Clinical Assignment

Pick a task and include it here.

CCSS.MATH.CONTENT.3.OA.A.3
Use multiplication and division within 100 to solve word problems in situations involving equal groups,
arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown
number to represent the problem.

Anticipate the variety of ways students might go about solving the task. Use the Unpacked Standards to
help you, if necessary.
There is a variety of ways that a student may respond to solving this task.
● Student(s) may confuse the number of rows and columns and switch the numbers 7 and 8.
● Student(s) may add 4 plus 7, rather than multiplying 4 by 7.
● Student(s) may count all of the pumpkins, rather than multiplying 4 by 7.
● Student(s) may multiple 4 by 7 by drawing their array correctly
● Student(s) may use skip counting to count the pumpkins in their array
● Student(s) may use derived facts and multiply 4 by 6, then add 4 more to be 28.
Develop a rubric to analyze the work sample (either use the Explore task work or a similar exit ticket).

Proficient Developing Beginning

2 pts 1 pts 0 pts
Conceptual understanding (the Represents the full Represents part of Does not include a
drawing, identifying an strategy using an the solution with a visual or written
appropriate operation (addition, area model or other visual or the visual explanation that
subtraction, etc) representation in a contains some demonstrates
way that makes evidence of a minor understanding of
sense with no misunderstanding. why the strategy
misconceptions makes sense.
shown.
Procedural Understanding Writes an accurate Makes 1-2 errors in Does not
(getting the correct answer) equation that using a correct demonstrate the
correctly represents strategic equation ability to use an
the problem and and gets an equation to get the
answer. incorrect answer. correct answer.
Reasoning (explanation of the Explains how he Explains that his No response or
drawing or some other prompt figured out what the strategy worked but recites a rule with
for reasoning). answer was/how did did not explain why. no reason.
he know his
equation matched
the problem.

Lesson plan 1
 Subject: ​Math Central Focus: ​Multiplication

Common Core/Essential Standard Objective:

CCSS.MATH.CONTENT.3.OA.A.3
Use multiplication and division within 100 to
solve word problems in situations involving
equal groups, arrays, and measurement Date submitted: ​10/17/2018 ​ Date taught: ​10/20/2018
quantities, e.g., by using drawings and
equations with a symbol for the unknown
number to represent the problem.

Daily Lesson Objective:

Students will solve a one digit by one digit multiplication problem by drawing a picture, representing
the problem with an equation, and explaining how their strategy worked. Students will demonstrate
proficiency by independently earning at least 4 out of 6 accuracy on the final assessment.
Prior Knowledge: ​Arrays, rows, columns, what pumpkins are.

Activity Description of Activities and Setting Time

“Good morning class! Do you guys remember talking about a word called, an 8-10
array? Can anyone raise their hand and tell me what an array is? Great! I will minutes
show you what an array looks like on the board. (Writes 4 rows and 5 columns
of dots forming an array). It is easiest and more efficient to represent the subject
in our problem by using dots so that we can have more time to solve the
problem. Our problems will involve pumpkins because we are in the Fall season
(shows picture of a pumpkin), however, to save time as we solve the problem,
let’s represent pumpkins by drawing dots or circles! We are going to continue to
look at how we can solve a multiplication problem using a picture, representing
the problem with an equation, and explaining how we figured out what the
1. Engage answer was! Before we begin our group activity, I want to show you Group
Work Norms. Here is a list of Group Work Norms that I will expect from each
of you as you work on the activity in your table groups. Can I have a volunteer
come up to read the Group Work Norms to the class?”
Group Work Norms:
● Participate
● Listen carefully to one another
● Only talk with the members in your group
● Helping others does not mean giving answers
“Now, I am passing out to each table group 4 cards. These cards contain your
own role within your group. Can someone tell me what a role is? Awesome, yes
 it is your job or duty within your group work time! I am going to give you 2
minutes to read out your role to one another. Once you are all done, the Reporter
will raise his or her hand to show me you have all read your roles while the
Resource Manager comes to the front to get the Activity Task Card.”
Group Roles:
Reflection Leader:
● Helps the group reflect on their work during the task and at the end
Reporter:
● Gives update statements on team’s progress
Time Keeper:
● Keeps track of time
Resourcer
● Collects the supplies for the team
“Take a look at the Group Skills on the board. Now, all of you will not be good
at ​everything​ on the board, but you ​all​ will be good at ​something​. Can I have a
volunteer to read the list of skills?”
Group Skills:
● Reading skills
● Following directions
● Spatial thinking
● Curiosity
● Ability to lead
● Ability to communicate through pictures
● Time management
● Use multiple strategies to solve the problem
“If you have a hard time reading the activity in English, I have Spanish copies
available here at the front. Remember, each person needs to do the problem on
his or her own sheet of paper, but you are working together in a group to help
one another if you get stuck solving the problem.”

I will be walking around the room observing my students within their groups. 12-18
Some will get off task so I will remind them to stay on task. I will also be minutes
walking around answering any questions that the students may have.
Because my particular class is still learning multiplication, I will be expecting
the students to solve the problem using either direct modeling or skip counting.
Some students may be able to use derived facts. I will be looking for the
2. Explore following strategies:
● Direct modeling
● Skip counting
● Derived facts

I will also be looking for a picture/illustration, a number sentence, and their

reasoning for how they figured out what the answer was.
There is a variety of ways that a student may respond to solving this task.
● Student(s) may confuse the number of rows and columns and switch the
numbers 7 and 8.
● Student(s) may add 4 plus 7, rather than multiplying 4 by 7.
● Student(s) may count all of the pumpkins, rather than multiplying 4 by
7.
● Student(s) may multiple 4 by 7 by drawing their array correctly
● Student(s) may use skip counting to count the pumpkins in their array
● Student(s) may use derived facts and multiply 4 by 5, then add 8 more to
be 28.

Then, make sure you answer each of the following questions:

How long will students work or what point will you want all students to
get to?
What will you ask to find out what students are thinking? (In addition to
general questions, look through the strategies you anticipated and think
about whether there are questions specific to those strategies that you
might want to ask)
Students will work for 12-15 minutes. I want students to be able to solve the
problem using direct modeling, skip counting, or recalled facts. All students
must show a picture, an equation, and their reasoning on his or her own sheet of
paper. I will ask the students the following questions in order to elicit student
thinking
● How did you know to put 4 pumpkins here?
● How did you know to put 7 pumpkins here?
● Why did you write 4 here?
● Why did you write 7 here?
● What do you notice about your strategy and your group member’s
strategy?
● Why did you get 24 and then add 4 more?
● How did you know to add 7 more to 49?

What will you do if some students are stuck? How will you help them
without giving them the answer? (I usually ask them “What is the problem
asking” or what are you understanding about the problem so far?
Consider asking them to model the situation using manipulatives or posing
a simpler problem.
What will the groups that finish early do? How will you make the task a
“high ceiling?”
I will ask the students who are stuck to explain to me what the problem is
asking. I will then read it back to them in my own words. I will ask them to ask
their group for more insight because I want them to solve the problem on their
 own or within their group if possible. If they are still stuck, I will ask the student
if he knows what the difference between a row and a column is, in order to help
him to start representing the problem through direct modeling. I will then ask the
student if he knows which part of the array is the row, and which part is the
column so he can start drawing the 4 row 7 column array.
The groups who finish early will be asked to make a different version of the
problem, but using different numbers and nouns. I will ask them to write it down
individually, but as a group working it out and to share with me the problem that
they came up with.
Plan the Discussion of the task here. Make sure to address the following:
How will you remind students of the norms of how to participate in a
whole class discussion, both how to share and what to do when they are
not sharing?
What solution paths do you want to have shared during the class
discussion? In what order do you want the solutions presented? Why?
How will you notate the students' strategies to help make the thinking
clear to other students? (or what would you look for in a students' written
work or work with manipulatives to decide that you want that shared?)
What questions will you ask as students share to emphasize the key
mathematical ideas that you want to come out of the discussion?
What connections or differences might students notice and how might you
respond to their thinking? What connections do you want them to see?
What is the key idea you want to highlight at the end of the discussion?
“Before we begin our whole group discussion, I want to remind you all to listen
carefully to one another and to respect one another as we all learn together.”
3. Explain I will ask three students from different groups to come up to the board to show
their strategy using the picture and equation representing the problem. I will
choose students who did three different strategies; direct modeling, skip
counting, and recalled facts. I will then ask them to explain their reasoning for
how they figured out what the answer was and why they picked that strategy.

I will ask other students if they see any connections between the three problems
and if they understand what their friends did on the board. I want the students to
notice that there are two common numbers in all three strategies, the 4 and the 7.
In direct modeling, students counted each row of 4 and/or each column of 7 to
get 28. In skip counting, the student(s) counted 4 groups of 7. Another way
student(s) used skip counting was to count 7 groups of 4. In both direct
modeling and skip counting strategies, the student(s) used the number 4 or 7 in
some way to get the answer because they understood that there were 4 rows and
7 columns of pumpkins in the pumpkin patch. Instead of counting each number,
the student who used skip counting decided to count each row/column as a
group because he already knew how many was in the next group. Therefore, he
 counted 7, 14, 21, 28 because he knew there was 7 pumpkins in each group he
circled!

I also want students to see how the students were all able to find the answer
using different strategies. If students find a connection that is not accurate or
relevent, I will still give them reassurance that that was a good observation and
prod them to look a little harder by asking what specific numbers look similar in
all three strategies?

“The key idea that I want to highlight is that no matter the strategy used on the
board, the number of rows and the number of columns did not change and were
important in finding the total amount of pumpkins in the patch. It is very helpful
to learn all three strategies so that you have multiple ways to solve a problem!”
4. Elaborate Optional
I will assess the student’s formally based on their work that I collect from the
Explore phase:
Proficient Developing Beginning
2 pts 1 pts 0 pts

Conceptual Represents the Represents part of Does not include

understanding full strategy using the solution with a a visual or written
(the drawing, an area model or visual or the explanation that
identifying an other visual contains demonstrates
appropriate representation in a some evidence of understanding of
operation way that makes a minor why the strategy
(addition, sense with no misunderstanding. makes sense.
5. Evaluate misconceptions
Assessment subtraction, etc)
shown.
Methods of
Procedural Writes an Makes 1-2 errors Does not
all
Understanding accurate equation in using a correct demonstrate the
objectives/skills
(getting the that correctly strategic equation ability to use an
correct answer) represents the and gets an equation to get the
problem and incorrect answer. correct answer.
answer.
Reasoning Explains how he Explains that his No response or
(explanation of figured out what strategy worked recites a rule with
the drawing or the answer but did not no reason.
some other was/how did he explain why.
prompt for know his equation
reasoning). matched the
problem.
Next, you will score all of the work samples with the rubric. Create a table that helps you find patterns.

Student Conceptual Procedural Reasoning Score

understanding score Understanding Score
(2 points) (2 points) (2 points)
Student 1 2 2 2
Student 2 2 1 2
Student 3 2 2 0
Student 4 2 2 1
Student 5 2 2 1
Student 6 2 2 2
Student 7 2 2 2
Student 8 2 2 2
Student 9 2 2 2
Student 10 2 2 2
Student 11 2 2 2
Student 12 2 2 2
Student 13 2 2 2
Student 14 (ELL) 2 1 1
Student 15 1 1 2
Student 16 2 0 1

Summary Table
Rubric Score: 0 Rubric Score: 1 Rubric Score: 2
Conceptual 0/16 1/16 15/16
understanding
Procedural Fluency 1/16 3/16 12/16
Reasoning 1/16 4/16 11/16

From your analysis of whole class student learning, identify one area where students tended to struggle
mathematically. Select​ 3 student work samples ​that represent the struggles in this area. These students
will be your focus students for this task. At least one of the students must have specific learning needs,
for example, a student with an IEP (Individualized Education Program) or 504 plan, an English language
learner, a struggling reader, an underperforming student or a student with gaps in academic knowledge,
and/or a gifted student needing greater support or challenge.
[The three students that I chose to put into a small group who all struggled in the same area were Student
14, 15, and 16. Student 14 is an English Language Learner. The common area where the students tended
to struggle mathematically was completing the Procedural Fluency section where I asked them to write
an equation that represented the problem. These students seemed to confuse the division and
multiplication symbols. Therefore, my small group will be centered on differentiating between these two
types of equations, but also helping them see connections between the two equations as well.]

Analyze the 3 students’ work samples and describe the students’ struggle(s) as they relate to the
underlying mathematical understanding and/or concept. Cite specific evidence from the work samples in
relation to ​mathematical errors, confusions, and partial understandings​​.
[The common area where the students tended to struggle mathematically was completing the Procedural
Fluency section where I asked them to write an equation that represented the problem. These students
seemed to confuse the division and multiplication symbols so my small group will be centered on
differentiating between these two types of equations, but also helping them see connections between the
two equations as well. Student 14, 15, and 16 each wrote that 7 divided by 4 is 28. The interesting thing
is that Student 14 also wrote that 4 times 7 is 28 which means she did have partial understanding of the
concept.]

What do these 3 students’ errors tell you about their mathematical understanding? If they are having
trouble showing conceptual understanding, what specifically are they not understanding? If it is
subtraction, for instance, are they not demonstrating that they understand what subtraction means, or are
they having difficulty showing what occurs during regrouping?
[These 3 students’ errors tell me that they have partial understanding, that they are understand the
numbers in the problem and that they understand that 28 is the answer. Their work also shows me that
they are misunderstanding what the division sign means. Their work shows me that they have ​some
knowledge of the relationship between the numbers 7 and 4, but that they do not exactly comprehend
how those two numbers accurately connect and their relationship to one another in inverse equations.]

Based on your analysis of the focus students’ work samples, write a targeted learning objective/goal for
the students related to the area of struggle.
Students will be able to determine the unknown whole number in multiplication and division equations.

Then you will plan a re-engagement lesson. You do not need a formal lesson plan for this lesson. Just
describe the following:
Targeted learning objective/goal
NC Standard strategies and learning tasks to re-engage students (including what you and the students will
be doing) representations and other instructional resources/materials used to re-engage students in
learning assessments for monitoring student learning during the lesson (e.g., pair share, use of individual
whiteboards, quick quiz)
[C​CSS.MATH.CONTENT.3.OA.A.4​ Determine the unknown whole number in a multiplication
or division equation relating three whole numbers. ​For example, determine the unknown number
that makes the equation true in each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?.​ ​Students
will be able to determine the unknown whole number in multiplication and division equations. ​I will go
over different multiplication and division problems with the students that are easier like 5 times 5
is 25 and 25 divided by 5 is 5. I will go over how multiplication and division are similar and
connect, but also how they are different. I will then go over 3 times 3 is 9 and how 9 divided by 3
is 9. After I allow the students to ask questions, I will ask them if they think they are ready to
move on to the exit ticket. If they are not, then I will go through their work for the last two
problems and slowly break it down again on how we got the answer previously. I will further
explain how when you are multiplying two numbers, the ending number is bigger because it is
being multiplied. I will compare it to when I brought in cookies for the class and how I
multiplied my box of cookies to the class which meant I was expanding or giving out more
cookies to the class. I will also relate multiplication to how when you have 5 times 5, that means
you have 5 groups of 5 which means the answer will be bigger. I will also explain to them how
they can draw out the multiplication problems in that way like drawing 5 groups of 5, 5 times 5. I
will then explain how dividing is breaking down the bigger number into a smaller number, just
like if they are dividing up a cookie to share with their table group, the cookie is getting smaller
and broken down. If they are ready to move on, then I will give them the exit ticket.]
**A copy of the exit tickets for the Re-Engagement activity will be at the bottom of this page**

Use a similar rubric to the first one in order to describe whether the focus students showed growth after
your re-engagement lesson, in terms of your targeted objective.

Student 14, 15, 16 each got 3 points for each equation, which means each student got a total of 9 points,
therefore Student 14, 15, and 16 got 100% on my re-engagement exit ticket.

First Equation ​(3 Second Equation​ (3 Third Equation ​(3 Total ​(9 points)
points) points) points)

First blank ​1 First blank ​1 First blank ​1 3 points

Second blank ​1 Second blank ​1 Second blank ​1 3 points

Third blank ​1 Third blank ​1 Third blank ​1 3 points

 Pumpkin Patch Activity Task Card:
The Problem:
There is a pumpkin patch that has 4 rows and 7 columns. How many pumpkins are in the
pumpkin patch in total?

Picture:

Pumpkin Pumpkin Pumpkin Pumpkin Pumpkin Pumpkin Pumpkin

Pumpkin Pumpkin Pumpkin Pumpkin Pumpkin Pumpkin Pumpkin

Pumpkin Pumpkin Pumpkin Pumpkin Pumpkin Pumpkin Pumpkin

Pumpkin Pumpkin Pumpkin Pumpkin Pumpkin Pumpkin Pumpkin

Equation:
1+1+1+1+1+1+1+1+1+1+1+1+1+1+1+1+1+1+1+1+1+1+1+1+1+1+1+1 = 28

4+4+4+4+4+4+4 = 28

4 X 7 = 28

7 X 4 = 28

How did you get your answer?

I counted each pumpkin and got 28 pumpkins.

I counted each column of pumpkins. There are 7 columns of pumpkins. Because I counted each column of
pumpkins, I counted by 4s. I counted by 4s and got 28.

Because I had 4 rows and 7 columns, I know that with an array, I can do 4 times 7 and get 28. I know that
4 groups of 7 is 28.

Because I had 4 rows and 7 columns, I know that with an array, I can do 7 times 4 and get 28. I know that
7 groups of 4 is 28.
Small Group Re-engagement Exit Tickets
Cooperating Teacher Lesson Feedback Form