Feedback Report

This entire section lacks the rigor that student are going to need to be able to effectively master these skills. Much of this is simply look and click; students are not being asked to solve anything or use their reasoning. Students are typing numbers and clicking. When students are being asked to measure temperature, there isn't enough variation in the temperatures for students to truly practice (they showed 100 and 140 degrees twice). Measuring the weight of objects or liquids is simply looking at the scale (or container) and typing the number that you see. While relevant, it doesn't challenge the student as there is no thinking required. The lessons are very quick and aren't enough for a student to master the skills.

Students are not required to know metric measurement (per Texas TEKS).

When trying to determine how far one place is from another, there is only one answer but there could be several ways a student could try to take to get to these places. It doesn't say what's the shortest or longest route to these places. It simply asks how far a place is from another. Also, does the student not count the block that has an actual building or place there? The directions say to count the blocks from place to place and if there is something in block it seems like the student shouldn't count it. For example, it asks how far from home to the circus and then to the park. In order for the answer to be what it is (9), I would have to skip counting the block with the Barber Shop in it. On the other hand, when counting how far it is from the Diner to the Gas Station, there is only one block in between them but the answer isn't 1, it's 2. Also, how far from the library to the circus has only two blocks in between it and the answer is neither 2 or 3 (actually counting the block with the circus inside of it). So, some blocks seem to get counted while others don't. This is confusing and I believe it would be also for students.

Students are asked to click in the correct column for each unit of measure you hear. When asked about ounces, the student is supposed to put it under "scale"; however, ounces can also fit under measuring cup. This can be confusing as ounces can be measured using both mediums. If a student chooses measuring cup, they will get the answer wrong. but technically it isn't incorrect.

The instructions are for the student to click where a number would fit between two end points (ie. 81 - 90). The number for this example is 88; however, the line that separates the two endpoints looks like one continuous line. They do not indicate breaks so that the student will know that these are separate lines that represent an individual number.

The instructions state, "Starting with the number you hear, count by two's on the number line." No number was given but there is a phrase at the bottom that says either, first number or last number with a number in parentheses. There are no further instructions and I was confused as to what it was specifically I was being asked to do. It is not clear what students are supposed to be doing on this lesson.

There are not specific instructions on how to complete the activity. Expectations were not clear and I had to keep clicking to figure out what I really needed to do.

Activity 3 is identical to Activity 2. Students are building a conceptual understanding multiplication; however, the activities are low-risk and don't build up students' problem-solving skills. All they have to do is count groups and number of objects in the group but it doesn't require a whole lot of thinking from the students.

Could be overwhelming for a 3rd grader to figure out–No Instructions

No Instructions–Just says the #

Questions are clear and multiple choice answers are relevant.

-Be more explicit on what to click/enter answers, what the objectives are, describe what ‘Magies” are, etc.
-Too many clicks to get to the exercise
-Could add oral and written instructions in all sections
-Label “Help” button as “Instructions” of “To Do” perhaps. Explain what the picture of the “Floating Ear” is for? Maybe label “Click Here” and state the objective clearly.
-Can it give the correct # when missed so the student knows what the correct answer is?
-When the student gets the answers wrong-it doesn’t help teach the correct answer, it just moves forward to the next question