Miss Iman McGilberry

September 18, 2018

1.0 Problem Analysis
1.0 What is your systems of interest?

As a third grade teacher in Dekalb County School District my systems of interest in teaching
students multiplying by single digit numbers. I will like my students to master the Georgia
Standard of Excellence that states as third grade students they should be able to interpret
products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7
objects each. My plan is to provide instruction for all students to promote conceptual and
procedural understanding.

1.1 What are the sub systems?

Background Knowledge

Upon completion of 2nd grade, students should have mastered several skills that
contribute to the success of conceptual understanding. Students should be able to
skip count, understand the concept of arrays, and comprehend the understanding
of repeated addition; When there is a lack thereof, students struggle attaining the
goal stated above.

Resources Available

These students are provided with My Math textbook that coincides with state
standards. In the 21st century classroom, many online platforms are used to
promote the growth of learning. These resources are accessible using a tablet,
desktop, or laptop. The online sources used that assists student learning are
Freckle.com, Education Galaxy.com, and Cool Math.com. Freckle and Education
Galaxy provide a unique learning experience based on the student skill level. Cool
Math provides fact fluency practice for each student. Printed flash cards are
available to students to use at home or in the classroom.

Abilities of Students

These students have known academic gaps and are considered to be working
below grade level. Many of these students struggle with single digit addition and
subtraction facts.

1.2 What symptoms drew you to this system?

I was drawn to this system because of standardized test scores and teacher
observation. According to our Fall 2018-2019 MAPs data, it has been concluded
that majority of these students scored lower in the “operations and algebraic
thinking” domain. Also, after vertical professional learning meetings and “data
talks”, many 5th grade teachers have expressed that students are in 5th grade and
have not mastered their multiplication facts. These teachers express that the lack
of these skills impact the students performance and growth in 5th grade math (two
digit multiplication, fractions, etc.).
2.0 Front End Analysis

2.1 Are there performance gaps involved in this problem that justify a learning
intervention?

Is there a performance gap?

Yes No
 This performance does not
have an immediate
punishment; however
students that lack this ability
almost always experience
difficulty mastering
proceeding standards .
Will the students
interpret products
of single digit
numbers?
Performance is rewarding.
Students that master this
standard by the designated date
will receive an ice cream party.
Training: I Say, We The teacher will reward students
Say, You Say on a weekly basis with Ice cream
sundae additions.

Feedback: Immediate
Feedback

Coaching: Teacher will

model

Job Aids: Flash Cards,

Online Platforms

3.0 Needs Assessment

3.1 Optimal
3.1.1 What data would you collect?
I would collect daily multiplication drills. For example, week one I
would collect 1xs facts five times, week two 2xs facts, and so forth.
3.1.2 How would you collect that information and data?
I would collect that data on a daily frequency. Students will complete
the drill at the end of the class and I will grade them immediately. The
accuracy would be calculated by the amount of facts answered
correctly over 12 facts. For example, a student that answered 7 facts
correctly will receive a score of 7/12.
3.2 Actual
3.2.1 What data would you collect?
I would collect weekly multiplication drills as opposed to daily. These
drills would assess 12 facts of one specific factor.
3.2.2 How would you collect that information and data?
I would collect that data on a sheet of paper. The student will
complete a drill at the end of each week after learning the facts of the
week. I will grade them immediately. The accuracy would be
calculated by the amount of facts answered correctly over 12 facts.
For example, a student that answered 7 facts correctly will receive a
score of 7/12.
3.3 What are the discrepancies between current (actual) and desired (optimal)?
There is simply not enough feasible time for me to grade each drill each day. In an
ideal classroom this more frequent feedback would be beneficial but unfortunately
given a 60 minute math block this is just unrealistic.
3.4 What priorities can you assign to the identified discrepancies or goals?
I will use observational data in lieu when there is a time constraint. I will also analyze
the online platforms progress of each student’s fact fluency. Freckle.com monitors
student’s progress, I will use this as a form to track students learning when the drill
is not in place. I will use explicit - modeled instruction with manipulatives to increase
performance.
 3.5 Preparing a Learning Goal Statement
3.5.1 LEARNING GOAL WORKSHEET
Instructor(s):Miss McGilberry

Program: 3rd Grade Math Date: 9.18.18

MEASUREMENT
Daily Facts Song
LEARNING GOAL Multiplication Drill _ _
Repetitive Small Group
The student will be able to multiply single digit facts (0-12) . Fluency
ROI
Effect………………
Performanc Conditio Learning Outcomes …Criterion
____
e n (restrictions, tools)
(tasks to perform (learning
goal) environment)
Intellectu Cognitive Verbal Motor Attitud
al Skills Strategies Informatio Skills e
n
Classroo Student Multiplicatio
recall m will be n flash cards
multiplicatio able to
n facts recall
aloud products

use Classroo Students

repeated m will be able
to
addition understand
strategy to the
solve relationship
multiplicatio between
n multiplicatio
n and
addition

Classroo Students
Use equal m will be
groups able to
strategy to place
solve items in
multiplicatio
n facts and equal
understand groups
multiplicatio
n as groups
of objects

Write the classroo Student Fluency

products of m s must assessment
multiplicatio be able
n facts to use
pencil
and
write
number
s
3.5.2 The learning goal is that each 3rd grader will master 85% of single digit multiplication facts
0-12.

4.0 Instructional Analysis

4.1. Goal Analysis

4.1What is the domain classification and type of learning (or type and level of learned of
capability) for your problem?
The domain classification for my problem is cognitive strategies. Students will need to
understand the concept of multiplication in order to interpret products. Students must
understand multiplication as repeatedly adding the same number or equal groups. If students
aren’t about to fluently interpret the products they must be able to understand they can solve
it using the different strategies.

4.2 Subordinate Skills Analysis

4.2.1 Skills Analysis Model

Interpret products of
whole numbers.

Understand that
addition means
to put something Understand that
together. multiplication
means putting the
same amount Identify factors as
together a certain the numbers being
amount of times. multiplied
Recognize “x” as
times

Repeatedly add factor 1 the

Recognize the answer amount of factor 2
as the product (e.g. 2 x 3= 2+2+2)
4.2.2 Show which skills are entry level skills.
The following skills would be considered entry level: The student will be able to complete
addition arithmetic, the student will understand that addition means to put together and the
student will understand that equals mean the same. These skills refer back to 1st and 2nd grade
curriculum. Many of these students lack these skills which make it more difficult to attain the
goal. The teacher will have to intervene when necessary to promote the achievement of
students.
 Report II
5.0 Learner and Context Analysis
5.1 What is the target population ?
The target population are 7, 8 year old, 3rd grade students; three boys and three
girls. The students have been identified as English and Second Language Learners.

5.2 Describe how you would determine the characteristics of the target
population.
I would determine the characteristics of the target population by using Gardner’s
Multiple Intelligence theory. I would give the student’s a 24 question survey that will
allow me to understand what type of learner they are or how they learn best. This is
an online assessment that will be evaluated immediately. The link to this assessment
is https://www.edutopia.org/multiple-intelligences-assessment. Identifying the
learning styles of the population will help me determine the entry point according to
Gardner’s theory.

Student Gender Race Age “How do Multiple Intelligence

you learn Learning Style Survey
best ?”
conversation
Ehsan M Ethiopian 8 Using hands Bodily/Kinesthetic
Aleena F Pakistani 8 Watching Visual
Teacher
modeling
Jazmin F Mexican 8 Watching Visual
Teacher
Anna F Vietnamese 8 Practice Visual
Aung M Burmese 8 Watching Logical/Mathematical
teacher
Liya F Ethiopian 8 Practice Musical
Doss M Sudanese 8 Watching Visual
Teacher

5.3 Describe how you would determine the physical and organizational
environment.
I would determine the physical environment and organizational environment by
considering the students age and learning styles. Since the group of students is less
than 10, in K-12 setting this would be considered a small group. This instruction will
take place a kidney table with the teacher on the opposite side. This instruction will
take place in a classroom setting.
Below is an evaluation of the technology integration:
Technology Planning and Policies My school currently has technology
policies and plans. This plan is being
Are there technology policies? evaluated 10/22 by myself and the
digital learning committee.
Is there a technology plan?

Is the plan being evaluated?

Finance 
 My school district compares equally or

above others in our region. My district
How does your school district compare has a relatively generous budget that
in technology expenditures with others allows 1:1 Chromebooks for students in
grades 3-12.
in your region/state 
 ?

Equipment and Infrastructure My school uses in class computers and

media labs. My school has high speed
Does your school use media labs, internet. The infrastructure does not
mobile labs, or in-class computers? have the capacity to support the
school’s technology needs. The ratio of
Does your school have high-speed classroom computers is 1:1.
internet?
Technical Equipment:
Does the infrastructure have the  Promethean Board
capacity to support the school’s  Ipads
technology needs?

What is the ratio in your classroom of

computers to students?

List below any additional technical

equipment available in your classroom
or to your class?


Technology Applications 
 The district’s instructional applications

support teaching and learning across
Do the school or district’s instructional the curriculum. The applications in use
applications support teaching and are not evaluated for effectiveness.
learning across the curriculum?

Are the applications in use evaluated

 for effectiveness?

Maintenance and Support: There are resources and processes in

place to maintain school technology.
Are resources and processes in place to There is a Chromebook check out sheet
maintain school technology? for each teacher. Personnel is available
on site to provide technical support, we
Are personnel available to provide have an IT support specialist, media
technical support? specialist, and computer technology
instructor on site.

Professional Development 
 Teachers receive technology training on

most school resources when needed.
What technology-related training Training is not consistent.
and/or professional development do
staff receive?

How many technical professional

development hours per year are
available for faculty/staff?

Technology Integration 
 Teachers are not proficient in the use of

technology in the teaching/learning
Are teachers proficient in the use of environment. Teachers need more
technology in the teaching/learning support at my school.
environment?

6 Objectives
6.2 State the terminal objective for your instructional plan.
My terminal objective is that my students will be able to interpret (B) the product of
single digit numbers. The students should be able to master this by using mental
math skills, procedural understanding, or conceptual thinking.
6.3 Prepare 3 Subordinate Objectives for each SO domain.
6.3.1 Prepare one SO in the cognitive domain.
The student will be able to recall (B) products of single digit numbers in a
timed setting(CN).
This objectives supports the cognitive domain with focus on knowledge
ability of Bloom’s Taxonomy.
6.3.2 Prepare one SO in the affective domain.
 The student will be able to answer (B) multiplication word problems
independently(CR).
This objective supports Bloom’s Taxonomy affective domain , responding
category.
6.3.3 Prepare one SO in the psychomotor domain.
Students will be able to create(B) equal groups to determine (B) the
product of a single digit multiplication problem(CR).
This objective supports Bloom’s Taxonomy psychomotor domain.
7.0 Assessments
7.1 Select one SO and describe the manner in which you would assess whether
or not the learner has achieved the goal.
In reference to SO goal ,” Students will be able to create equal groups to
determine the product of a single digit multiplication problem.” I will
assess the students with observation. I will give the students a
multiplication fact (e.g. 4 x 3). I will allow the students to use color cubes
to create 4 groups of 3 at their desk. I will repeat this 5 times and assess
the students based on the number of times they created the correct
amount of groups. For example, a student able to represent 1 out of 5 of
the facts correctly will not be considered to have achieved the goal. A
student correctly representing 4 out of 5 will be considered to have
achieved the goal. I will provide immediate and individualized feedback
to students.
7.2. What type of assessment instruments will your instruction have ? Why?
My instruction will have manipulative , electronic, and paper assessment
instruments. The students will be assess using the color cubes (see 6.1). The
students will complete paper / pencil multiplication drills independently. The
students will complete timed multiplication drills using web 2.0 tool
https://www.multiplication.com/quiz/multiplication-self-correcting-quiz-pre-
post-test. The students will also be assessed as they complete the Jack Hartman
multiplication drill songs on Youtube daily (teacher observation). These
instruments will support the variety of learning styles.
7.3 Write the items that assess the SOs in 5.2 above . Include and answer key or
rubric.
7.1.1 Write on item that assess the cognitive domain.
Below the students are recalling products to multiplication
problems.
Problem: “Write the product to the following multiplication facts
as quickly as you can.
1.6 x 3 =
2.6 x 1=
3. 8 x 7=”

Answer: 18,6,56
7.1.2 Write on item that assess the affective domain.
 Below the students are answering multiplication word problems
independently.
Problem: “Kylie has 3 different purses. Each purse has 4 quarters
in it. How many quarters do Kylie have total? Solve using words,
numbers, or pictures.”

Answer: 4 x 3=12
7.1.3 Write on item that assess the psychomotor domain.
Below the students will create equal groups to determine the product of
a single digit multiplication problem.
Problem: 3 x 2
Answer: Student should make 3 groups with 2 manipulatives in each,
totaling 6.
8.0 Instructional Strategy
8.1 For the TO, specify and exemplify an appropriate pre-instructional activity or
activities.
TO: My terminal objective is that my students will be able to interpret the product of
single digit numbers. The students should be able to master this by using mental
math skills, procedural understanding, or conceptual thinking.

Pre –Instructional Activity: The students will participate in a game of “Buzz”. In this
game, the students will stand in a circle and count numbers. The teacher will select
one multiple (e.g. 3). Each time a student reaches a number that is a multiple of 3
the student will say “buzz” instead of the number. If the student forgets to say
“buzz” they have to sit down. The last person standing is the winner. This helps
activate background knowledge of skip counting which is a pre-requisite for
multiplication fact fluency.
8.2 For a SO associated with that TO, specify and exemplify and appropriate
presentation strategy.
SO: Students will be able to create equal groups to determine the
product of a single digit multiplication problem.

I will use brain pop video: equal groups to present the idea. I will then use
color blocks to model making equal groups as a strategy to solve
multiplication.
8.3 For the same SO, specify and exemplify an appropriate practice activity or
activities.
I will provide the students with Skittles and I will tell them to make 4
equal groups of 3. Students will make these 4 groups and then count how
many Skittles they had total. I will then indicate that 4 and 3 are
considered factors and 12 is the product(the total). I will repeat as
necessary
8.4 For the TO, specify and exemplify an appropriate evaluation follow through
activity or activity.
 I will have the students complete weekly fact fluency drills
independently.
10. Instructional Materials
10.1. For the T.O., specify and defend your choice of an appropriate pre
instructional materials.
I will deliver the pre assessment using paper and pencil. The assessment will assist with
evaluation conceptual skills, procedural fluency, and problem solving when involving
multiplication. To accommodate the English Language Learners I will allow them
extended time (time and a half). The students will have 7 minutes (10.5 minutes for
English language learners) to complete the assessment. This assessment includes arrays
and equal groups to assess the understanding of multiplication. The select pre assessment
will assess if the student has any prior knowledge of multiplication. The students will
have a variety of problems that include arrays and equal groups. Each response will be
written; there will be no selected response. The pre assessment was adapted from
https://www.2nd-grade-math-salamanders.com/image-files/beginning-multiplication-
worksheets-understanding-multiplication-arrays-1.gif .

Pre Assessment:
Directions: Please answer each question. Make sure to show your work.
10.2. Select one SO and defend your choice of an appropriate presentation materials.
 To ensure the objective, “students will be able to create equal groups to determine the
product of a single digit multiplication problem”, is met I will activate the lesson with a
Brain Pop video that introduces the concept of equal groups:
https://jr.brainpop.com/math/multiplicationanddivision/makingequalgroups/ . This video
will appeal to visual learners. After that, I will demonstrate how to create equal groups in
reference to multiplication problems using color blocks. This teaching strategy will
promote growth for those students who stated they learn best when watching the teacher.

10.3. For the same SO, specify and defend your choice of appropriate practice
materials.
The students will practice creating equal groups with the candy Skittles. I will put a
multiplication fact of the board and the student will identify how many groups with how
many skittles is appropriate. This hands on approach will support my kinesthetic and
visual learners. The students will actually use real experiences to engage their practice. I
will circulate and assist and clear any misconceptions. I will provide cups to symbolize
groups to students that seem to struggle grasping the concept. The skittles will serve as
an incentive or treat for the students upon completion of the activity.

10.4 For the T.O., specify and defend your choice of an appropriate follow-through
materials.
I will circulate the room listening and monitoring accuracy of responses during practice. I
will also use discussion to follow through instructions. The students will justify their
responses and I will use questioning to promote self-correction. For example, I will ask
the students “how they know to have 3 groups of 7 in 3 x7 instead of 7x3”. Verbal
responses will support needs of linguistic learners. It will also support English Language
Learners. In addition to this current strategy, I will continue to use the multiplication song
daily to review facts.

11. Formative Evaluation

11.1 Describe an approach that you might use to carry out formative evaluation for
your instructional initiative. Include any instruments for assessment, quiz/
rubrics, or other related products used for your evaluation.
In addition to the informal formative assessment, being me circulating the room and
providing immediate feedback during the practice, the students will complete a “Ticket
out the Door” assessment. In this assessment, the students will complete the assessment
attached. Unlike the practice, I will not provide assistance with these problems . This
assessment would present data to drive my future instruction. The students will be shown
equal groups and with the given information the students will create a multiplication
sentence. Students scoring over 80% will be considered to have mastered this skill. This
assessment was adapted from https://www.2nd-grade-math-salamanders.com/image-
files/free-printable-multiplication-worksheets-understanding-multiplication-arrays-2.gif .
12. Revision
12.1. Describe your plans for revising instruction.
After analyzing the data I will revise instruction. Those students scoring below a 80%
will engage in one to one instruction seeing that this is already a small group. I will then
use Khan Academy: https://www.khanacademy.org/math/arithmetic/arith-review-
multiply-divide/arith-review-mult-intro/v/multiplication-as-groups-of-objects to intervene
and assist students’ growth. Students will watch a video on khan academy that will
explain how equal groups and multiplication are related. After that, they will complete a
practice independently. This intervention is done in a one to one setting using a
Chromebook, tablet, or desktop computer.

13. Summative Evaluation

13.1.Describe an approach that you might use to carry out formative
evaluation for your instructional initiative. Include any instruments for
assessment, quiz/rubrics, or other related products used for your evaluation.
For summative evaluations of each S.O. the students will complete a unit fact assessment.
While formative evaluations are given after each learning segment, the summative
assessment will evaluate whether the student has achieved the learning goal, “student will
be able to multiply single digit facts 0-12”. This summative assessment will consist of
basic multiplication facts 0—12. The students will complete this assessment on
multiplication.com . The assessment will be timed for 5 minutes. The students will use
individual technology to complete the fact fluency assessment independently. The
summative assessment was adapted from
https://www.multiplication.com/quiz/multiplication-self-correcting-quiz-ones .