4. Is the content correctly sequenced?

Yes No

If no, what can be improved/changed?

_________________________________________________________________
Completeness
5. Did all sections of the unit work?

Yes No

6. Based on the information in the unit, was all content available for students to be able to

learn the skills needed to meet the objectives?

Yes No

If no, what needs to added?

_________________________________________________________________

What section does the above need to be added to?

_________________________________________________________________

7. Is there anything that needs to be taken out of the unit?

Yes No

If yes, what needs to be taken out?

_________________________________________________________________
Usability and Appeal
8. Will this unit be easy for third graders to use?

Yes No
 9. What will make this easier for third graders to use?

_________________________________________________________________

10. Is the content engaging enough for students to learn the objectives?

Yes No

If no, what do you suggest adding to make it more engaging?

_________________________________________________________________

Test Audience

I will have a group of 8 3rd grade students complete a trial run of the unit of instruction.

The students will complete each module as well as all the assessments that are in the unit. 6 out

of the 8 students will need to meet the objectives for this unit to be effective. Students will also

complete a survey to tell me about their experience and help me make the unit better and/or more

engaging.

Small Group Survey

1. The videos were

Fun Boring

2. The lessons were

Fun Boring and Hard Easy

3. Did you learn anything?

Yes No

If yes, what did you learn?

_________________________________________________________________

4. Were the lessons easy for you to understand?

Yes No
5. How long did it take you to finish the unit?

1-2 days 3-4 days 5-6 days 7-8 days 9-10 days more than

10 days