Ellen

Ellen McAdam is a Sister of Notre Dame de Namur living in CT. She has wanted to be a teacher for as long as she can remember. After graduating in 1995 with a BS in Educational Studies, she started her teaching career in the public schools in Providence, RI. Currently, Ellen is teaching Math and Religion in East Hartford, CT. You will often find Ellen with a book in her hand or a computer keyboard at her finger tips.

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** EDT 512 Instructional Design (ID) Plan Template **

1. **The Problem**. The students in my 6th grade Math class are unable to recall basic multiplication facts. According to their IOWA Test scores in Math Computation these students perform at levels 2 years below grade expectations (see appendix 1). The students are scoring an average of 53.6% on Minute Math Drills (see appendix 2). Without a firm foundation in the principles of multiplication, students are unable to advance and use higher level Math skills.

**2. The Need**. In order for student to learn their multiplication facts a variety of teaching methods will be needed. Students need drill and practice to help them memorize their multiplication facts. Graphics and song will help keep students engaged. A connection to the relevance multiplication has in their lives needs to be established to help motivate them.

**3. The Audience**. There are 12, 6th grade Math students ages 12 and 13 in my class at St. Christopher School in East Hartford, CT. The gender break down is 5 girls and 7 boys. None of the students are on an individualized education program however one is performing at a second grade level. The students are of diverse economic and racial backgrounds.

4. **Objectives**. The students will:

 * ===== learn their 4 tables with at least 80% accuracy =====
 * ===== learn their 6 tables with at least 80% accuracy =====
 * ===== learn their 7 tables with at least 80% accuracy =====
 * ===== use the 4, 6, or 7 tables to solve word problems =====

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5. **Content**. I will be teaching the 4, 6, and 7 multiplication tables. Learning these facts will help the students advance to higher level math skills. This is related to the National Council of Teachers of Mathematics - Mathematics Standards - standard 1: Students understand numbers, ways of representing numbers, relationships among numbers, and number systems =====

6. **Instructional Strategies**. The instructional practices I will use will include drill and practice, storytelling, animation, song, and quizzes.

7. **Additional Materials**. If there were extra time I would have students create word problems to reinforce their learning. I would also have them use their learning from this program to help create one for the 8 and 9 tables.

8. **Program Use**. I will introduce this program at the beginning of the year as a whole class exercise. After the initial introduction, the students will be encouraged to use it for practice and reinforcement throughout the year.

9. **Evaluation**. To evaluate the program I will use these questions:
 * Did the students' knowledge of basic math facts increase?
 * Was the program easily accessible to all students?
 * Did the students use the program more than once?
 * Were the quizzes an accurate assessment of work presented?

10. **Appendix**- []

**// Bloom’s Digital Taxonomy //** **//Remembering://** Students will need to remember their 4, 6, and 7 multiplication tables as well as vocabulary from their Ancient Egypt unit. **Additional digital tools:** “bookmarking” and “searching or googling” – I would like the students to find websites where they can practice their multiplication facts.

**//Understanding//**: Students will need to link the information they know about solving multiplication problems with what they read in the word problems. **Additional digital tools:** “Blog Journaling”– I would like the students to create a podcast for another student explaining how to solve word problems.

**//Applying//**: Students will need to take the information they know, and have learned, and solve word problems. **Additional digital tools**: “uploading and sharing” – I would like the students to create their own presentation on solving word problems to upload to the school website for others to use.

**//Analysing//**: Students will use the answer they found when solving the word problem and compare it to what the problem is asking to be sure it makes sense. **Additional digital tools**: “reverse –engineering” – students could create a word problem starting with the answer and developing backwards.

**//Evaluating//**: Students will check to see if they have answered correctly and if not critique what they have done to rework their solution. **Additional digital tools**: “testing” – I would like students to explore different websites that explain how to solve word problems and critique what they find.

**//Creating//**: not applicable **Additional digital tools**: “publishing” - – I would like the students to create their own presentation on solving word problems to upload to the school website for others to use.

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