Design+Project+Report+1

The purpose of my project on Place Value is to increase the understanding of place value. I plan on creating a manipulative driven Place Value unit that incorporates both tangible and virtual manipulatives. A unit like this is needed in a second grade classroom because Place Value is the first step in the math building block. It is the basis of the entire year’s math curriculum. Without a thorough grasp on place value, students will not successfully understand future math concepts. Based on the grade level math baseline, only 41% of students demonstrated a passing score of 60% or higher. This shows that there is not a strong understanding of this concept, which could escalate into not understanding future concepts. This unit directed towards and will benefit the entire second grade. The students in entire grade level vary in their performance levels, and throughout the school, there is a good sense of diversity in terms of racial and economic demographics. All students must demonstrate an understanding of this concept in the classroom since this is something that they will use throughout their educational career as well as in the real world. With the help of manipulatives and technology, I will generate a unit that will promote understanding and will lead students towards success.
 * Project title:** Put the 'Place' in Place Value!
 * Project description**

The processes began by holding a grade level meeting with all nine teachers, and through diligent discussion, identifying a lack of understanding throughout the entire grade level of 170 students. Also, looking at the data derived from the math baseline assessment, it was clear that there was a gap residing in numerical place value. Students were not performing at desired levels of performance. I could also see based on in class interaction, that there is a need for improvement in this area. We could see that identification of each digit’s place, identifying the value of each digit, and writing numbers in different ways were the weak spots. Based on our needs assessment instrument, the math baseline assessment, less than half (41%) of the students ‘passed.’ Passing is considered a 60% or higher. This assessment assesses concepts that should have been mastered in first grade, along with concepts that are going to be learned in second grade. A large portion of the assessment focuses on place value since it was introduced in first grade most of the concepts in second are going to build on it. This lets us know where they fall as far as performance and grasp. 100% of students should at least be passing which would show that they at least had exposure. All scores were organized by individual class and the entire grade level for analysis. As far as the learning environment, we have 8 second grade classrooms made up of 9 teachers and 170 students. One of the classes is a co-teaching environment which I happen to be a part of. We also have 1 ‘inclusion’ class, 3 gifted classes, and 1 ESOL class. My class has 35 students between two teachers. Each of the other classes has an average of 18 students.
 * Needs Assessment**

Using my needs assessment instrument, the data I collected showed that 41% of the second grade students scored a 60% or higher, only 28% scored between 60-79%, and 13% of students scored an 80% or above. Of my class, 45% scored a 60% or higher, and only 11% percent scored an 80% or higher. Looking deeper into the test, 40 out of the 50 questions on the math baseline assessment tested concepts that should have been learned in first grade and place value combined. These concepts include number recognition and basic addition and subtraction. With this information, students should have done better considering only 10 questions testing unknown information. What I learned about my learners and the learning environment is that the concept wasn’t as concrete as it should have been coming out of first grade or the students forgot everything over the summer. Whether it was the delivery or learning tools, the concept wasn’t learned and my students need reinforcements in learning these concepts.
 * Summary of Needs Assessment Outcome**

All second grade students will pass place value assessments with 80% accuracy while demonstrating an understanding of all encompassing skills.
 * Goal statement as a Result of Assessment**

Second grade students will understand how to identify the ones, tens, hundreds, and thousands place. Second grade students will be able to identify the value of each digit. Second grade students will be able to write 2, 3, and 4 digit numbers in different ways.
 * List of Entry Competencies**

I interviewed a student from my class to find out what their experience had been the previous year with place value, their opinion of math, and how they felt after taking the baseline. When asked about their experience with place value, they did not recognize the ‘term.’ This was a red flag already. When I explained a little about to see if anything sounded familiar, the student did recognize some of the terminology (ones, tens, hundreds) but was unable to tell me which one was which. Then I asked about their opinion of math. The student told me they really enjoyed math a lot and they enjoyed it more than reading. The last thing I wanted to touch on was how they felt after taking the baseline assessment. Their answer was, “It made me a little nervous and scared. I tried my best and guessed a few times. Did I do okay?” (I had to share that last part of their response, it was so cute!)
 * Learner Interview**

Second graders in general, are at the point of their education that they think school is still fun. They have not reached the point where they become discouraged and lose motivation in school due to massive amounts of pressure and stress. They have a good attitude in the classroom and, for the most part, are eager to participate. These students are fortunate in the sense that they come from good families and they have a very positive school and community environment. I feel that they are able, they just need the right tools to catch and hold their attention. With a method/style that is new and exciting, I hope that this eager and energetic group will accomplish the goals set for them.
 * Description of Learners**

Luckily, the school and our classroom are up-to-date with its technology and resources. With Smartboards in every classroom and a plethora of mathematics manipulatives, we are able to provide engaging and meaningful lessons. The classroom promotes a positive, safe, and challenging learning environment for each and every student. Lessons include whole group, individual, and small group settings.
 * Performance Context and Implications for Instruction**


 * Relevant Current References **

Morrison, Ross, Kemp & Kalman. (2010). Designing Effective Instruction, 6th ed. Wiley.

Sweller, Van Merrienboer ,& Paas. (1998). Cognitive Architecture and Instructional Design. //Educational Psychology Review, // 10(3). Retrieved from  []