MAED 3224 Clinical Assignment IMB Block

Part 1: Your students

a. Grade level: 5th Grade

b. School/School System: Oakhurst STEAM Academy - CMS

Part 2: Whole Class Lesson

Meet with your IMB teacher and decide what you will teach. Make sure your teacher
understands that your lesson must have a conceptual instruction and a procedural and/or
reasoning component. You teach just one lesson.

A. Describe the Central Focus of your lesson:

Students will be able to individually solve multi-step word problems, by
applying what they know about length conversions, up to yards. Students
should receive 6 out of 9 points.
B. State your CCSSM Standard:
5.MD.1 Convert among different-sized standard measurement units within a
given measurement system (e.g., convert 5 cm to 0.05 m), and use these
conversions in solving multi-step, real world problems.
C. Create a lesson. In this lesson highlight using the following:

Subject: 5th grade Math Central Focus: Length Conversions

Essential Standard/Common Core Objective:

5.MD.1 Convert among different-sized standard

measurement units within a given measurement Date submitted: 3/30/17 Date taught: 3/21/17
system (e.g., convert 5 cm to 0.05 m), and use these
conversions in solving multi-step, real world
problems.

Daily Lesson Objective: Students will be able to individually solve multi-step word problems, by applying what they
know about length conversions, up to yards. Students should receive 6 out of 9 points.

21st Century Skills: Problem Solving Academic Language Demand (Language Function and
students are solving familiar problems, Vocabulary): Apply, solve
but with different measurement units

Prior Knowledge: multiplying, dividing, US Customary Length units

 Activity Description of Activities and Setting Time

Start by playing the video: Inches, Feet and Yards Song Measurement by 10 min
NUMBEROCK

After watching the video, ask the students what conversions they can recall
from the video.

Let students know that they will be working with length conversions today.
1. Focus and Review
Ask the students to get out their math notebooks. Have them write the
following conversions in their math notebooks:

1 ft = 12 in

1 yd = 3ft or 36 in

1 mile = 1760 yd or 5280 ft

2. Statement of Objective Today you will be solving word problems where you will need to make
for Student length measurement conversions.

Review the BSM (Best Soccer Mom) and SBD (Silly Babies Dance) strategies 5-10 min
for converting units:

BSM = bigger unit smaller unit = MULTIPLY

SBD = smaller unit bigger unit = DIVIDE

Let students know that they can use this same strategy to do length
conversions.

Go over the patterns for specific length conversions:

3. Teacher Input
1ft = 12in 12in = 1ft
2ft = 24 in 24in = 2ft
__ft = __ft x 12 __in = __in 12
1yd = 3ft 3ft = 1yd
2yd = 6ft 6ft = 2yd
__yd = __yd x 3 __ft = __ft 3

Before giving students the answer, make sure to ask them if they see the
patterns.
 Handout a worksheet with two multi-step word problems that involve making 10 min
unit conversions.

In this example, there are two questions:

1. Victors pet snake is 5 feet long. Kristens snake is 54 inches long.

Whose pet snake is longer? How much longer is it, in inches?
2. Rachel built a fence that was 28 yards long over 4 days. She built the
same length of fence each day. How many inches of fence did Rachel
build each day?
(worksheet below)

4. Guided Practice

For this part, guide the students through the first problem.

Ask them to point out key words, and what the problem is actually
asking.
Ask whether they should convert 5 feet to inches, or 54 inches to feet.
(this should be 5 feet to inches).
Work through the conversion.
Ask the students if thats the final answer (its not).
They should determine which snake is longer (Victors).
Lastly, they need to determine how much longer it is, in inches. (6
inches)
 10 min

Read over the second question. Remind students to underline key words, and
to look for what the problem is asking them to solve. (If needed, this part can
be done together as a class again)

Then give the students time to complete the second question, by following
similar steps to the first problem.

Take this time to walk around the classroom and answer individual questions.
Observe and look for proof of understanding or misunderstanding.

(Possible solutions to both problems below)

5. Independent Practice
 Formative: Listen for proof of understanding through their answers to questions. Observe
them while they work independently.

Summative: The worksheet from the guided and independent practice will be collected.
6. Assessment Methods of
1. Grading: 9 total points
all objectives/skills:
2. 3 points conceptual understanding
3. 3 points procedural understandings
4. 3 points - reasoning
5. Students are expected to get at least 6 out of 9 points.

Take a few minutes to go over the second problem, using the same procedure 5-10 min
7. Closure as before. Ask the students about their procedure. Take this time to clarify any
misunderstandings.

Proficient (7-9 pts) 11

8. Assessment Results of
Developing (4-6 pts) 11
all objectives/skills:
Beginner (1-3 pts) 0

Targeted Students Modifications/Accommodations Student/Small Group Modifications/Accommodations

Provide visual supports, to give students a better Higher Performing students: try problems with larger
understanding of the concepts. units, fractions, or decimals.

Lower Performing students: Continue using whole numbers

and review the patterns for the smaller units.

Materials/Technology: whiteboard, doc cam, video link: https://www.youtube.com/watch?v=P9sYvDCnI0g

Reflection on lesson:

After, observing a similar lesson the day before, I noticed some concepts that the students were not understanding. In the
Teacher Input section, I went over the patterns that students should notice. The students were already introduced to the
BSM and SMD strategies for other conversions, but they were having trouble understanding that when you convert from
one unit to the other, you will always multiply/divide by the same number. For example, when you convert from inches to
feet, you will always divide by 12; when you convert from feet to inches, you will always multiply by 12.

I felt accomplished after going over those patterns, because the students seemed to understand them a lot better. The
teacher even said after the lesson and in her feedback, that she could see the lightbulbs going off.
 Language Function: Highlight IN BLUE in
Example: Compare where in the lesson
where you did this in
your lesson.
Syntax: Ex. Properly set Highlight IN YELLOW
up equations, math where in the lesson
symbols such as =, <,> where you did this.
Discourse: Ex. Turn and Highlight IN ORANGE
Talk about the process, where in the lesson did
number talks. this in your lesson.
VOCABULARY: This is Highlight IN PURPLE
math vocabulary. where in the lesson you
Example: numerator did this.
NOTE: YOU do not need to do everything in your plan. Above is to help you
clarify what these terms mean as they relate to a math lesson. Upload your
lesson plan here!
D. Create a formative assessment for your lesson. Insert a copy of the
assessment here.

The following is the second problem from my lesson plan, which the
students had to work on individually.

E. Complete this rubric based on your assessment above. Keep in mind the
points are only for labeling in the graphic, and not for grading the student as
this is a formative assessment. If you have an advanced group, you can add
a column for accomplished. You must have two of the three rows below and
conceptual should be there unless your IMB teacher insists not to assess it.

Beginning Developing Proficient

1 2 3
 Conceptual Student made Student made Student used
Understanding 2 or more 1 error in appropriate
errors in conversions or conversions
conversions or operations and operations
operations
Procedural Student made Student made Student got the
Understandings 2 or more 1 error in their correct answer
errors procedure with no errors
Reasoning Student didnt Student only Student wrote
include wrote a a sentence
sentence or sentence OR AND included
units only included correct units
units OR wrong
units

Part 3: Results of Whole Class Assessment

A. Give the results of your assessment in a graphic form per your rubric in
part 2E. This can be a pie chart, bar graph, table, etc. It should give me a
quick understanding of how your students did in each part of the rubric
above.
Conceptual Understanding

Proficient
Proficient; 23%
Developing
Beginning; 41% Beginning

Developing; 36%

Reasoning

Beginning; 9%
Proficient
Developing
Beginning
Developing; 36%Proficient; 55%
 Procedural Understanding

Beginning; 14% Proficient

Proficient; 32% Developing
Beginning

Developing; 55%

B. BULLET the results of the assessment as below:

1. What understandings do these results show you class as a whole has per the
objective?
a. The results show me that most of the class understood what the question was
asking, but had trouble choosing the right conversions and operations. This then
lead to them not getting the correct answer. Only 5 out of 22 students got the
correct final answer. The data also shows me that a lot of students need more
practice with deciding which conversions and operations they need to do to
solve problems. They also need more practice completing the procedures.
2. What are the error patterns you have discovered? For each error pattern, label if it is
conceptual, procedural, or reasoning.
a. Conceptual Understanding
i. Most of the students knew what the question was asking, because we
underlined key words together as a class. That is why a lot of their
sentences are actually structured the right way. But they didnt understand
that there were 2 steps to get the answer, which lead to procedural errors.
b. Procedural
i. Some students simply did not understand how to do the conversions, even
though we went over them as a class. The main problem that students had,
was understanding the second step of the problem. Some of them either
thought there was only one step, or didnt know how to do the second step
so they stopped there.
3. Upload a copy of student work showing these error patterns and label it as
conceptual, procedural, and reasoning. (at least two samples should be uploaded)

Procedural Understanding

-understood what the question was asking,

but didnt actually do the second step of the
problem
 Procedural
Understanding

-the student knew

what the question was
asking, but didnt
understand the steps

Procedural
Understanding

-student was on the

right track. They
tried to do the
second step, but
used the wrong
conversion formula.
Instead of
multiplying 7 yds by
Part 4: Plan for Re-engagement during workshop (you are only planning this)
CREATE A TABLE THAT ADDRESSES THE FOLLOWING:
A. How will you group your students per the results of instruction?
B. What is your objective for each of these groups?
C. What is your planned activity for each of these groups that you believe are the
appropriate NEXT STEPS for their learning?
A. Groups B. Objectives
1. Students who Students will be able to
performed higher. individually solve multi-
step word problems, by
applying what they know
about length conversions
up to miles.
2. Students who need Students will be able to
more conceptual solve multi-step word
practice. problems, that includes
length conversions up to
yards, and be able to write
a sentence explaining
what their answer is in
relation to the problem.
3. Students who need Students will be able to
more procedural solve length conversions
and problem solving and solve one-step word
practice. problems.
C. Activity
The students will do similar
problems to the ones in the
original lesson plan, but
they will go up to the unit
of miles. If they still need
more of a challenge, the
measurements can include
fractions/decimals.
These students need
practice with identifying
key words to understand
what the problem is
actually asking them.
The students will revisit the
problem from the first
lesson.
The students will be
explicitly told that there are
2 steps to the problem. As
a class, you can read the
problem, underline key
words, and list the steps
that need to happen.
I think the students who
had trouble choosing the
correct strategies and
being able to do the
strategies correctly, need
some more practice with
just solving direct
conversions. Afterwards,
they can practice with
some single-step word
problems.
FEEDBACK