Feedback Report

Please disregard my previous feedback; I did in fact hear those instructions upon opening up another assignment. I went back and I heard it in the other one as well. My apologies.

When subtracting a problem that zeros out the answer portion under the tens place, I see that before the problems disappears and goes to the next one that it takes the zero away. It would be great if there was some kind of explanation letting the students know that it is not necessary to write the zero, or that the answer can be correct with or without the zero at the beginning of the answer. (Ex. 54-51 = 3 or 03)

As an intervention tool, I think examples are in order. As educators, we want students to be able to use a program like this independently but to be able to find success when doing so. As an adult, it is easier to figure out what is happening and how to complete certain tasks, but when I think of a student who is already struggling with basic concepts, I don't see them having success with a program like this. The division, in my opinion, needs to have examples to show students what it's supposed to look like not just giving instructions and telling them what to do. Most students need a visual and this doesn't give them that.

I love the place value chart being used in order to compare numbers. This is a skill I see students continuing to struggle with in 4th and 5th grade.

Students are supposed to tell the current time; however, the instructions do not tell them to type the hour and press enter and then type in the minutes. This can be confusing; I thought there was an error until I clicked enter to see if it would accept on the hour answer. Adding the instructions that students will need to do each part followed by the enter button will make all the difference.

I'm impressed with the way the program shows the student what it should look like when they have to regroup with subtraction. I do wish there was actually a lesson that went with this to show students (according to the program) that they are taking the ten away from the tens place first before they do any calculating.

This is assuming that students already have a fraction skillset. If this is a supplemental program that will be used as a tool for intervention, this will not do. The title is fraction names, yet there is nothing out loud for the student to have read to them. They give the number fraction and then the word fraction but this does not allow the students to click on the words to hear them. If there were a lesson that introduced fractions then I would be okay with this but this is just practice not necessarily teaching. If this a true adaptive program, it would give the student short instructional teachings on this skill when they fall short in order to ensure that the student can be successful on future lessons. When I got them all wrong to see what would happen it went to the second lesson with three fractions and they are being read not like they look but in terms of quarters. If students are just learning fractions, they may not know them by quarters (example: 2/4 being read as 2 quarters instead of two-fourths. So, this doesn't help the student who failed the first lesson to go back to complete it and the fractions are worded as fourths and not quarters.

I appreciate that the program required students to put in the answer from right to left instead of left to right. Most programs just let the student type in the answer, but this forces the student to actually solve the problem in the correct order.

When students are asked to click on the coins in order to find the total, the program only allows them to click on the coin with the high denomination first. It may be helpful to add that to the instructions so that students aren't clicking around getting frustrated because they don't know to do the highest first. For example, if there are dimes and pennies, the program only allows you to click all the dimes first and then the pennies second. It doesn't specify this in the instructions.

It may help if the answer for what time of day it is (AM/PM) wasn't case sensitive. Students more than likely not think to capitalize them. Even when I placed my computer on caps lock, the program didn't recognize it.

The instructions tell students to listen to the letter pattern and type what they hear. The voice then says aloud a three pattern letter group. The problem is that he says it twice which gave the impression that the student was supposed to type both because it does show a pattern. However, when I typed in both, I was pinged for the wrong answer. I was able to figure out that I was only supposed to type it once. The instructions are not clear for the student to only type the group once. For example, the instructions gives this pattern aloud "aabaab" but the student is only expected to type "aab". The instructions need to be clear so the student is actually inputting what the program wants them to input.

I like the program allows students to place the number above the problem when regrouping. This process is forcing students to slow down and actually work the problem out and pay attention to what they are doing. Love it!

The district is really big on vocabulary, so when the students are being asked to type how many equal parts are in the shape and then how many are colored, I'm not sure this is a true and accurate picture of a fraction. I would like to hear the words denominator and numerator as well as saying the actual fraction once it is complete. I do like that you start the fraction with the denominator first and then the numerator second.

The instructions given tell the students to type in the number of objects that they see on the lines; however, it doesn't tell them that they need to click enter after each one.

The activity expectation is for students to be able to compare numbers. The symbol for <, >, or = is present; however, it doesn't ask students to compare using the correct symbol. It asks them to write the number of items shown in the box.

The standard states that the student is expected to:

(A) model, create, and describe contextual multiplication situations in which equivalent sets
of concrete objects are joined; and
(B) model, create, and describe contextual division situations in which a set of concrete
objects is separated into equivalent sets

The problem reads:
You have 18 hockey cards. You want to divide them evenly between you and two of your best friends. How many cards will each of you get?

This is a multi-step problem and it doesn't properly align to what 2nd-grade students should be able to do, in regards to multiplication and/or division.

The word problems are presented in a very abstract format. Although some of the activities give student pictorial models and ask them to show which one represents area, it still doesn't adequately prepare students for success when solving area word problems. At the minimum students should be provided with a pictorial model that allows them to have adequate instructional supports.

Being able to count Canadian money(ies) does not align to TEKS. This is not a requirement for 2nd grade students.

I like the progression of the content because it starts students off adding numbers without regrouping and they work their way up to addition, that includes regrouping. Place value is reinforced with each set of problems they work and students are able to see when they are working in the ones, tens, hundreds, etc.

The question reads as follows:
"Tim read 100 pages when he woke up on Monday. At lunch that day, he read 50 more pages. Before bed that night, he read 35 more pages. The next morning he read 15 pages. How many pages did Tim read in total on Monday? What is the piece of data you do NOT need to answer the question?"

This does not align to processing standards for 2nd grade. Students are not required to find the information they do NOT need because problems are more stream-lined so that students only have what is needed to correctly solve the problem

Problem reads:
Luella's pencil case measures 8 inches by 15 inches. What is the area of her pencil case?

This is not age-level or grade level appropriate for 2nd grade students. Students have not yet made it to where they are working with area in an abstract manner because they are still using concrete objects/ideas to gain a conceptual understanding of area. This problem creates a level of rigor that students are not ready for yet.

This problem also requires them to have working knowledge of how to multiply a 2 by 1-digit number, which is not something they are ready for yet. Students don't start building a conceptual understanding of multiplication until the the latter part of 2nd semester.

While working on an activity, I went up to the url address and did a search for something different. I was allowed to browse the internet; however, tried using the back arrow to see if it would take me back into the program. I was not able to get back into the program using the back arrow and had to go back to the login screen. This also allowed me to see that if you stop working in a the middle of an activity, the progress is not saved and you have to start back at the beginning of the activity that was being worked on.

The Canadian coins are not something students would be familiar with because it doesn't align to 2nd grade standards (TEKS). Furthermore, the size of the coins are small and if I weren't able to click on the coin and hear the coin amount, I don't know that I'd be successful in completing the assigned tasks.

A

If a student needs assistance and decides to click on the "rule" tab, they have the ability to browse the external web. This poses potential risks, such as accessing inappropriate content or possibly contracting a virus.