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= Design/ReDesign Task ﻿    ﻿  = Overview I Analysis I Design I Development I Implementation I Evaluation  ﻿  The purpose of this tutorial is to provide an understanding of long division to students, help them become fluent in division, and have them link real life situations to division. As a 5th grade teacher I know that the need for students to master basic math skills is important. Many students are lacking these basic skills, and as they progress through their school career they continue to struggle with many of the same operational functions, because the mastery of those skills have never been achieved. Elementary students must gain the knowledge required to master an operational math skill before moving to the next skill. My instructional format is presented throughout this wiki and insures a smooth progression through the learning process. The learners will include but are not limited to 5th grade students. In second through fourth grade the students will have already focused on models of sharing equally as repeated subtraction, compared inverse relationships between multiplication and division, and generated strategies to divide whole numbers by single-digit divisors. A fifth grade student is expected to apply an algorithm to divide whole numbers fluently and understand the relationship among the divisor, dividend and quotient. The following are the steps the students will be taking in order to reach our instructional goal. The student will: 1. View two common forms to indicate division. (c/b, c¸d) 2. Identify the components of a division equation (quotient, dividend, and divisor) 3. Properly construct division problem with divisor before bracket and dividend in the division bracket. 4. Divide- The first number of the dividend is divided  by the divisor. The whole number result is placed at the top. (If divisor does not fit into the dividend, then put a zero on top indicating it doesn’t fit. Then move over two spaces) 5. Multiply- The answer from the first operation is multiplied  by the divisor. The result is placed under the number divided into. 6. Subtract- Now we subtract  the bottom number from the top number. 7. Bring Down- Bring down  the next number of the dividend. 8. Repeat or Remainder- Repeat  process until there are no more numbers to bring down. If there is a number other than zero, that is the remainder <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 12pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">. (The remainder can never be bigger than the divisor <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 12pt; font-style: normal; font-weight: normal; margin-bottom: 0pt; margin-left: 36pt; margin-top: 0pt; text-decoration: none; text-indent: -36pt; vertical-align: baseline;">9. Check answer using multiplication- Multiple the quotient times the divisor plus remainder (if there is one) and get the divided. 10. Individual practice  <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 12pt; font-style: normal; font-weight: normal; margin-bottom: 0pt; margin-left: 36pt; margin-top: 0pt; text-decoration: none; text-indent: -36pt; vertical-align: baseline;">The learner will engage in the instruction in a traditional classroom setting in an elementary school. The students will use their learned skills in the classroom. They will build upon this new skill as they learn more complex math skills in the classroom and throughout their academic careers. These skills include but are not limited to performing basic math operations on fractions and advancing in algebra and data analysis and probability. During instruction, the students will practice division in real world contexts. The focus will be on common situations in which the students will use division. They will be able to apply what they have learned in the real world. The constraints here are that the students truly do not understand the purpose of division and what it is used for when they are not using it for a specific purpose or in a real-life situation. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 12pt; font-style: normal; font-weight: normal; margin-bottom: 0pt; margin-left: 36pt; margin-top: 0pt; text-decoration: none; text-indent: -36pt; vertical-align: baseline;">The three learning goals for this task are to demonstrate an understanding of the relationship among the divisor, dividend, and the quotient, generate strategies to devise whole numbers by single- digit divisor, and to apply an algorithm to divide whole numbers fluently. These learning goals are a combination of both the cognitive and constructive domain. It fulfills the cognitive domain because this process is transferred through prior learning and similar task. The information will also be stored in a meaningful way. The application level of Blooms Taxonomy fits these goals best because the learner will be using information to solve problems as well as transferring ideas to new situations. This process fits the constructive domain as well because the ultimate goal is for the learner to transfer their knowledge of division to a new environment. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 12pt; font-style: normal; font-weight: normal; margin-bottom: 0pt; margin-left: 36pt; margin-top: 0pt; text-decoration: none; text-indent: -36pt; vertical-align: baseline;">To asses my learning goals and objectives the learners will have a practice and a test page that gives them corrective feedback immediately. On the practice page the learners have several attempts if needed to retry. The test page gives the students a set of division problems ranging in difficulty and immediately gives the results of the assessment. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 12pt; font-style: normal; font-weight: normal; margin-bottom: 0pt; margin-left: 36pt; margin-top: 0pt; text-decoration: none; text-indent: -36pt; vertical-align: baseline;">My instruction supports how cognitive processes function because it scaffolds the learner to organize the information into their long-term memory for later retrieval, teaches the learner effective strategies, and provides corrective feedback. During the design and development phase I kept in mind that working memory has limited capacity. Knowing that kept each step in the tutorial short and to the point. I also used the same format for the learner throughout to reduce the cognitive load. During the lecture phase of the tutorial, the learners have an opportunity to actively process the information. During the lecture, key questions are asked for the learner to answer to ensure processing is taking place. The tutorial also provides dual-channels by incorporating text and visuals examples throughout and builds from the learners prior knowledge to ensure learning is transferred. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 12pt; font-style: normal; font-weight: normal; margin-bottom: 0pt; margin-left: 36pt; margin-top: 0pt; text-decoration: none; text-indent: -36pt; vertical-align: baseline;">I used wikispaces for the layout of this task so the viewer could easily navigate through each step of the ADDIE process. I also used both a powerpoint with no audio and a lecture with audio describing the process of long division to ensure that the variety of learning styles for all learners would be met. To reduce extrinsic load, each section of the tutorial is focused on the goals of the learners and all graphics are used to enhance learning.