Final KA

Part I: Identification of Learning Problem

General Audience
The primary audience consists of 6
th
grade math students. One inclusion class of 28 students and
one class of 28 higher-achieving students will be used throughout the learning process. The
ability levels of the students in the inclusion class ranges from students with learning disabilities,
students with have behavioral problems, students who are economically disadvantaged, students
who perform on grade level, and students who do not perform on grade level. Students in the
other class are either in the gifted program at the school, or on grade-level. Ages of the students
vary from 11 to 13 years old.
Problem Identification
Each year students enter the 6
th
grade with a deficit in basic math skills. These types of skills
include the following: basic addition, subtraction, and multiplication of numerals. Most students
will eventually find the answer, but only after using a time consuming method. These students
lack fluency of these basic skills and need to obtain automaticity in these areas.
Evidence of the lack of knowledge in these basic skills can be found by looking at the current
Criterion Referenced Competency Test (CRCT) scores at the Number and Operations strand.
This information can be found by using the Georgia Longitudinal Data System (LDS). The
Numbers and Operations strand contains basic math skills such as adding, subtracting,
multiplying, and dividing with multi-digit numbers. Even though the skills are not exact, the
reason for the decline in the scores is because of the lack of fluency in the basic math skills.
Observable evidence can be seen each day in the classroom. These students will consistently
count on their fingers, sing a song of a certain fact, or draw a diagram to find the answer.
Because of the lack of automaticity of these skills, students lose their short-term memory space
that is to be used for the current sixth grade standard.
Comparative needs can be seen when looking at the two classes for the learning problem.
Students who are on grade-level and above are able to learn new skills at a faster rate, and tend to
be very successful with all of the new skills that will be learned. If the students in the inclusion
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class were more fluent with their basic skills, then they would be able to progress and be more
successful.
Instructional Goals
Students will recall basic addition math facts (3-10) with automaticity. Students will take
a one minute timed test containing 60 problems that should have no more than four
errors.
Students will recall basic subtraction math facts (3-10) with automaticity. Students will
take a one minute timed test containing 60 problems that should have no more than four
errors.
Students will recall basic multiplication facts (3-10) with automaticity. Students will take
a one minute timed test containing 60 problems that should have no more than four
errors.
Part II: Learner Analysis
Introduction
The learners in this 6
th
grade inclusion class are made up of 28 boys and 27 girls, 86%
White/non-Hispanic, 7% Black/non-Hispanic, and 7% Hispanic. Within this class, 41% of the
students are labeled as economically disadvantaged, and 22% are students with disabilities. The
other class of 6
th
grade students are made up of 50% boys and 50% girls, 71% White/non-
Hispanic, 18% Black/non-Hispanic, 7% Hispanic, and 4% Multi-racial. There are 36% of these
students who are gifted, and 36% of the students who are labeled as economically disadvantaged.
The demographic information for these learners was gathered using the Statewide Longitudinal
Data System (SLDS). This system also provides some insight into the students prior knowledge
and entry skills based on the results of Criterion Referenced Competency Test (CRCT).
Entry Skills and Prior Knowledge

Entry Skills
Understand the basic operations (addition, subtraction, and multiplication)
Recognize numerals 0 to 100
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Prior Knowledge
Recognize when to add
Recognize when to subtract
Recognize when to multiply
Understanding of basic math computations

This information was obtained by administering a pre-test. The pre-test consisted of 5 short
answer questions. Students had to define operation and fluency. Students also had to explain
when it is appropriate to add, subtract, or multiply. The pre-test results in the inclusion class
showed that 8 out of 27 students did not understand the definition of an operation. There were 16
out of 27 students who did not understand the word fluency as represented in math. Of the 27
students, 2 of the students were not able to explain when it was appropriate to add, subtract, or
multiply. Results of the pre-test showed that 70% of the students were proficient, and 30% were
not proficient. In the high achieving class 7 % of the students were not proficient on the pre-test,
and 93% of the students in the class exceeded with a score of 100%.

Attitudes Toward Content & Academic Motivation

Based on the survey used, 87% of the students agree or strongly agree that it is important to
know your basic addition, subtraction, and multiplication facts 3 to 10. When students were
asked if they thought timed tests were important to the fluency of their math facts, 87% agreed or
strongly agreed. There were 75% of the students who were confident with the fluency of their
basic addition, subtraction, and multiplication math facts, while the other 25% were lacking
fluency. According to the survey 75 % of the students said they did not need help with the
fluency of their basic math facts, while the other 25% said they would like additional help. When
asked if the students were motivated to become more fluent with their basic math skills, 25%
were very motivated, 37% were motivated, and 38% were somewhat motivated. These results
were gathered through the use of an online student survey (www.surveymonkey.com).



Final KA

Educational Ability Levels

According to current CRCT scores for the inclusion class, 37% of the students scored 850 or
above which placed them in the exceeds category. Out of this class, 48% of the students scored
800 to 849. These students were in the meets category on the CRCT. Only one student did not
meet. Three students were administered the CRCT-M (modified) test. All of these students
passed, while one exceeded. The teacher states that the learning abilities in the class vary. Most
students are motivated. However, several of the special education students lack motivation.
These students have difficulty completing assignments. Therefore, these students are failing the
class. In the high-achieving class, 7% were in the meets category while the other 93% were in
the exceeds category. The students in this class are highly motivated and strive to do well each
day in the classroom.

General Learning Preferences

According to the teacher, the students in both classes enjoy hands-on activities. A new bring
your own technology program has been implanted at the school. Students have enjoyed being
able to use their technology to complete lessons, study for quizzes and tests, and play educational
games. Students also enjoy small group work and using whiteboards to show their work.

Attitude Toward Teachers and School

The majority of the students feel that the teacher is readily available for support. The students
feel like the classroom is a safe environment and feel comfortable to speak out during a lesson
and answer questions. The majority of the students also feel that the school is a safe learning
environment and feel safe not only to participate in school work, but also participate in
extracurricular activities. However, one student feels that the teachers are out to get him as well
as the school. He does not feel safe, and feels that no one listens to him or cares about him.



Final KA

Group Characteristics

This school is located in a small rural area with a population of approximately 18,000 people.
The average median income is $33,528. Out of the two classes combined, 76 % of the students
are economically disadvantaged. Because of the number of students that eat free and reduced
lunch, the school has been labeled as a Title I school. All of the students speak English, with
several students who are also fluent in Spanish. Most of the students are dressed appropriately
each day, while a few students appear to be less fortunate. The two classes are grouped according
to ability level. One group is an inclusion class which contains students with disabilities, while
the other class contains all high-achieving learners and gifted students. Several of the students in
the inclusion class have been retained in previous years. Other than the students who were
previously retained, the learners in the class are age appropriate.

Part III: Task Analysis

Task Analysis
I conducted a topic and procedural analysis to identify the steps required to complete the task. I
initially created a detailed outline of the steps to ensure understanding of the process and the
procedures. After carefully reviewing the steps, I went to the Subject Matter Expert (SME) and
asked her to review the process and procedures. She was valuable in assisting me to catch many
details that I had missed previously in the process.
After consulting with the SME, I was able to create a new outline with my procedural analysis.
In this outline, I was able to add oral directions to the outline. I had originally missed this very
important step. The SME asked me questions to help me add additional information to my
outline that was more direct to the task. She helped me add details such as the length of time to
add to each timed test. She also directed me to tell the students what to do if they came to a
problem they did not know. Before, I had stated for students to take a timed test without specific
What does the learner do, what does the learner need to know to do this step, and what cues are
there to inform the learner of the problem were all questions addressed during this procedural
analysis. Once again, after careful review of the task with the SME, I feel that the final product is
Final KA

very detailed with the expectation of the process and procedures. The final product is listed
below.
Task Analysis Outline
1. Types of timed tests
1.1 Basic addition containing numerals 3 10
1.2 Basic subtraction containing numerals 3 10
1.3 Basic multiplication containing numerals 3 10
2. Criteria for results
2.1 Proficiency determinants
2.1.1 Miss 4 or less on addition timed test 5 times in a row
2.1.2 Miss 4 or less on subtraction timed test 5 times in a row
2.1.3 Miss 4 or less on multiplication timed test 5 times in a row
3. Take addition timed test
3.1 Have two sharpened pencils
3.2 Listen to oral directions provided by the teacher
3.2.1 Take an addition basic skills timed test in one minute
3.2.2 Answer as many problems as possible
3.2.3 Skip the problem if you dont know it and go on
3.2.4 Put your pencil down and turn paper back over when you have finished
3.3 Administer addition timed test
3.3.1 Keep paper face down after you have received it
3.3.2 Write you name on the back
3.3.3 Turn your paper over and begin taking the test
3.3.4 Stop working and put your pencil down after one minute
3.3.5 Turn your paper over
3.3.6 Give paper to teacher
4. Take subtraction timed test
4.1 Listen to oral directions provided by the teacher
4.1.1 Take a subtraction basic skills timed test in one minute
4.1.2 Answer as many problems as possible
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4.1.3 Skip the problem if you dont know it and go on
4.1.4 Put your pencil down and turn paper back over when you have finished
4.2 Administer subtraction timed test
4.2.1 Keep paper face down after you have received it
4.2.2 Write you name on the back
4.2.3 Turn your paper over and begin taking the test
4.2.4 Stop working and put your pencil down after one minute
4.2.5 Turn your paper over
4.2.6 Give paper to teacher
5. Take a multiplication timed test
5.1 Listen to oral directions provided by the teacher
5.1.1 Take a multiplication basic skills timed test in one minute
5.1.2 Answer as many problems as possible
5.1.3 Skip the problem if you dont know it and go on
5.1.4 Put your pencil down and turn paper back over when you have finished
5.2 Administer multiplication timed test
5.2.1 Keep paper face down after you have received it
5.2.2 Write you name on the back
5.2.3 Turn your paper over and begin taking the test
5.2.4 Stop working and put your pencil down after one minute
5.2.5 Turn your paper over
5.2.6 Give paper to teacher
6. Use technology as a plan of action for not proficient for 15 minutes each day
6.1 Use IPad for basic addition practice for 5 minutes at beginning of class each day
6.1.1 Set timer for 5 minutes
6.1.2 Turn on IPad
6.1.3 Click the Math Fact app on the IPad
6.1.4 Create user account
6.1.4.1 Click on guest
6.1.4.2 Click the + button in top right hand corner to add name
6.1.4.3 Type your first and last name
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6.1.4.4 Click add
6.1.4.5 Click your name
6.1.5 Choose operation and type of activity
6.1.5.1 Click the challenge button
6.1.5.2 Click on the addition operation
6.1.5.3 Click on one of the numerals 3 10 for practice
6.1.5.4 Start the timer and click go
6.1.5.5 Type the answers
6.1.5.6 Click submit each time
6.1.6 Send report to teacher
6.1.6.1 Click email in the top right hand corner
6.1.6.2 Type teachers email address in the to line
6.1.6.3 Click send in the top right hand corner
6.1.7 Practice more basic addition skills
6.1.7.1 Click done in the top left hand corner
6.1.7.2 Click other numerals 3 10 until your time is up
6.2 Use IPad for basic subtraction practice for 5 minutes at beginning of class each day
6.2.1 Set timer for 5 minutes
6.2.2 Choose operation and type of activity
6.2.2.1 Click the challenge button
6.2.2.2 Click on the subtraction operation
6.2.2.3 Click on one of the numerals 3 10 for practice
6.2.2.4 Start the timer and click go
6.2.2.5 Type the answers
6.2.2.6 Click submit each time
6.2.3 Send report to teacher
6.2.3.1 Click email in the top right hand corner
6.2.3.2 Type teachers email address in the to line
6.2.3.3 Click send in the top right hand corner
6.2.4 Practice more basic subtraction skills
6.2.4.1 Click done in the top left hand corner
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6.2.4.2 Click other numerals 3 10 until your time is up
6.3. Use IPad for basic multiplication practice for 5 minutes at beginning of class each
day
6.3.1 Choose operation and type of activity
6.3.1.1 Click the challenge button
6.3.1.2 Click on the multiplication operation
6.3.1.3 Click on one of the numerals 3 10 for practice
6.3.1.4 Start the timer and click go
6.3.1.5 Type the answers
6.3.1.6 Click submit each time
6.3.2 Send report to teacher
6.3.2.1 Click email in the top right hand corner
6.3.2.2 Type teachers email address in the to line
6.3.2.3 Click send in the top right hand corner
6.3.3 Practice more basic subtraction skills
6.3.3.1 Click done in the top left hand corner
6.3.3.2 Click other numerals 3 10 until your time is up
6.4 Close the app
6.4.1 Press the home button on the IPad to close the app
Subject Matter Expert (SME)
I (Amy Nimmer) will sever as the SME for the technology portion of this plan. My formal
education consists of a bachelors degree in Middle Grades Education from Armstrong Atlantic
State University in Savannah, Georgia. My masters degree was obtained from Troy State
University in Middle Grades Education. I also have a specialist degree that was obtained from
Valdosta State University in Teaching and Exemplary Practices. I am currently pursuing an add-
on in Instructional Technology/Media Specialist from Georgia Southern University. Kim
Rowland will serve as the SME dealing with the math portion for this instructional plan. Mrs.
Rowlands education consists of a Specialist degree in Reading from Valdosta State University.
She has also been name a Master Teacher, which proves her success as a classroom teacher.
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My primary qualification to serve as SME is that my school is currently piloting a Bring Your
Own Technology program. I have had numerous trainings pertaining to technology and the use
of the IPad. I have recently attended a BYOT tour in Forsyth County that allows teachers to see
how technology is being implemented across the curriculum. Mrs. Rowlands knowledge of the
math curriculum is what qualifies her to be the SME for this plan. She has been a teaching sixth
grade math for 23 years. She has also been named a Master Teacher in Georgia, which proves
her success as a classroom teacher. To become a Master Teacher, you have to prove that you
have positively influenced student achievement in the classroom year after year. She continues to
have excellent scores on the Criterion Referenced Competency Test (CRCT) each year. She has
also been named a Teacher Support Specialist. Mrs. Rowland has been a great asset in
conducting this task analysis.

Final KA



Types of timed
tests
Basic addtion -
numerals 3-10
Criteria for
results
Miss 4 or less 5
times in a row
Basic
Subtraction -
numerals 3-10
Criteria for
results
Miss 4 or less 5
times in a row
Basic
Multiplication -
numerals 3-10
Criteria for
results
Miss 4 or less 5
times in a row
Topical Analysis
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Take timed tests
Administer timed tests
Keep paper face down after you
have received it
Write your name on the back
Turn your paper over and begin
taking the test
Stop working and put your
pencil down after one minute
Turn your paper over
Give paper to the teacher
Teacher will give oral directions
Put pencil down and turn paper
face down
Skip the problem if you do not
know it and go on
Answer as many problems as
possible
Take a (addition, subtraction, or
multilplication) basic skills test
in one minute

Procedural Analysis for Test
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Math Fact
Application
Create User
Account
Click on guest
Click the +
button to add
name
Type your first
and last name
Click add
Click your name
Flashcard
portion of app
Click on the
flashcard button
Click one of the
numerals 3-10
and operation
Click the go
button
Challenge
Portion of app
Click on the
challenge
button
Click one of the
numerals 3-10
and operation
Click the go
button
Submit activity
to the teacher
Click email in
the top right
hand corner
Type teacher's
email address
Click send
Procedural Analysis for Math
Fact Application
Final KA

Part IV: Instructional Objectives
Terminal Objective 1: Set-up an account on the Math Fact application
Enabling Objectives:
1A. Create a new account on the Math Fact application
1B. Choose which skills to practice after setting up an account
1C. Send the activity to the teacher after a lesson has been completed
Terminal Objective 2: Utilize technology to practice basic addition, subtraction, and
multiplication math facts
Enabling Objectives:
2A. Practice addition, subtraction, and multiplication math facts with numerals 3-10 using the
application Math Fact on the IPad
2B. Identify numerals that continue to be a problem and formulate a plan using the flashcards on
the Math Fact application
2C. Complete the challenge portion of the Math Fact application using numerals 3-10 in 30
seconds or less and miss no more than one problem
Terminal Objective 3: To apply basic skills knowledge and fluently recite addition, subtraction,
and multiplication facts 3-10
Enabling Objectives:
3A. Memorize basic addition, subtraction, and multiplication math facts with numerals 3-10
3B. Complete 60 problems of each skill within a one-minute time frame
3C. Complete each basic skills test with 93.3% accuracy


Final KA

Content
Performance
Recall Application
Fact 3A
Concept
Principles 2, 2A, 2B
Procedure 1, 1A, 1B, 1C, 2C, 3, 3B, 3C,
Interpersonal
Attitude

Instructional Objectives Common Core
Georgia Performance Standards
All instructional objectives will fall under this
category.
6.NS.3 Fluently add, subtract, multiply, and
divide multi-digit decimals using the standard
algorithm for each operation.
Standards for Mathematical Practice
All instructional objectives will fall under this
category
6. Attend to precision
*Communicate precisely to others
*Calculate accurately and efficiently

Part V: Development of Assessments
Instructional
Strategies
Goals Objectives UDL Assessments
Lesson 1:
The student will
create an account
on the Math Fact
application using
the IPad and will
organize a plan
to choose which
skills to practice
and how to send
results to the
teacher.

Identify the basic
steps of setting
up an account
and how to use
the Math Fact
application on
the IPad.
Objective 1: The
student will
create an account
on the Math Fact
application

1A: The student
will perform all
necessary steps
to create a new
account on the
Math Fact
application.
1B: The student
will organize a
plan to choose
which skills to
practice.
1C: The student
will organize a
Learners are
being provided
multiple means
of representation
by offering
alternatives for
auditory and
visual
information.

Learners are
being given a
step-by-step list
of instructions
with pictures to
create a new
account on the
Math Fact
application.

Learners will
create a video
using screenshots
of the Math Fact
application to
show the steps
for setting up a
new account.
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plan to send the
activity to the
teacher.
Learners will
also be provided
with an MP3 of
how to create a
new account on
the Math Fact
application.

Learners are
being given an
example of how
to use the Math
Fact application
and how to send
the activities to
the teacher.

Learners will
have the passage,
Why are Math
Facts
Important? read
to them.
Lesson 2:
The student will
utilize the Math
Fact application
on the IPad to
practice basic
addition,
subtraction, and
multiplication
math facts using
numerals 3-10.

The student will
identify numerals
that are a
problem and
formulate a plan
using the
flashcards
section on the
Math Fact
application.

Discover how the
use of repetitive
practice will help
with
memorization
and automaticity
of the basic
addition,
subtraction, and
multiplication
skills using
numerals 3-10

Objective 2: The
student will
utilize
technology to
practice basic
addition,
subtraction, and
multiplication
math facts.
2A: The student
will practice
addition,
subtraction, and
multiplication
math facts with
numerals 3-10
using the
application Math
Fact on the IPad.
2B: The student
will identify
numerals that
continue to be a
Learners are
being provided
with examples
and resources.
The IPad has
been utilized to
build fluencies
with graduated
levels of support
for practice and
performance.
The IPad is there
until the learner
has reached
mastery. The
learner will then
be able to recite
the facts with
automaticity.
Learners will
discuss the
importance of
practicing and
assessing the
basic addition,
subtraction, and
multiplication
facts 3-10 using
the Math Fact
application on
the IPad. The
learner will
support his or her
answer with
three different
examples. The
learner will write
one paragraph
that contains at
least six
sentences.
Final KA

The student will
complete the
challenge portion
of the Math Fact
application in 30
seconds or less
and missing no
more than 1
problem.
problem and
formulate a plan
using the
flashcards on the
Math Fact
application.
2C: The student
will complete the
challenge portion
of the Math Fact
application using
numerals 3-10 in
30 seconds or
less and miss
Lesson 3:
The student will
apply basic skills
knowledge and
fluently recite
facts 3-10.

Memorize basic
math facts and
complete a 60
problem timed
test in one
minute and with
93.3% accuracy
Objective 3: The
student will
apply basic skills
knowledge and
fluently recite
addition,
subtraction, and
multiplication
facts 3-10.

3A: The student
will memorize
basic addition,
subtraction, and
multiplication
math facts with
numerals 3-10.
3B: The student
will complete 60
problems of each
skill within a
one-minute time
frame
3C: The student
will complete
each basic skills
test with 93.3%
accuracy.
Learners are
being given
multiple means
of engagement
by optimizing
individual choice
and autonomy.
Learners are
being given the
opportunity to
have the article,
Math Facts: Are
They Really
Important? read
to them by
highlighting the
text and listening
on the IPad.

Learners are
optimizing the
use of hands-on
activities using a
deck of cards to
study basic math
facts.

Learners are
being given a
choice as to how
they would like
to take the timed
Learners will
take a one-
minute timed
addition test with
numerals 3-10.
Learners will
take a one-
minute timed
subtraction test
with numerals 3-
10. Lastly,
learners will also
take a one-
minute timed
multiplication
test with
numerals 3-10.
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tests. They can
take it on the
IPad or audibly
recite the facts.

Lesson 1: Create an account on the Math Fact application using the IPad
Objective 1: To set up an account on the Math Fact application
1A: Create a new account on the Math Fact application
1B: Choose which skills to practice after setting up an account
1C: Send the activity to the teacher after a lesson has been completed
Assessment: Learners will create a video using screenshots of the Math Fact application to show
the steps for setting up a new account. The learners will add the screenshots to the iMovie
application on the IPad to create the video. Learners will include how to choose which skills to
use and how to send student activity to the teacher.
UDL Principles: The learner has been provided with multiple means of representation by using
the IPad to help them complete the assignment. This activity allows the learner to illustrate
through multiple media. Not only does the student have to write down what they are going to
say, but they will also be displaying their information visually and audibly. The students will be
assigned a partner which gives the learners support for practice and performance. Gifted students
will be given the option to add music, graphics, etc. to their movie to make it more engaging for
them. This will allow for multiple means of engagement which will vary demands and resources
to optimize challenge for the gifted learners.
Lesson 2: Utilize Technology to Practice Basic Addition, Subtraction, and Multiplication
Math Facts
Objective 2: Utilize technology to practice basic addition, subtraction, and multiplication facts.
2A: Practice addition, subtraction, and multiplication math facts with numerals 3-10
using the application Math Fact on the I Pad
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2B: Identify numerals that continue to be a problem and formulate a plan using the
flashcards on the Math Fact application
2C: Complete the challenge portion of the Math Fact application using numerals 3-10 in
30 seconds or less and miss no more than one problem
Assessment: Learners will discuss the importance of practicing and assessing basic addition,
subtraction, and multiplication facts using the numerals 3-10. The learner may research this topic
on the internet to help gather support for the paragraph. The learner will support his or her
answer with three different examples. The learner will write one paragraph that contains at least
six sentences.
UDL Principles: Learners who have difficulty writing will be provided with the opportunity to
use animoto to develop their paragraph. This allows students to use multiple media for
communication so the difficulty of writing will not discourage the student from completing the
assignment. Gifted students will be encouraged to create a comic of their paragraph to represent
their feelings on the importance of practicing and assessing the basic math facts.
Lesson 3: Applying Basic Skills Knowledge and Fluently Recite Facts 3-10
Objective 3: Apply basic skills knowledge and fluently recite addition, subtraction, and
multiplication facts 3-10
3A: Memorize basic addition, subtraction, and multiplication math facts with
numerals 3-10
3B: Complete 60 problems of each skill within a one-minute time frame
3C: Complete each basic skills test with 93.3% accuracy
Assessment: Learners will take a one-minute timed addition test with numerals 3-10. Learners
will take a one-minute timed subtraction test with numerals 3-10. Lastly, learners will also take a
one-minute timed multiplication test with numerals 3-10.
UDL Principles: Learners will be provided with multiple means of engagement which will
optimize individual choice and autonomy. The learners will have the option to take the test in
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different formats. For students that may have trouble with writing, they will be able to audibly
recite the basic facts or complete these skills using the IPad.
Assessment for Lesson 1
Directions: You will create a video using IMovie on the IPad of the steps for creating a new
account and how to use the Math Fact application.
1. First, you will open the Math Fact application on the IPad and take screenshots of each
step for creating a new account. Write down what you are doing, so you can add your
voice to the video as well.
2. You will then take screenshots of how to use the flashcard and challenge portion of the
application. Once again, write down the steps in your own words.
3. Finally, you will take screenshots of how to send the activity to the teacher and write
down what you did to accomplish this skill. There are two ways to do this. You can send
the activity after the activity has been completed, or from the home screen under progress
reports.
4. Once you have taken all of the screenshots, you will open the IMovie application and
choose movie. Then you will choose which movie template you want to use and then
click on create movie.
5. From here, you will add the screenshots to your movie.
6. Once you have added the screenshots to your movie, you will then add your voice to each
screenshot telling the audience what you are doing.
7. You will then need to add a title screen and an ending screen to the movie.
Grading Checklist
Screenshots of how to create an account (minimum of 5) ________/5
Screenshots of how to use Flashcard portion (minimum of 3) ________/5
Screenshots of Challenge portion (minimum of 3) ________/5
Screenshots of emailing reports to instructor (minimum of 6) ________/5
Voice recording for each screenshot ________/5
Final KA

Title slide included ________/5
Ending slide included ________/5
Total ________/35

Lesson 1 Example
Math Fact Application YouTube Link
Rubric
Multimedia Project : IMOVIE for Math Fact Application

Teacher Name: Amy Nimmer


Student Name: ________________________________________
CATEGORY 4 3 2 1
Requirements All requirements
are met and
exceeded.
All requirements
are met.
One requirement
was not
completely met.
More than one
requirement was
not completely
met.
Screenshots
(Create Account)
At least 5 slides
were
incorporated
4 slides
incorporated
3 slides
incorporated
2 or less slides
incorporated
Screenshots
(Flashcard)
At least 3 slides
were
incorporated
2 slides were
incorporated
1 slide was
incorporated
0 slides were
incorporated
Final KA

Screenshots
(Challenge)
At least 3 slides
were
incorporated
2 slides were
incorporated
1 slides was
incorporated
0 slides were
incorporated
Screenshots
(Email professor)
At least 6 slides
were
incorporated
5 slides
incorporated
4 slides
incorporated
3 or less slides
incorporated
Oral Presentation Interesting, well-
rehearsed with
smooth delivery
that holds
audience
attention.
Relatively
interesting,
rehearsed with a
fairly smooth
delivery that
usually holds
audience
attention.
Delivery not
smooth, but able
to hold audience
attention most of
the time.
Delivery not
smooth and
audience
attention lost.

Assessment for Lesson 2
Directions: You have now set up an account using the Math Fact application. You have also
explained how to use the flashcard and challenge portion of the application. Lastly, you have
practiced your basic addition, subtraction, and multiplication math facts with numerals 3-10
using the Math Fact application. Now, you are going to write a brief paragraph explaining why
you think it is important to practice and assess your progress of learning the basic addition,
subtraction, and multiplication math facts. You paragraph should have an introductory and
concluding sentence, and contain three examples to support your views. There should be a
minimum of six sentences in your paragraph.
Grading Checklist:
Did you include why you think using application is important ______/5
Do you have three examples to support your view ______/5
Do you have at least six sentences ______/5
Final KA

Do you have introductory sentence ______/5
Do you have a concluding sentence ______/5
Did you write in complete sentences ______/5
Total ______/30
Lesson 2 Example
Why do you think it is important to learn your basic math facts? I think it is important because it
makes me feel more secure in the math class and in the real-world. If you memorize your basic
facts, you will clear up your short-term memory and make room for learning more difficult skills
in the math class. By using the application, I can ensure that I will be able to automatically recall
the basic math facts or memorize them. Finally, this application has helped me understand that
without proper practice, learning the basic math facts can be quite difficult. If I only use the basic
math facts occasionally, I will never get enough practice to master the facts and recite them with
automaticity. In conclusion, this application has helped me master the basic math facts and feel
more confident in the math class.
Rubric
Story Writing : Importance of Using the Math Fact Application

Teacher Name: Amy Nimmer


Student Name: ________________________________________
CATEGORY 4 3 2 1
Introduction First paragraph
has a \"grabber\"
or catchy
beginning.
First paragraph
has a weak
\"grabber\".
A catchy beginning
was attempted but
was confusing
rather than catchy.
No attempt was
made to catch the
reader\'s attention
in the first
paragraph.
Final KA

Focus on Assigned
Topic
The entire story is
related to the
assigned topic and
allows the reader
to understand
much more about
the topic.
Most of the story
is related to the
assigned topic.
The story wanders
off at one point,
but the reader can
still learn
something about
the topic.
Some of the story
is related to the
assigned topic, but
a reader does not
learn much about
the topic.
No attempt has
been made to
relate the story to
the assigned topic.
Requirements All of the written
requirements
were met.
Almost all (about
90%) the written
requirements
were met.
Most (about 75%)
of the written
requirements
were met, but
several were not.
Many
requirements
were not met.
Spelling and
Punctuation
There are no
spelling or
punctuation errors
in the final draft.
Character and
place names that
the author
invented are
spelled
consistently
throughout.
There is one
spelling or
punctuation error
in the final draft.
There are 2-3
spelling and
punctuation errors
in the final draft.
The final draft has
more than 3
spelling and
punctuation
errors.




Final KA

Assessment for Lesson 3

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Part VI: Content Sequencing and Instructional Strategies
Sequence Description Objective
1 To create an account on the Math Fact application 1
2 Utilize technology to practice basic addition, subtraction, and
multiplication math facts
2
3 To apply basic skills knowledge and fluently recite addition,
subtraction, and multiplication facts 3-10
3

This sequence builds on concepts in a logical order. The learner will proceed through the
instruction just as the teacher would proceed through planning a lesson. This sequence uses
technology on a daily basis to enhance the learning of the math facts. This sequence will also
allow the learner to self-assess and formulate a plan of action to master all math facts. After
proper instruction and practice, the learner will be able to fluently recite addition, subtraction,
and multiplication facts.
Lesson 1: Create an account on the Math Fact application using the IPad
Objective 1: To set up an account on the Math Fact application
Objective 1A: Create a new account on the Math Fact application
Objective 1B: Choose which skills to practice after setting up an account
Objective 1C: Send the activity to the teacher after a lesson has been completed
Motivational Strategy: Have students create a list of why it is important to fluently add, subtract,
and multiply basic numerals 3-10. Next, direct the students to read the article: Why are Math
Facts Important? (http://www.parent-homework-help.com/2010/05/06/why-are-math-facts-
important/) and write three important facts for group discussion.
Final KA

Initial Presentation: Present students with the steps to create a new account using the Math Fact
application on the IPad. Next, have students look at examples of possible plans for using the
application and sending the activity to the teacher.
Generative Strategy: Students will create a new account on the Math Fact application. Students
will devise a plan as to how they will use the application and send the activity report to the
teacher.
UDL: Students who may have difficulty reading can have the passage read to them using the
IPad (Rao & Tanners, 2011). The teacher will provide a step-by-step list of instructions with
pictures to help the students with disabilities (Morrison, Moss, Kalman & Kemp, 2013). Students
with disabilities will be allowed to use one of the examples instead of creating a plan. They will
also be provided with an MP3 of how to create a new account (Rao & Tanners, 2011).

Lesson 2: Utilize Technology to Practice Basic Addition, Subtraction, and Multiplication
Math Facts
Objective 2: Utilize technology to practice basic addition, subtraction, and multiplication facts.
Objective 2A: Practice addition, subtraction, and multiplication math
facts with numerals 3-10 using the application Math Fact on the I Pad
Objective 2B: Identify numerals that continue to be a problem and formulate a plan using
the flashcards on the Math Fact application
Objective 2C: Complete the challenge portion of the Math Fact application using
numerals 3-10 in 30 seconds or less and miss no more than one problem
Initial Presentation: Present the name and description of different ways to study basic addition,
subtraction, and multiplication math facts that do not involve technology. Explain why it is
important to formulate a plan when working with the Math Fact application on the IPad.
Generative Strategy: Give the learner several scenarios for studying basic math facts with one
using technology, and allow the student to choose which scenario would best meet his or her
Final KA

needs. Allow the student to practice basic facts using the Math Fact application on the IPad. Now
that the student has used the application, the student will create a list of problem facts and study
the facts using flash cards on the application. Finally, the student will complete the challenge
portion in the application. The student must complete the skills in 30 seconds or less and miss no
more than one problem. He or she will continue this process until he or she has reached the goal
UDL: Students with disabilities will understand that using technology will enhance the learning
process (Morra & Reynolds, 2010).
Lesson 3: Applying Basic Skills Knowledge and Fluently Recite Facts 3-10
Objective 3: Apply basic skills knowledge and fluently recite addition, subtraction, and
multiplication facts 3-10
Objective 3A: Memorize basic addition, subtraction, and multiplication math facts with
numerals 3-10
Objective 3B: Complete 60 problems of each skill within a one-minute time frame
Objective 3C: Complete each basic skills test with 93.3% accuracy
Initial Presentation: First, present the students with a copy of the math facts for review. Have
students read the article: Math Facts: Are They Really Important?
(http://www.maddogmath.com/Content/mathfactschea.pdf).
Generative Strategy: Have students write a brief paragraph restating why it is important to
memorize basic math facts and recall them fluently (Morrison, Moss, Kalman & Kemp, 2013).
Students will take a deck of cards and draw two cards. They will practice the addition,
subtraction, and multiplication math facts this way. The ace will be 1 and the face cards will be
0. If the student gets the problem correct in less than 5 seconds they can keep the card to score
points.
Initial Presentation: The teacher will go over the instructions for taking the timed test. An
example will be given to show how to properly complete the timed test.
Final KA

Generative Strategy: After completing the practice, the student will correctly identify basic math
facts on a test containing addition, subtraction, or multiplication facts. Each test will be taken at
different times. The student will have one minute to complete 60 problems. In order for the
student to pass, the student must complete the test with 93.3% accuracy.
UDL: Students with disabilities will be able to use the I Pad. On the I Pad, the article can be
highlighted and read to the students. Students will be provided with multiple means of
representation (Morra & Reynolds, 2010). A list of step-by-step instructions with pictures will be
provided for students with disabilities (Morrison, Moss, Kalman & Kemp, 2013). Students with
disabilities can take the test on the I Pad, or they can audibly recite the facts to the teacher (Rao
& Tanners, 2011).
Reference List
Morra, T., & Reynolds, J. (2010). Universal design for learning: Application for technology-
enhanced learning. The Journal of the Virginia Community Colleges, 15(1), 43-51.
Retrieved from http://files.eric.ed.gov/fulltext/EJ881564.pdf
Morrison, G. R., Moss, S. M., Kalman, H. K., & Kemp, J. E. (2013). Designing effective
instruction. (7th ed.). Hoboken, NJ: John Wiley & Sons, Inc.
Rao, K., & Tanners, A. (2011). Curb cuts in cyberspace: Universal instructional design for online
courses. Journal of Postsecondary Education and Disability, 24(3), 211-229.
Part VII: Design of Instruction
Instructional
Strategies
Goals Objectives UDL Assessments
Lesson 1:
The student will
create an account
on the Math Fact
application using
the IPad and will
organize a plan
to choose which
skills to practice
and how to send
Identify the basic
steps of setting
up an account
and how to use
the Math Fact
application on
the IPad.
Objective 1: The
student will
create an account
on the Math Fact
application

1A: The student
will perform all
necessary steps
to create a new
Learners are
being provided
multiple means
of representation
by offering
alternatives for
auditory and
visual
information.

Learners will
create a video
using screenshots
of the Math Fact
application to
show the steps
for setting up a
new account.
Final KA

results to the
teacher.

account on the
Math Fact
application.
1B: The student
will organize a
plan to choose
which skills to
practice.
1C: The student
will organize a
plan to send the
activity to the
teacher.
Learners are
being given a
step-by-step list
of instructions
with pictures to
create a new
account on the
Math Fact
application.

Learners will
also be provided
with an MP3 of
how to create a
new account on
the Math Fact
application.

Learners are
being given an
example of how
to use the Math
Fact application
and how to send
the activities to
the teacher.

Learners will
have the passage,
Why are Math
Facts
Important? read
to them.
Lesson 2:
The student will
utilize the Math
Fact application
on the IPad to
practice basic
addition,
subtraction, and
multiplication
math facts using
numerals 3-10.

The student will
Discover how the
use of repetitive
practice will help
with
memorization
and automaticity
of the basic
addition,
subtraction, and
multiplication
skills using
numerals 3-10

Objective 2: The
student will
utilize
technology to
practice basic
addition,
subtraction, and
multiplication
math facts.
2A: The student
will practice
addition,
subtraction, and
Learners are
being provided
with examples
and resources.
The IPad has
been utilized to
build fluencies
with graduated
levels of support
for practice and
performance.
The IPad is there
until the learner
Learners will
discuss the
importance of
practicing and
assessing the
basic addition,
subtraction, and
multiplication
facts 3-10 using
the Math Fact
application on
the IPad. The
learner will
Final KA

identify numerals
that are a
problem and
formulate a plan
using the
flashcards
section on the
Math Fact
application.

The student will
complete the
challenge portion
of the Math Fact
application in 30
seconds or less
and missing no
more than 1
problem.
multiplication
math facts with
numerals 3-10
using the
application Math
Fact on the IPad.
2B: The student
will identify
numerals that
continue to be a
problem and
formulate a plan
using the
flashcards on the
Math Fact
application.
2C: The student
will complete the
challenge portion
of the Math Fact
application using
numerals 3-10 in
30 seconds or
less and miss
has reached
mastery. The
learner will then
be able to recite
the facts with
automaticity.
support his or her
answer with
three different
examples. The
learner will write
one paragraph
that contains at
least six
sentences.
Lesson 3:
The student will
apply basic skills
knowledge and
fluently recite
facts 3-10.

Memorize basic
math facts and
complete a 60
problem timed
test in one
minute and with
93.3% accuracy
Objective 3: The
student will
apply basic skills
knowledge and
fluently recite
addition,
subtraction, and
multiplication
facts 3-10.

3A: The student
will memorize
basic addition,
subtraction, and
multiplication
math facts with
numerals 3-10.
3B: The student
will complete 60
problems of each
skill within a
one-minute time
Learners are
being given
multiple means
of engagement
by optimizing
individual choice
and autonomy.
Learners are
being given the
opportunity to
have the article,
Math Facts: Are
They Really
Important? read
to them by
highlighting the
text and listening
on the IPad.

Learners are
optimizing the
use of hands-on
Learners will
take a one-
minute timed
addition test with
numerals 3-10.
Learners will
take a one-
minute timed
subtraction test
with numerals 3-
10. Lastly,
learners will also
take a one-
minute timed
multiplication
test with
numerals 3-10.
Final KA

frame
3C: The student
will complete
each basic skills
test with 93.3%
accuracy.
activities using a
deck of cards to
study basic math
facts.

Learners are
being given a
choice as to how
they would like
to take the timed
tests. They can
take it on the
IPad or audibly
recite the facts.

Part VIII: Formative Evaluation Plan

Collection of Learner and SME Evaluation of Online Module
A formative evaluation of the online module will be administered using SurveyMonkey.
A link will be given to each learner and they will have a certain amount of time to complete the
survey to complete the online module. They survey is made up of a rating scale and open-ended
questions. Learners will be required to take the survey at the end of the module. Student identity
will be made anonymouse to the instructor of the online module. The Subject Matter Expert
(SME) will be asked to evaluate the online module before the module is made available to the
students. The online module will be fully working in an online enviroment for the SME to use
and evaluate appropriately. The SME will take an online survey using Survey Monkey. The
survey will consist of a rating scale and open-ended questions. A link to the survey will be
provided for the SME.


Final KA

Subject Matter Experts Survey of Online Module
























Final KA

Learners Survey of Online Module


Final KA

Review and Anaylsis of Data Collection for Online Module
Once the results have been collected, qualitative and quantitative procedures will be used
to analyze the data. Descriptive statistics will be used to display and review the data. Each
question will be analyzed and include a percentage for each response to the question. A graph
will also be created for each question so that the insructor can show the percentages visually. The
mean and the median of the percentages will also be reported to determine the importance of
each question and how it can be used to improve the online module. The instructor will use the
analysis of the open-ended questions on the survey to determine if there are any themes in the
data. Responses to the open ended questions will help determine the major categories or themes.
These categories or themes will then be displayed using a table to organize the date. The table
will include a listing of actual comments made by the learners and SME as part of the analysis
for this online module.