FRIT 7231 Instructional Design

Design Document
Brittany Alexander

Dr. Purcell
Fall 2019
 Identification of Learning Problem

The learning problem I will be addressing is fifth grade students understanding and

computation of Number and Operations based off students’2019-2020 iReady Fall Diagnostic

Test. Numbers and Operations on iReady includes understanding and computation of addition,

subtraction, multiplication, division, decimals and fractions. Students show misconceptions with

Numbers and Operations because they do not fully understand place value. Also, the data is

showing students will have a hard time succeeding in fifth grade with understanding and the

computation of decimals and fractions because they are below level. The 2019-2020 iReady Fall

Diagnostic Test states that 89% of fifth graders are below the grade level when understanding

and computation of Number and Operations. By Winter, students will increase their score by

25% on their iReady Winter Diagnostic Test for Numbers and Operations. The instructional

goal is students will be given different methods and strategies to understand and be able to

successfully utilize computation for addition, subtraction, multiplication, division, decimals and

fractions.

Learner Analysis

The target learners are primarily African American and Hispanic students in the fifth

grade. Students are between the ages of ten to eleven years old. There is about 48% of boys and

49% of girls in this grade. Majority of the fifth grade students scored a Beginning Learner (Level

1) or Developing Learner (Level 2) on the Math GMAS for the 2018-2019 school year. Students

have entered fifth grade with little understanding and computation with Numbers and

Operations. All students are self-contained and learns all subjects by one teacher. Majority of

the fifth grade students received either a D or F on their 4.5 Progress Report for Math. Some fifth
grade students show no motivation due to misconceptions for Numbers and Operations. Students

show signs of being nervous when answering math questions and it plays a role in their

achievement levels. Also, students show no motivational ability to complete their work. Students

would rather sleep or disrupt the learning environment for others. In the fifth grade, there are

only three students who are labeled as Gifted, nine students labeled as DES (Department of

Exceptional Students), twelve students labeled as ESOL (English as a Second Language) and

sixty students receiving EIP (Early Intervention Program) services for Math for the 2019-2020

school year.

Task Analysis

The task analysis that I will be using will be procedural analysis. Students will have to be

able to go step by step to understand how to do computation of Numbers and Operations which

includes addition, subtraction, multiplication, division, decimals and fractions. Students are not

on grade level with Numbers and Operations, so it would be easy to go down some grade levels

in Math to see where the misconceptions are for students.

1. Place Value

a. Create a Place Value Chart from ones to millions using paper. Create seven

squares.

b. With a pencil, write down the different place value names and the values in

each square starting with ones and go left ending with millions.

Millions Hundred Ten Thousand Hundred Tens Ones

1,000,000 Thousand Thousand 1,000 100 10 1

 100,000 10,000

c. Next draw seven squares under the place value chart created.

d. Write down the different values and how they increase by ten going from left

to right.

Millions Hundred Ten Thousands Thousands Hundreds Tens Ones

1,000,000 Thousands 10,000 1,000 100 10 1

100,000
10x10x10x10x10x 10x10x10x10x10 10x10x10x10= 10x10x10= 10x10= 10x1 1

10=1,000,000 =100,000 10,000 1,000 100 =10

e. Grab some base ten blocks to model different numbers on the place value

chart and be able to explain the value of each number.

f. Practice saying numbers and writing them in expanded form, standard form

and word form.

Standard form=1,235

Expanded form = 1,000+200+30+5=1,235

Word form= one thousand two hundred thirty-five

g. If students understand place value move to addition.

2. Addition

a. Grab manipulatives (shapes, base ten blocks, bears, counting circles, or

numbers) to add one digit by one digit numbers together.

1 bear+1bear

b. Count to see how many there are all together in front of you.
 c. Get some paper and a pencil to write down the equation or draw out the

picture. Write the numbers in the correct place value.

d. Write down your sum (answer) 2 bears

e. Grab manipulatives (shapes, base ten blocks, bears, counting circles, or

numbers) to add two digits by one digit numbers together.

12 circles + 3 circles

f. Count to see how many there are all together in front of you.

g. Get some paper and a pencil to write down the equation or draw out the

picture. Write the numbers in the correct place value.

h. Write down your sum (answer) 15 circles

i. Practice regrouping on paper with two digits by two digit numbers.

j. Write the number 36 and underneath write 45, then draw a line. Place an

addition sign on the left of 45

k. Solve the ones place value. Add 5+6.

l. Once you solve, write 1 under the line and carry the other 1and write it above

the 3 in the tens places. Add 1+ 3+4

m. Write the answer in front of the one. (81)

n. Practice regrouping with different multi-digit numbers.

o. If students understand addition move to subtraction.

3. Subtraction

a. Grab manipulatives (shapes, base ten blocks, bears, counting circles, or

numbers) to subtract one digit by one digit numbers.

1 bear-1bear
b. Place one bear out

c. Take away a bear

d. Count to see how many there are left in front of you.

e. Get some paper and a pencil to write down the equation or draw out the

picture. Write the numbers in the correct place value.

f. Write down your difference (answer) 0 bears

g. Grab manipulatives (shapes, base ten blocks, bears, counting circles, or

numbers) to subtract two digits by one digit numbers.

12 circles - 3 circles

h. Place 12 circles

i. Take away 3 circles

j. Count to see how many there are left in front of you.

k. Get some paper and a pencil to write down the equation or draw out the

picture. Write the numbers in the correct place value.

l. Write down your difference (answer) 9 circles

m. Practice regrouping on paper with two digits by two digit numbers.

n. Write the number 45 and underneath write 29, then draw a line. Place a

subtraction sign on the left of 29

o. Solve the ones place value. 5-9. You cannot subtraction, go to the tens and

borrow a group of tens to take to the ones from 4 which is really 40. Your 4

becomes a 3 and your 5 becomes 15. 15-9=4

p. Once you solve, write 4 under the line in the ones place value. Subtract 3-2 in

the tens place value.

 q. Write the answer in front of the four. (14)

r. Practice regrouping with different multi-digit numbers.

s. If students understand subtraction move to multiplication.

4. Multiplication

a. Grab manipulatives (shapes, base ten blocks, bears, counting circles, or

numbers) to multiply one digit by one digit numbers together.

5x4

b. Place five bears into four equal groups

c. Count to see how many bears you have or add 5+5+5+5

d. Get some paper and a pencil to write down the equation or draw out the

picture. Write the numbers in the correct place value.

e. Write down your product (answer) 20 bears

f. Grab manipulatives (shapes, base ten blocks, bears, counting circles, or

numbers) to multiply two digits by one digit numbers.

52 x3

g. Create a square on paper and draw a line in the middle

h. On top break up the 52 into expanded form, 50+ 2 and on the left side write 3

i. In the first square multiply 50 x3. You may not be able to solve so multiply 5x

3= 15 add the zero to get 150. Place it in the first square

j. In the second square multiply 2x3 to get 6. Place it in the second square

k. Add the two answers together inside the squares to get 156.

l. Write down your product (answer) 156

 m. To multiply with a two digit by two-digit number, you draw a box and have

four equal parts.

33x 23

n. On top break up the 33 into expanded form, 30+ 3 and on the left side write

23 into expanded form, 20 +3

o. In the first square multiply 30 x20. You may not be able to solve, so multiply

3x 2= 6 add two zero to get 600. Place it in the first square

p. Below the first square, you will multiply 30 x 3. You may not be able to solve,

so multiply 3 x 3=9 add one zero to get 90. Place it in the square.

q. Go to the second square on top, you will multiply 3 x 20. You may not be able

to solve, so multiply 3x 2=6 add one zero to 60. Place it in the square.

r. Go to the last empty square on the bottom, you will multiply 3 x 3=9. Place it

in the square.

s. Add all the squares together 600+90+60+9=759

t. Write down your product (759)

u. Practice multiplication with two digits by two digits or multi-digits’ numbers

by one or two digits.

v. If students understand multiplication move to division.

5. Division

a. Grab manipulatives (shapes, base ten blocks, bears, counting circles, or

numbers) to divide two-digit dividend by one-digit divisor.

12 ÷ 4
b. Split 12 into 4 equal groups.

c. Count to see how many you have in each group.

d. Get some paper and a pencil to write down the equation or draw out the

picture. Write the numbers in the correct place value.

e. Write down your quotient (answer) 3

f. Grab manipulatives (shapes, base ten blocks, bears, counting circles, or

numbers) to divide three-digit dividend by one-digit divisor numbers.

321÷3

g. Create a square on paper and draw two line, so you have three equal boxes.

h. On the side write down 3, in the first square write 300, second square write 20

and the last square 1.

i. Figure out how many times 3 can go into 300. Place your answer on top of the

square. It should be 100. Inside the square you have to place what 3x 100

gives you and it is 300. Subtract 300-300 and you get 0.

j. Figure out how many times 3 can go into 20. Place your answer on top of the

square. It should give you 6. Inside the square you have to place what 3x 6

gives you and it is 18. Subtract 20-18 and you get 2.

k. Take your 2 and add it to the 1 in the last square. Now you have 3. Now you

have to figure out how many times 3 can go into 3. Place your answer on top

of the square. It should give you 1. Inside the square you have to place what

3x1 gives you and it is 3. Subtract 3-3 and you get 0.

l. Next go back and add 100+6+1= 107

m. Write down your quotient (answer) 107

 n. Practice division with multi digits dividend by one or two digits’ divisors.

o. If students understand division move to fractions.

6. Decimals and Fractions

a. Create a Place Value Chart from ones to hundredths using paper. Create four

squares.

b. With a pencil, write down the different place value names and the values in

each square starting with ones and go right ending with hundredths.

Ones Decimal Tenths Hundredths

1 Point .1 .01

. 1 1
10 100

c. Grab some base ten blocks to model different numbers on the place value

chart and be able to explain the value of each number.

d. Use graph paper to shade the difference in wholes, tenths, and hundredths

with different colored pencils. In model you will always have 100 squares to

get a whole.

e. Practice saying numbers and writing them in expanded form, standard form

and word form.

Standard form=1.34

3 4
Expanded form = 1+ +
10 100

Word form= one and thirty-four hundredths

f. Use money to help understand decimals

 g. Recognize that decimals goes with fractions

h. Look at four quarters. Write down the value 1 quarter =.25, 2 quarters= .50, 3

quarters=.75 and 4 quarters equal a dollar. Now look at how many quarters

you have which 4. That four represents how many parts it takes to make a

whole.

1
i. If you have 1 quarter out of 4, now you have
4

2 1
j. If you have 2 quarters out of 4, now you have or
4 2

3
k. If you have 3 quarters out of 4, now you have
4

4
l. If you have 4 quarters out of 4, now you have or one whole.
4

Numbers and Operations Flow Chart

Yes
No Place Can place, say, and
Does not understand Value write digit in the correct
place value. place value.

Yes
No
Can use models, pictures
Cannot solve
and different strategies to
addition problems Addition
fluently solve addition
with models or
problems and regroup
pictures.
correctly.

No Yes
Cannot solve Can use models, pictures
Subtraction and different strategies to
subtraction problems
due to be not being fluently solve subtraction
able to regroup. problems and regroup
correctly.
 Yes
No Can use models, pictures
Cannot solve and different strategies to
multiplication problems fluently solve multiplication
due to not knowing problems.
multiplication facts. Multiplication

Yes
No Can use models, pictures
Cannot solve division Division
and different strategies to
problems due to not fluently solve subtraction
knowing multiplication Problems.
facts.
 Decimals
Yes
No
Can use models, pictures and
Cannot solve decimal
different strategies to place
problems due to not
digits in the correct place value
knowing the right side
on a place value chart and
of a number line and
number line. Can also read,
place value chart.
write, and say decimals
correctly.

Yes
No Can use models, pictures and
Fractions
Cannot solve fractions different strategies to solve and
problems due to not convert fraction problems
knowing the right side correctly.
of a number line and
place value chart.

Instructional Objectives

Georgia Standards of Excellence

MGSE5.NBT.1. Recognize that in a multi-digit number, a digit in one place represents 10 times
as much as it represents in the place to its right and 1/10 of what it represents in the place to its
left.
Learning Objective for Standard NBT.1
By December on the Winter iReady Diagnostic Test, 80% of students will be able to recognize
and explain a multi-digit number in a specific place valve representing either 10 times as much to
the right or 1/10 to its left.
 Classification: Cognitive Domain: Students are having to relate to information or
knowledge in Numbers and Operations. On the Bloom’s Taxonomy, students will be on the
Comprehension Level because they will be interpreting information in their own words.
Georgia Standards of Excellence
MGSE5.NBT.7 Add, subtract, multiply, and divide decimals to hundredths, using concrete
models or drawings and strategies based on place value, properties of operations, and/or the
relationship between addition and subtraction; relate the strategy to a written method and explain
the reasoning used.
Learning Objective for Standard NBT.7
By December on the Winter iReady Diagnostic Test, 70% of students will be able to differentiate
and explain how to solve different decimal problems with addition, subtraction, multiplying, or
dividing decimals to the hundredths.
Classification: Cognitive Domain: Students are having to relate to information or
knowledge in Numbers and Operations. On the Bloom’s Taxonomy, students will be on the
Comprehension and Analyze Level because they will be interpreting information in their
own words and having to break down information into parts to explore understanding and
relationships among parts.
Georgia Standards of Excellence
MGSE5.NF.1 Add and subtract fractions and mixed numbers with unlike denominators by
finding a common denominator and equivalent fractions to produce like denominators.
Learning Objective for Standard NF.1
By December on the Winter iReady Diagnostic Test, 60% of students will be able to demonstrate
how to add and subtract fractions and mixed numbers with unlike denominators by finding the
common denominator.
Classification: Cognitive Domain: Students are having to relate to information or
knowledge in Numbers and Operations. On the Bloom’s Taxonomy, students will be on the
Application Level because they will be using their knowledge in new situations.

Assessments

The assessments given below will go over standards MGSE5.NBT.1., MGSE5.NBT.7 and

MGSE5.NF.1. The assessments will assess if students are able to master each standard and if

students have a full understanding of each learning objectives taught. For MGSE5.NBT.1, the

assessment will be over understanding place value for whole numbers and decimals. Students

will have multiple choice questions and one question students will have to explain how to solve
the problem and show their understanding of place value. There is also a differentiate assessment

for students who are labeled as DES (Department of Exceptional Students) and ESOL (English

as a Second Language). Those students will five multiple choice questions. They will also have

additional time and be read the questions and answer choice. MGSE5.NBT.7 assessments will be

over addition, subtraction, multiplying, or dividing decimals to the hundredths. There will be ten

questions that the students will have to solve and explain how they got their answer. There is also

a differentiate assessment for students who are labeled as DES (Department of Exceptional

Students) and ESOL (English as a Second Language). Those students will ten multiple choice

questions. They will also have additional time and be read the questions and answer choice. The

last assessment is over MGSE5.NF.1 which covers adding and subtracting fractions and mixed

numbers with unlike denominators by finding the common denominator. There will be ten

questions that the students will have to solve and explain how they got their answer. There is also

a differentiate assessment for students who are labeled as DES (Department of Exceptional

Students) and ESOL (English as a Second Language). Those students will ten multiple choice

questions. They will also have additional time and be read the questions and answer choice.

Name: _____________________________________ Date: ________________

5.NBT.1 Assessment

1. What is the place value of the 8 in the number 1,234,567.89?

a. eight tens b. eight ones c. eight tenths d. eight hundredths

2. What is the place value of the 6 in the number 5,173.286?

a. six thousand b. six ones c. six hundredths d. six thousandths
3. In which number would 8 have the greatest value?
a. 9.528 b. 84.2 c. 23,970.84 d. 1,394,268

4. Which of the following expressions could be used to find the value of the 3 in 49.123?
1 1
a. 1,000 x 3 b. 100 x 3 c. x3 d. x3
1000 100

5. Which of the following expressions could be used to find the value of the underlined 2 in
22.222?
1 1
a. 100 x 2 b. 10 x 2 c. x2 d. x2
10 100

6. Which of the following is the correct expanded form equation for 932.74?
1 1
a. (9 x ) + (3 x ) + (2 x 1) + (7 x 10) + (4 x 100) = 932.74
10 100
1 1
b. (9 x 100) + (3 x 10) + (2 x 1) + (7 x 1 ) + (4 x ) = 932.74
10 100
1 1
c. (9 x 100) + (3 x 10) + (2 x 1) + (7 x ) + (4 x ) = 932.74
100 10
1 1
d. (9 x 1) + (3 x 10) + (2 x 100) + (7 x ) + (4 x ) = 932.74
10 100

7. Which number has a 2 that is 10 times more than the value of the 2 in 4,523?
a. 241 b. 612 c. 928 d. 2,175

1
8. Which number has a digit in the tens place that is the value of the digit in the hundreds
10
place?
a. 14,122 b. 24,432 c. 45,633 d. 63,884

9. A map showed two possible routes from Charlotte, NC to Atlanta, GA. The first route was
238.14 miles. The second route was 291.57 miles. How many times greater is the value of the 1
in the second route than the value of the 1 in the first route?
1
a. times greater
10
b. one time greater
c. ten times greater
d. one hundred times greater
10. The weights of four dogs are listed in the table below.
Name Weight Name
(pounds) Weight
 (pounds)
Bark 37.982
Ruff 42.807
Turn-Up 40.768
The Rocket 38.790

In which dog's weight does 7 have the greatest value? In words two-four sentences, explain how
you solved your answer.

Answer Key for 5.NBT.1 Assessment

(Each question is worth 10 points)

1. c -- eight tenths
2. d -- six thousandths
3. b -- 84.2
1
4. c -- x3
1000
1
5. c -- x2
10
1
6. b -- (9 x 100) + (3 x 10) + (2 x 1) + (7 x ) + (4 x 1 100 ) = 932.74
10
7. a -- 241
8. d -- 63,884
9. c -- ten times greater
10. BARK. The seven is in the ones place value. The other values are less than one or on the
right side of the decimal. If a number is on the right side of the decimal the answer is less than a
whole number.

5.NBT.1 Assessment (DES and ESOL Students)

1. What is the place value of the 8 in the number 1,234,567.89?

a. 80 b. 8 c. .8 d. .08

2. What is the place value of the 6 in the number 5,173.286?

a. 6,000 b. 6 c. .06 d. .006

3. In which number would 8 have the larger value?

a. 9.528 b. 84.2 c. 23,970.84 d. 1,394,268

4. Which number has a 2 that is 10 times more than the value of the 2 in 4,523?
a. 241 b. 612 c. 928 d. 2,175

1
5. Which number has a digit in the tens place that is the value of the digit in the hundreds
10
place?
a. 14,122 b. 24,432 c. 45,633 d. 63,884

Answer Key for 5.NBT.1 Assessment (DES and ESOL Students)

(Each question is worth 20 points)

1. c -- .8
2. d -- .006
3. b -- 84.2
4. a -- 241
5. d -- 63,884

Name: _____________________________________ Date: ________________

5.NBT.7 Assessment

1. Using a strategy taught in class, find the sum:

6.32+9.5=

2. Using a strategy taught in class, find the difference:

10.73– 1.8=
3. Gretchen hiked 5.6 miles before lunch and then hiked another 3 miles after lunch. How
many miles did Gretchen hike in all? Show your work. In two-four sentences, explain
how you solved your work.

4. Olivia weighed 7.32 pounds when she was born. She has gained 8.7 pounds since then.
How much does Olivia weigh now? Show your work with a strategy taught in class. In
two-four sentences, explain how you solved your work.

5. It took Grace 3 hours to run 26.4 miles. How far did Grace run each hour? Show your
work with a strategy taught in class. In two-four sentences, explain how you solved your
work.

6. Using a strategy taught in class, find the product:

0.5x0.3=

7. Using a strategy taught in class, find the quotient:

0.65÷ 0.13=
 8. Anne bought 6 pounds of raspberries. She used 3.25 pounds to make a raspberry pie.
How many pounds of raspberries does Anne have left? Show your work with a strategy
taught in class. In two-four sentences, explain how you solved your work.

9. Chris is 1.3 meters tall. His mother is 1.5 times as tall has Chris. How tall is Chris’s
mother? Show your work with a strategy taught in class. In two-four sentences, explain
how you solved your work.

10. Stephanie has a 20-foot piece of ribbon. She cuts 3 equal pieces to wrap presents. Each
piece is 2.5 feet long. How much ribbon does Stephanie have left? Show your work with
a strategy taught in class. In two-four sentences, explain how you solved your work.

Answer Key for 5.NBT.7 Assessment

(Each question is worth 10 points; students’ responses will differ on the method they solved their
questions)

1. 15.82
2. 8.93
3. 8.6 miles
4. 16.02 miles
5. 8.8 miles
6. 0.15
7. 5
 8. 2.75 pounds
9. 1.95 m
10. 12.5 ft.

Name: _____________________________________ Date: ________________

5.NBT.7 Assessment (DES and ESOL Students)

1. Find the sum:

6.32+9.5=
a)15.82 b)15.37 c)7.27 d)7.17

2. Find the difference:

10.73– 1.8=
a)10.65 b)10.55 c)9.13 d)8.93

3. Gretchen hiked 5.6 miles before lunch and then hiked another 3 miles after lunch. How
many miles did Gretchen hike in all?
a)5.8 miles b)5.9 miles c)8.6 miles d)9.6 miles

4. Olivia weighed 7.32 pounds when she was born. She has gained 8.7 pounds since then.
How much does Olivia weigh now?
a)16.02 pounds b)8.19 pounds c)6.45pounds d)1.38 pounds

5. It took Grace 3 hours to run 26.4 miles. How far did Grace run each hour?
a)88 miles b)8.8 miles c)0.88 miles d)0.088 miles

6. Find the product:

0.5x0.3=
a)1.5 b)0.15 c)0.015 d)0.0015

7. Find the quotient:

0.65÷ 0.13=
a)0.005 b)0.05 c)0.5 d)5

8. Anne bought 6 pounds of raspberries. She used 3.25 pounds to make a raspberry pie.
How many pounds of raspberries does Anne have left?
 a)2.75 pounds b)3.19 pounds c)3.25 pounds d)9.25 pounds

9. Chris is 1.3 meters tall. His mother is 1.5 times as tall has Chris. How tall is Chris’s
mother?
a)1.8 m b)1.95 m c)2.8 m d)19.5 m

10. Stephanie has a 20-foot piece of ribbon. She cuts 3 equal pieces to wrap presents. Each
piece is 2.5 feet long. How much ribbon does Stephanie have left?
a)5.5 ft. b)7.5 ft. c)12.5 ft. d)13.5 ft.

Answer Key for 5.NBT.7 Assessment (DES and ESOL Students)

(Each question is worth 10 points)

1. A. 15.82
2. D. 8.93
3. C. 8.6 miles
4. A. 16.02 miles
5. B. 8.8 miles
6. B. 0.15
7. D. 5
8. A. 2.75 pounds
9. B. 1.95 m
10. C. 12.5 ft.

Name: _____________________________________ Date: ________________

5.NF.1 Assessment

5 1
1. Julie has two puppies. One weighs pound and the other weighs pound. Find the
8 4
difference in weight between Julie’s puppies. Show your work with a strategy taught in
class. In two-four sentences, explain how you solved your work.
 7
2. Margaret hiked two trails while she was on vacation. The first trail was mile and the
8
1
second trail was mile. How far did Margaret hike in all? Show your work with a
3
strategy taught in class. In two-four sentences, explain how you solved your work.

3. Using a strategy taught in class, find the sum:

3 7
5 +1 =
4 10

4. Using a strategy taught in class, find the sum:

3 2
+ =
7 7

5. Using a strategy taught in class, find the difference:

1 1
5 -1 =
8 2

6. Using a strategy taught in class, find the sum:

1 5
+ =
3 12

7. Using a strategy taught in class, find the difference:

 7 1
- =
10 10

1
8. The Matthews family owns two lots in Rochester, NY. The first lot is 7 acres and the
2
5
second lot is 12 acres. How many acres of land does the Matthews family own in
8
Rochester? Show your work with a strategy taught in class. In two-four sentences,
explain how you solved your work.

1
9. Sylvia is hiking from Mineral Creek to Blueberry Hill, a distance of 6 miles. After
5
2
hiking 2 miles, Sylvia stops for lunch. How much further does Sylvia have left to hike?
3
Show your work with a strategy taught in class. In two-four sentences, explain how you
solved your work.

10. Using a strategy taught in class, find the difference:

6 1
- =
8 6

Answer Key for 5.NF.1 Assessment

(Each question is worth 10 points; students’ responses will differ on the method they solved their
questions)

3
1.
8
 5
2. 1
24
9
3. 7
20
5
4.
7
5
5. 3
8
3
6.
4
3
7.
5
1
8. 20
8
8
9. 3
15
7
10.
12

Name: _____________________________________ Date: ________________

5.NF.1 Assessment (DES and ESOL Students)

5 1
1. Julie has two puppies. One weighs pound and the other weighs pound. Find the
8 4
difference in weight between Julie’s puppies.
3
a.
8
1
b.
2
7
c.
8
d. 1
 7
2. Margaret hiked two trails while she was on vacation. The first trail was mile and the
8
1
second trail was mile. How far did Margaret hike in all?
3
8
a.
11
5
b.
6
1
c. 1
3
5
d. 1
24

3. Find the sum:

3 7
5 +1 =
4 10
9
a.7
20
1
b. 7
20
1
c. 6
2
11
d. 6
20

4. Find the sum:

3 2
+ =
7 7
5
a.
7
5
b.
14
2
c.
3
1
d.
7

5. Find the difference:

1 1
5 -1 =
8 2
1
a. 4
6
 5
b. 4
8
1
c. 3
6
5
d. 3
8

6. Find the sum:

1 5
+ =
3 12
8
a.
12
1
b.
2
6
c.
15
3
d.
4

7. Find the difference:

7 1
- =
10 10
3
a.
10
3
b.
5
1
c.
3
6
d.
7

1
8. The Matthews family owns two lots in Rochester, NY. The first lot is 7 acres and the
2
5
second lot is 12 acres. How many acres of land does the Matthews family own in
8
Rochester?
3
a. 19
5
1
b. 19
8
3
c. 20
5
 1
d. 20
8

1
9. Sylvia is hiking from Mineral Creek to Blueberry Hill, a distance of 6 miles. After
5
2
hiking 2 miles, Sylvia stops for lunch. How much further does Sylvia have left to hike?
3
8
a. 4
15
7
b. 4
15
8
c. 3
15
7
d. 3
15

10. Find the difference:

6 1
- =
8 6

1
a.
5
7
b.
12
5
c.
6
5
d.
24

Answer Key for 5.NF.1 Assessment (DES and ESOL Students)

(Each question is worth 10 points)

3
1. A.
8
5
2. D. 1
24
9
3. A. 7
20
5
4. A.
7
5
5. D. 3
8
 3
6. D.
4
3
7. B.
5
1
8. D. 20
8
8
9. C. 3
15
7
10. B.
12

Reference for Assessments

Number Diva, The. “Decimal Operations Quiz, 5.NBT.7 Assessment, Includes Two Versions.”
Teachers Pay Teachers, 2016, www.teacherspayteachers.com/Product/Decimal-
Operations-Quiz-5NBT7-Assessment-Includes-Two-Versions-2843720.

Number Diva, The. “FREEBIE: Adding & Subtracting Fractions Quiz, 5.NF.1 Assessment, 2
Versions.” Teachers Pay Teachers, 2017,
www.teacherspayteachers.com/Product/FREEBIE-Adding-Subtracting-Fractions-Quiz-
5NF1-Assessment-2-Versions-2854196.

Pueschel, Charles. “5.NBT.1 Assessment.” Teachers Pay Teachers, 2015,

www.teacherspayteachers.com/Product/5NBT1-Assessment-2058885.

Content Sequencing and Instructional Strategies

Sequence Description Objective

1 Describe and represent the 1
different place values on
 the left of a number line.
Understand numbers on the
left of the number line are
whole numbers.
2 Describe and represent the 1
different place values on
the right of a number line.
Understand numbers on the
right of the number line are
decimals and fractions.
3 Differentiate adding and 2
subtracting decimals to the
hundredths.
4 Differentiate multiplying 2
and dividing decimals to
the hundredths.
5 Demonstrate how to add 3
and subtract fractions with
unlike denominators.
6 Demonstrate how to add 3
and subtract mixed number
with unlike denominators.

Sequence 1: Describe and represent the different place values on the left of a
number line.
Content Performance
Recall Application
Fact Recall what values
are on the left side
of a number line
and recall what
whole numbers
look like.
Concepts
Principles and rules Whole numbers are
the only numbers
on the left side of a
number line.
Procedure Create a place value
chart for number on
the left side of the
number line.
Having millions,
hundred thousands,
ten thousands,
thousands,
 hundreds, tens and
ones.
Interpersonal
Attitude

Sequence 2: Describe and represent the different place values on the right of a
number line.
Content Performance
Recall Application
Fact Recall what values
are on the right side
of a number line
and recall what
decimals and
fraction numbers
look like.
Concepts
Principles and rules Decimals and
fractions are the
only numbers on
the right side of a
number line.
Procedure Create a place value
chart for number on
the right side of the
number line.
Having a decimal
point, tenths, and
hundredths.
Interpersonal
Attitude

Sequence 3: Differentiate adding and subtracting decimals to the hundredths.

Content Performance
Recall Application
Fact Recall what
addition and
subtraction signs
look like or the
words differences
and all together in
word problems.
Concepts
Principles and rules Line up the
decimals when
 adding or
subtracting
decimals.

Using base ten

blocks
Rod=tenth
Unit=hundredths
Flat=whole
Procedure Create a small place
value chart when
adding and
subtracting
decimals. Making
sure to line up the
decimals and place
value to get the
right sum or
difference.

Create models to
represent the
different decimals
using base ten
blocks. Add or
subtract the base ten
blocks and be able
explain if wholes,
tenths, or
hundredths were
created or removed.
Interpersonal
Attitude

Sequence 4: Differentiate multiplying and dividing decimals to the hundredths.

Content Performance
Recall Application
Fact Recall what
multiplication and
division signs look
like or the words
product and
quotient in word
problems.
Concepts
Principles and rules Move the decimal
 when multiplying
or dividing to the
correct side.

Using base ten

blocks
Rod=tenth
Unit=hundredths
Flat=whole
Procedure Create distribute
properties, models,
or use standard
algorithm when
solving multiplying
and dividing
decimals. Place the
decimal in the
correct place.

Create models to
represent the
different decimals
using base ten
blocks. Group the
base ten blocks and
be able explain if
wholes, tenths, or
hundredths were
created or removed.
Interpersonal
Attitude

Sequence 5: Demonstrate how to add and subtract fractions with unlike

denominators.
Content Performance
Recall Application
Fact Recall what a
fraction looks like.

Recall what addition

and subtraction
signs look like.
Concepts
Principles and rules Numerator (top
number) = how
many parts are being
 considered or shaded
in.
Denominator(botto
m number)=the
number of equal
parts in a whole.
Procedure Create models to
represent the
different fractions
using fraction tiles.
Group the fraction
tiles and be able
explain how the
fraction tiles are
being added or
subtracted. Explain
if fraction tiles are
equivalent to other
fraction tiles.
Interpersonal
Attitude

Sequence 6: Demonstrate how to add and subtract mixed numbers with unlike
denominators.
Content Performance
Recall Application
Fact Recall what a mixed
number looks like.

Recall what addition

and subtraction
signs look like.
Concepts
Principles and rules Numerator (top
number) = how
many parts are being
considered or shaded
in.
Denominator(botto
m number)=the
number of equal
parts in a whole.
Procedure Create models to
represent the
different mixed
numbers using
 fraction tiles.
Group the fraction
tiles and be able
explain how the
fraction tiles are
being added or
subtracted. Explain
if mixed numbers
can be equivalent to
certain fractions.
Interpersonal
Attitude

The learning instructional strategies used for this assignment were based off the

content of recalling facts and rules. Students will also use application for the content of

procedures. Students will have to use procedures to be able to place numbers in the

correct place value; add, subtract, multiply or divide decimals to the hundredths and add

and subtract fractions and mixed numbers using unlike denominators. For students

labeled DES (Department of Exceptional Students) and ESOL (English as a Second

Language), students will get additional time to model place value, decimals and fractions.

Use additional manipulatives such as base ten blocks, fraction tiles, Cuisenaire rods and

etc. Students will also get additional support with additional resources such as videos,

lessons, and educational games due to the course is an online. Students will also be able

to work by themselves or with a peer student using Google Hangout on different

problems. Students will also have less problems than the general class. Students will be

able to use a multiplication chart to help with multiplying and dividing decimals. All

students will receive their instruction online with instructional videos, educational videos,

and educational websites.

Instructional Design Summary

MGSE5.NBT.1: Place value with whole numbers, fractions and decimals

Attention Grabber and activate Students will receive a Kahoot It code, so they can do a
prior knowledge. small pre-assessment to see what they know about place
value to the left of the number line (whole numbers) and
the right of the number line (decimals and fractions).
There will be ten questions about the different place
value and the value of a certain digit. The Kahoot It was
also help with prior knowledge to recognize what
students know about place value.
Inform the objectives Students will receive their objectives and standards with
a Google Slide Presentation letting them what will be
taught in the lesson.

Standard: MGSE5.NBT.1. Recognize that in a multi-

digit number, a digit in one place represents 10 times as
much as it represents in the place to its right and 1/10 of
what it represents in the place to its left.

Objective: By December on the Winter iReady

Diagnostic Test, 80% of students will be able to
recognize and explain a multi-digit number in a specific
place valve representing either 10 times as much to the
right or 1/10 to its left.

Delivering Content Due to the class being online, the students will receive
their instruction with instructional videos, Google
Classroom, educational websites and educational videos.
Sequence of Instruction 1. Students will first work on a ten question Kahoot
It to see what their prior knowledge is about Place
Value with whole numbers, decimals and
fractions.
2. Students will then get introduced to the standard
and learning objective from a Google Slide
Presentation.
3. Students then watch an instructional video over
understanding place value with whole numbers
and understanding place value with decimals and
fractions. Students will be able to see the
difference in values.
4. Students will be told in the instructional video to
create a place value chart that will have up to
millions on the left side of the number line and
thousandths on the right side of the number line.
Students will have to label the chart and know the
values.
 5. Students will be able to also watch a YouTube
video over NBT.1 to get a better understanding of
the lesson, in case they did not understand the
instructional video. Students will also get the
opportunity to work on some problems from the
video.
https://www.youtube.com/watch?v=3EJrSweWQ-
Q
6. Students will then work on a small NBT.1 Task in
their Google Classroom. The task will cover the
standard and will have a real-world connection
word problem. Students will have to solve the
problem and explain how they came up with their
answer in a few sentences.
7. Students will also work on IXL website to
continue their understanding on the standard
NBT.1. Students will be able to work on lessons
named Converting between standard and
expanded form (5-A.1), Place Value (5-A.2),
Place Value in Decimal Number (5-G.4), and
Relationship between decimal place value (5-G).
With the website, if the student gets the answer
wrong it will give them an explanation on how to
solve the problem correctly.
8. Students will be given a ten question NBT.1
Assessment. The assessment will be placed on a
Google Form which can be placed in the Google
Classroom. The students will be able to get their
grade on the Google Form and the teacher will be
able to give feedback in the Google Classroom on
why the student scored their certain grade.
Provide Feedback Students will be able to get feedback for their
assignments on Google Classroom. Google Classroom
will allow students to turn in their assignments and they
will get the opportunity to get feedback on their work.
Students can also use Google Hangouts if they have
questions or need additional help on a topic.
Explain Differentiation For students labeled DES (Department of Exceptional
Students) and ESOL (English as a Second Language),
students will still work on the Kahoot It. Students will
also see the Google Slide Presentation for the standard
and objective and watch the instructional video in the
Google Classroom. They will get a vocabulary lesson of
key words they will need to know for NBT.1. Students
will also create a place value chart. Students will watch
the YouTube videos over Place Value.
 https://www.youtube.com/watch?v=3EJrSweWQ-Q
https://www.youtube.com/watch?v=7xCrz6FBg8Y
https://www.youtube.com/watch?v=QS32l5WhSuY
https://www.youtube.com/watch?v=8H4ydRhelH0
https://www.youtube.com/watch?v=KG6ILNOiMgM
Students will be given five problems over place value in
their Google Classroom. Students will also be able to
work on IXL website to continue their understanding on
the standard NBT.1. Students will be able to work on
lessons named Converting between standard and
expanded form (5-A.1), Place Value (5-A.2), Place Value
in decimal number (5-G.4), and Relationship between
decimal place value (5-G). With the website, if the
student gets the answer wrong it will give them an
explanation on how to solve the problem correctly. They
will complete a five question NBT.1 (DES and ESOL)
assessment. The assessment will be placed on a Google
Form which can be placed in the Google Classroom. The
students will be able to get their grade on the Google
Form and the teacher will be able to give feedback in the
Google Classroom on why the student scored their
certain grade.
Students who need remediation can use the
differentiation plans for NBT.1!

MGSE5.NBT.7: Add, subtract, multiply, and divide decimals to the hundredths

Attention Grabber and Students will receive a Kahoot It code, so they can do a
activate prior knowledge. small pre-assessment to see what they know about adding,
subtracting, multiplying and dividing decimals to the
hundredths. There will be ten questions about the different
ways to solve decimals. The Kahoot It was also help with
prior knowledge to recognize what students know about
adding, subtracting, multiplying and dividing decimals.
Inform the objectives Students will receive their objectives and standards with a
Google Slide Presentation letting them what will be taught
in the lesson.

Standard: MGSE5.NBT.7 Add, subtract, multiply, and

divide decimals to hundredths, using concrete models or
drawings and strategies based on place value, properties of
operations, and/or the relationship between addition and
subtraction; relate the strategy to a written method and
explain the reasoning used.
 Objective: By December on the Winter iReady Diagnostic
Test, 70% of students will be able to differentiate and
explain how to solve different decimal problems with
addition, subtraction, multiplying, or dividing decimals to
the hundredths.

Delivering Content Due to the class being online, the students will receive their
instruction with instructional videos, Google Classroom,
educational websites and educational videos.
Sequence of Instruction 1. Students will first work on a ten question Kahoot It
to see what their prior knowledge is about adding,
subtracting, multiplying, and dividing decimals to
the hundredths.
2. Students will then get introduced to the standard and
learning objective from a Google Slide Presentation.
3. Students then watch an instructional video over how
to add, subtract, multiply, and divide decimals to the
hundredths. Each video will be separate, so it does
not overwhelm the students. The videos will give
different strategies to solve a certain problem.
4. Students will be told in the instructional video to
create mini- anchor charts to help solve adding,
subtracting, multiplying and dividing decimals to
the hundredth problems.
5. Students will be able to also watch a YouTube video
over NBT.7 to get a better understanding of the
lesson, in case they did not understand the
instructional video. Students will also get the
opportunity to work on some problems from the
video.
https://www.youtube.com/watch?v=CvLmn4kjKVU
https://www.youtube.com/watch?v=w3smfQko4QM
https://www.youtube.com/watch?v=dSFja7Jsg6c
https://www.youtube.com/watch?v=uOZzXDqjzhw
https://www.youtube.com/watch?v=6SCROCbSGts
6. Students will then work on a small NBT.7 Task in
their Google Classroom. The task will cover the
standard and will have a real-world connection word
problem. Students will have to solve the problem
and explain how they came up with their answer in a
few sentences.
7. Students will also work on IXL website to continue
their understanding on the standard NBT.7. Students
will be able to work on lessons named Add decimal
numbers (5-H.1), Subtract decimal numbers (5-H.2),
Multiply decimals using grids (5-I), Divide by
 decimals (5-J.6), Add, subtract, multiply, and divide
decimals (5-O.7) and Add, subtract, multiply, and
divide decimals: word problems (5-O.8). With the
website, if the student gets the answer wrong it will
give them an explanation on how to solve the
problem correctly.
8. Students will be given a ten question NBT.7
Assessment. The assessment will be placed on a
Google Form which can be placed in the Google
Classroom. The students will be able to get their
grade on the Google Form and the teacher will be
able to give feedback in the Google Classroom on
why the student scored their certain grade.
Provide Feedback Students will be able to get feedback for their assignments
on Google Classroom. Google Classroom will allow
students to turn in their assignments and they will get the
opportunity to get feedback on their work. Students can also
use Google Hangouts if they have questions or need
additional help on a topic.
Explain Differentiation For students labeled DES (Department of Exceptional
Students) and ESOL (English as a Second Language),
students will still work on the Kahoot It. Students will also
see the Google Slide Presentation for the standard and
objective and watch the instructional video in the Google
Classroom. They will get a vocabulary lesson of key words
they will need to know for NBT.7. Students will also create
mini-anchor charts and base ten blocks. Students will use
the created base ten blocks to add, subtract, multiply and
divide. Students will use the created base ten blocks to
solve different problems and have a visual model. Students
will watch the YouTube videos over adding, subtracting,
multiplying, and dividing decimals to the hundredths.
https://www.youtube.com/watch?v=n-OcbG1FlBQ
https://www.youtube.com/watch?v=nHg4RVqQ12E
https://www.youtube.com/watch?v=kwh4SD1ToFc
https://www.youtube.com/watch?v=MdthGCQfC0o
https://www.youtube.com/watch?v=HGRQL_Z6o7c
https://www.youtube.com/watch?v=7y57kwFUHUE
Students will be given five problems over place value in
their Google Classroom. Students will also be able to work
on IXL website to continue their understanding on the
standard NBT.7. Students will be able to work on lessons
named Add decimal numbers (5-H.1), Subtract decimal
numbers (5-H.2), Multiply decimals using grids (5-I),
Divide by decimals (5-J.6), Add, subtract, multiply, and
divide decimals (5-O.7) and Add, subtract, multiply, and
 divide decimals: word problems (5-O.8). With the website,
if the student gets the answer wrong it will give them an
explanation on how to solve the problem correctly. Students
can also work on all the work under the IXL GA Standards
Math Fifth NBT.7 activities. They will complete a five
question NBT.7 (DES and ESOL) assessment. The
assessment will be placed on a Google Form which can be
placed in the Google Classroom. The students will be able
to get their grade on the Google Form and the teacher will
be able to give feedback in the Google Classroom on why
the student scored their certain grade.
Students who need remediation can use the
differentiation plans for NBT.7!

MGSE5.NF.1: Add and subtract fractions and mixed numbers with unlike denominators

Attention Grabber and Students will receive a Kahoot It code, so they can do a
activate prior knowledge. small pre-assessment to see what they know about adding
and subtracting fractions and mixed numbers with like and
unlike denominators. There will be twelve questions. The
Kahoot It was also help with prior knowledge to recognize
what students know about adding and subtracting fractions
and mixed numbers.
Inform the objectives Students will receive their objectives and standards with a
Google Slide Presentation letting them what will be taught
in the lesson.

Standard: MGSE5.NF.1 Add and subtract fractions and

mixed numbers with unlike denominators by finding a
common denominator and equivalent fractions to produce
like denominators.

Objective: By December on the Winter iReady Diagnostic

Test, 60% of students will be able to demonstrate how to
add and subtract fractions and mixed numbers with unlike
denominators by finding the common denominator.

Delivering Content Due to the class being online, the students will receive
their instruction with instructional videos, Google
Classroom, educational websites and educational videos.
Sequence of Instruction 1. Students will first work on a ten question Kahoot It
to see what their prior knowledge is about adding
and subtracting fractions and mixed numbers with
like and unlike denominators.
2. Students will then get introduced to the standard
 and learning objective from a Google Slide
Presentation.
3. Students then watch an instructional video over
how to adding and subtracting fractions and mixed
numbers with unlike denominators. Each video will
be separate, so it does not overwhelm the students.
The videos will give different strategies to solve a
certain problem.
4. Students will be told in the instructional video to
create mini- anchor charts to help solve adding and
subtracting fractions and mixed numbers with like
and unlike denominators problems. Students will
also create fraction tiles.
5. Students will be able to also watch a YouTube
video over NF.1 to get a better understanding of the
lesson, in case they did not understand the
instructional video. Students will also get the
opportunity to work on some problems from the
video.
https://www.youtube.com/watch?v=ULl0f_3cA_o
https://www.youtube.com/watch?v=GzG8muuomas
https://www.youtube.com/watch?v=J8kjXfD4xas
6. Students will then work on a small NF.1 Task in
their Google Classroom. The task will cover the
standard and will have a real-world connection
word problem. Students will have to solve the
problem and explain how they came up with their
answer in a few sentences.
7. Students will also work on IXL website to continue
their understanding on the standard NF.1. Students
will be able to work on lessons named Add
fractions with unlike denominators (5-L.8),
Subtract fractions with unlike denominators (5-
L.10), Add mixed numbers with unlike
denominators (5-L.18), and Subtract mixed
numbers with unlike denominators (5-L.19). With
the website, if the student gets the answer wrong it
will give them an explanation on how to solve the
problem correctly.
8. Students will be given a ten question NF.1
Assessment. The assessment will be placed on a
Google Form which can be placed in the Google
Classroom. The students will be able to get their
grade on the Google Form and the teacher will be
able to give feedback in the Google Classroom on
why the student scored their certain grade.
Provide Feedback Students will be able to get feedback for their assignments
on Google Classroom. Google Classroom will allow
students to turn in their assignments and they will get the
opportunity to get feedback on their work. Students can
also use Google Hangouts if they have questions or need
additional help on a topic.
Explain Differentiation For students labeled DES (Department of Exceptional
Students) and ESOL (English as a Second Language),
students will still work on the Kahoot It. Students will also
see the Google Slide Presentation for the standard and
objective and watch the instructional video in the Google
Classroom. They will get a vocabulary lesson of key words
they will need to know for NF.1. Students will also create
mini-anchor charts and fraction tiles. Students will use the
created fraction tiles to solve different problems and have a
visual model. Students will watch the YouTube videos
over Adding and Subtracting fractions and mixed numbers.
https://www.youtube.com/watch?v=3zpjLMXLV1s
https://www.youtube.com/watch?v=tDQipFjAoT8
https://www.youtube.com/watch?v=5juto2ze8Lg
https://www.youtube.com/watch?v=c5dNa2TVHiQ
https://www.youtube.com/watch?v=ffqpLXZY6_M
https://www.youtube.com/watch?v=LR2S0TOJimc
https://www.youtube.com/watch?v=pynfj2bYRms
https://www.youtube.com/watch?v=UuEugzWpkSg
Students will be given five problems over place value in
their Google Classroom. Students will also be able to work
on IXL website to continue their understanding on the
standard NF.1. Students will be able to work on lessons
named Add fractions with unlike denominators (5-L.8),
Subtract fractions with unlike denominators (5-L.10), Add
mixed numbers with unlike denominators (5-L.18), and
Subtract mixed numbers with unlike denominators (5-
L.19). With the website, if the student gets the answer
wrong it will give them an explanation on how to solve the
problem correctly. Students can also work on all the work
under the IXL GA Standards Math Fifth NF.1 activities.
They will complete a five question NBT.7 (DES and
ESOL) assessment. The assessment will be placed on a
Google Form which can be placed in the Google
Classroom. The students will be able to get their grade on
the Google Form and the teacher will be able to give
feedback in the Google Classroom on why the student
scored their certain grade.
Students who need remediation can use the
differentiation plans for NF.1!
 Formative Evaluation Plan

The Formative Evaluation that I have created will focus on the audience of fifth grade

students who worked on an online Place Value Course. The students will be given a link to take

their evaluation online. The link will open up to a Google Forms. The evaluation will inform me

on how the students felt about the helpfulness/ availability of the teacher, feedback of

performance from the teacher, encouragement to participate, instructional content, application &

skill of development and the instruction overall. Majority of the questions are linear scale with 1

ranging at strongly disagree and 5 ranging at strongly agree, so students will only have to pick a

number. There are also two short answer questions for instruction overall. In Google Forms, the

responses will be represented into three different group pages. The first group page will be a

summary, which will show bar graphs or pie chart for each question answered. The second group

page will be question, it will allow me to see each answer for each question and allow me to see

how many people chose a certain answer towards a question. The last group page is individual,

which will allow me to see how each individual answered each survey. With the data collected,

it will allow me to analyze each part of my survey and allow me make improves to the course

before another group of students take the course again.

Link for survey: https://forms.gle/5TH9iXdYmAuyvKLq9