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Impact on Student Learning Rationale

Context:I completed this assignment under the guidance of Mr. Steve Bumgarner during the spring of 2010 as part of student teaching. I designed and taught this unit to third grade students in Mrs. Lora Snider’s class at Longview Elementary School in Hickory Public Schools. This impact project was a math unit which meets many goals within the third grade North Carolina Standard Course of Study. I taught this unit for two weeks during the month of March. This unit was intended to help students teachers design, implement, and analyze student learning. I did this unit in separate components to ensure that all aspects of lesson design and instruction were thoroughly addressed. I designed the fraction unit based on goals from the standard course of study and analyzed the learning of various student groups to check for adequate progress and growth.

Impact:This Unit provided practice in planning, teaching, and analyzing student learning. I taught a fraction unit to my third grade students. We covered many aspects of fractions such as numerators, denominators, grouping, circle fractions, and bar fractions. I used some direct instruction, food, and hands-on activities. My students grew (TBD%) through this unit.

Alignment:Standard III: Teachers Know the Content They TeachStandard 2 – Mathematics

A. Teachers align their instruction with the NC Standard Course of StudyThis standard was met by closely following and studying the mathematics curriculum for third graders in North Carolina.

B. Teachers know the content appropriate to their teaching specialtyI met this standard by using content knowledge to create this unit.

3c. Teachers recognize the interconnectedness of content areas/ disciplines I met this standard by integrating multiple disciplines into my impact project. I integrated art and health into my mathematics goals.

3d. Teachers make instruction relevant to studentsI tried to plan and teach my lessons with my students in mind. I related my lessons to things that the children were familiar with and prior knowledge of.

Standard IV: Teachers Facilitate Learning for Their Students 4b. Teachers plan instruction appropriate for their students I planned with my students in mind and tried to make sure that my students were capable of the things I planned. I tried to challenge my students while making sure that they were not overly frustrated. 4c. Teachers use a variety of instructional methods.I met this standard by varying my methods of instruction throughout this unit. I used direct instruction, cooperative groups, inquiry learning, art projects, and hands on activities.

4f. Teachers help students work in teams and develop leadership qualitiesThis standard was met by grouping students purposefully to increase individual leadership and learning opportunities.

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4h. Teachers use a variety of methods to assess what each student has learnedThis standard was met by integrating lecture with small group and inquiry based instruction techniques which allowed for a variety of assessments, such as written, oral, and observed..

Standard V: Teachers Reflect on Their Practice5c. Teachers function effectively in a complex, dynamic environment

This standard was met by delivering this unit in a Title I school with 95% free and reduced lunch. This learning environment is dynamic, being that it is comprised of all SES levels, as well as learning levels and styles. Also, the classroom was used in these lessons in such a way that students were captivated by learning in their small groups.

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Phifer, Amanda

Elementary Education K-6

Spring 2010

Longview Elementary School in Hickory Public Schools

Impact on Student Learning Project- Representing Fractions

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Cooperating Teacher’s Evaluation of Impact Project Rubric

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Student’s Evaluation of Impact Project Rubric

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Component I: Establishing Learning Goals and Objectives

Project Learning Goals and Objectives Alignment with

North Carolina Standard Course of Study

21st Century Skills ContentBasic Fraction Representation (1/2, 1/3, ¼, ect.)

(NCSCoS) 1.05 Use area or region models and set models of fractions to explore part-whole relationships.

a. Represent fractions concretely and symbolically (halves, fourths, thirds, sixths, eighths).

Compare fractions (NCSCoS) 1.05 Use area or region models and set models of fractions to explore part-whole relationships.

b. Compare and order fractions (halves, fourths, thirds, sixths, eighths) using models and benchmark numbers (zero, one-half, one); describe comparisons.

Using the Overhead and projector helps to keep an open discussion like environment where students can be more interactive with the problems they are trying to solve.

NETS-TD. manage student learning activities in a technology rich environment

Be able to represent fractions in real life ways. Be able to understand how fractions relate to real life.

(21st CSC) Life and Career SkillsToday’s life and work environments require far more than thinking skills and content knowledge. The ability to navigate the complex life and work environments in the globally competitive information age requiresstudents to pay rigorous attention to developing adequate life and career skills, such as:• Flexibility and Adaptability• Initiative and Self-Direction• Social and Cross-Cultural Skills• Productivity and Accountability• Leadership and Responsibility

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Component II: Establishing Understanding of Student Background, Knowledge, and Experience

Math Assessment

Reading Assessment

EC Parents are ELL

Single Parent Families

Student 1 3 4 xStudent 2 4 4 xStudent 3 4 4Student 4 2 4Student 5 3 4 xStudent 6 4 4Student 7 4 3 x xStudent 8 4 4Student 9 3 3Student 10 - - x xStudent 11 3 4 xStudent 12 4 3 xStudent 13 3 4 x xStudent 14 2 3 x xStudent 15 2 1 xStudent 16 4 3 xStudent 17 2 3 xStudent 18 3 1 x xStudent 19 2 2 -Student 20 - - xStudent 21 3 4Student 22 3 4 x

Math 2

Student 4Student 14Student 15Student 17Student 19

Math 3

Student 1Student 5Student 9Student 11Student 13Student 18Student 21Student 22

Math 4

Student 2Student 3Student 6Student 7Student 8Student 12Student 16

Reading 2

Student 19

Reading 3

Student 7Student 9Student 12Student 14Student 16Student 17

Reading 4

Student 1Student 2Student 3Student 4Student 5Student 6Student 8Student 11Student 13Student 21Student 22

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EC

Student 18

Parents are ELL

Student 7Student 10Student 12Student 13Student 14Student 15Student 16Student 18


Student 1Student 2Student 5Student 7Student 10Student 11Student 13Student 14Student 17Student 20Student 22

Implications these factors above might have on instructional design:

Looking at the information on this table, I know that my students may face challenges that I need to keep in mind; challenges such as less help at home for single parent families. Also, I know that the Math scores, while official and carried out correctly can’t be trusted because those tests are administered directly after the content is taught. The information on this table is information that I have mostly gathered on my own from working with my students so that makes me feel as though I truly have a good grasp of their needs.

Explanation of vertical and horizontal curriculum alignment for establishing prior knowledge:

Students previous knowledge on the Objective of fractions should include representing and comparing halves, thirds, and fourths. The students should also have a concrete knowledge with halves, thirds, and fourths as they relate to the whole.

My goal is to create a concrete representation and comparison between halves, thirds, fourths, sixths, and eighths as they relate to a whole. Also, I want a working knowledge of these fractions as they are represented in bars, circle graph, and grouped object form (models and diagrams). Another objective is to include mixed number representations and examples in this unit. This base will prepare students for working with other fractions as they continue on in their education.

Previously this year students have encountered simple fractions as they relate to other subjects. Halves and thirds come up in conversations pertaining to multiplication and division.

Collaboration with colleagues will be appropriate and needed:

I fully plan to collaborate with my master teacher, as well as the other 3rd grade teachers and 2nd grade teachers to understand the background of my students. In becoming a part of the faculty I am already gaining knowledge about my students’ previous education experiences through

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socializing with other teachers. I feel that my teacher has a very strong grasp of her students’ needs and abilities so she will be an excellent resource for me.

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Component III: Creating a Plan for Assessment/Evaluation of Student Learning

Fraction Pre and Post Test. Name:

Please show 1/2.

Please show 2/3.

Please show 3/4.

Please show 2/6.

Please show 6/8.

Please draw a picture with grouping.





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Please show 1/2.

Please show 2/3.

Please show 3/4.

Please show 2/6.

Please show 6/8.






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Pre Assessment:

Goals are to assess where the students are in relation to halves, thirds, fourths, sixths, and eighths. Determine the student’s understanding in relation to fraction numbers, bar graphs, circle graphs, and grouping representations.

Post Assessment:

Goals are to assess student’s learning in relation to halves, thirds, fourths, sixths, and eighths. Determine the student’s understanding in relation to fraction numbers, bar graphs, circle graphs, and grouping representations.

Assessment during teaching:

Will be informal. Verbal communication between all students and teacher as well as teacher observation will serve to constantly guide and motivate the lesson. Students will assess each other through small group activities. Lessons will largely be hands-on followed by visual representations of what was previously created. Discussion will also play a large part in assessment and drive instruction.

Assessment modifications:

Are largely unnecessary due to the visual nature of these lessons. The only real impediment we have in our class is reading ability and with this topic, lessons, and assessment everything is very user friendly. Directions will be read aloud. Other than that, students shouldn’t need other modifications since the illustrations and demonstrations make up the majority of the tasks being assessed.

Student data will be used:

To design the specific targets of my lessons. Fractional representations will be my target so I will use the pre assessment as well as my informal assessments to determine what visual models the students are comfortable with. Equivalencies should be new. Student response and assessment will constantly reshape my lessons. Why spend time on what they already understand? This topic of fractions however is more complex than first glance allows, so assessment will be important and must be maintained for my lessons to be accurate and relevant.

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Component IV: Analyzing, Acquiring, and Understanding Essential Content Necessary for Teaching

Bloom’s Revised Taxonomy Planning Worksheet

Higher Order Thinking

Level of Learning

Action Verbs Products Objectives Resources Learning Activities/Strategies

Evidence of Learning

Creating(Putting together ideas or elements to develop an original idea or engage in creative thinking)

DesigningConstructingPlanningProducingInventingDevisingMaking

2 designed fraction groups and a designed worksheet to accompany it for each group.

Students will design their own ways to represent fractions.

Students will produce their own word problems based on fractions and the previous lessons.

Anything students choose to use in the classroom.

Use students background knowledge to help they create a new concept of fractions.

Being able to show and explain their “fraction groups”.

Evaluating(Judging the value of ideas, materials and methods by developing and applying standards and criteria)

CheckingHypothesisingCritiquingExperimentingJudgingTestingDetectingMonitoring

Verbal checks and balances observed between students and between students and teachers.

Students will check each other through each activity by working together to make sure everyone’s on track. Also, they will check me as I teach- I will intentionally define and talk about fraction concepts wrongly and the students should catch my “mistakes”.

Student’s background knowledge and previous fraction lessons in this unit.

Allow students to “check” what’s going on and being said. This provides an ownership of the knowledge for them and a point of assessment for me.

If they catch mistakes, they understand the process.

Analyzing(Breaking information down into its component elements)

ComparingOrganisingDeconstructingAttributingOutliningStructuringIntegrating

Integrating their fraction background knowledge students will create a circle food pyramid using given criteria

Have students use their basic fraction knowledge, break it down, and reapply it to a circular graph

Students will integrate their

“Gobble Up Math” Mogard & McDonnell- p. 102-103 Food Guide Pyramid Fun

“Gobble Up Math” Mogard & McDonnell- p. 102-103 Food Guide Pyramid Fun

The circular food guide they create will be an assessment tool as to the students understanding of fractions in a circular concept.

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current knowledge of the food pyramid and healthy living. This increases their health literacy.

Students will manage products and produce results.

Lower Order Thinking

Applying(Using strategies, concepts, principles and theories in new situations)

ImplementingCarrying outUsingExecuting

Using their knowledge of fraction strips, students will break apart block fractions

The Graham Crackers will serve to show students another model fractions can be presented in- a bar.

Real World fraction connections.

Students will need to show flexibility and adaptability in this lesson as it is a format unaccustomed to them.

“Gobble Up Math” Mogard & McDonnell- p. 104 Forming Fractions

Graham Crackers

“Gobble Up Math” Mogard & McDonnell- p. 104 Forming Fractions

Students will answer fraction questions I ask and write their answers in their Math notebook for later assessment. Discussion will be the primary assessment.

Understanding(Understanding of given information)

InterpretingExemplifyingSummarisingInferringParaphrasingClassifyingComparingExplaining

Recitation QuizSummary ListCollection LabelExplanationOutlineShow and tellExample

Remembering(Recall or recognition of specific information)

RecognisingFindingListingDescribingIdentifyingRetrievingNamingLocating

Through the use of fraction strips and circle, students will recognize the fractions they were previously familiar with

To build a basic knowledge of fractions (halves-eighths).

Fraction Strips Worksheet

Fraction Circles Worksheet

Crayons

Color halves red, thirds blue, ect. On both sheets to demonstrate how fractions can have the same meaning but look different.

Strips will be used in several activities which will each be assessed.

Informal assessment during their

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and begin to recognize the new fractions (sixths and eights) that are being introduced.

Try to get students to create their own definitions for the fractions.

Questions will be asked throughout unit that will require the use of the strips.

creation and definition stage will also take place.

Adapted from Denise Tarlington’s Bloom’s Revised Taxonomy Planning Framework www.lmtsd.org/1453205149215313/lib/1453205149215313/articles/bloomspres.pdf

Plan for Developing/Scaffolding Understanding of Content:

My plan for this unit is to make fractions, from halves to eighths, recognizable and understandable. This requires students to have knowledge of fraction visuals (fraction strips and circles). It also requires that students learn how to represent fractions on paper, as well as understand the definitions (numerator, denominator) that goes along with it. Students will need to represent fractions in multiple forms (written, bar, circle, and grouping). My goal is to use these activities, along with others, to create a tangible and realistic view of fractions in my students by using real world, hands-on models (such as food).

How Content is Relevant:

Fractions are relevant to students for several reasons. Obviously, they have many more years of fractions ahead of them in their education and without a thorough base knowledge they won’t be able to apply this to working with fractions later. More importantly, fractions are used often in the real world, either through cooking, or in the workplace.

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Component V: Selecting and Developing Resources and Materials in Preparation for Instruction

List of Resources:

1. “Gobble Up Math” by Sue Mogard and Ginny McDonnell Fraction worksheets from http://worksheetplace.com

Food Guide Pyramid Fun p. 102-103 (worksheet required on p. 103) Forming Fractions p. 104 (Graham Crackers required)

2. Fraction worksheets from http://worksheetplace.com Fraction Strips Fraction Circles

Activity Timeline:

The unit will begin with the introduction and use of the fraction strips and circles for several days. Also, grouping will be introduced early on as a way of forming fractions. Subsequent activities, including Food Guide Pyramid Fun and Forming Fractions will be introduced around day 3 or 4, depending on how well the students work with the fraction strips and circles. If these food activities go well, the book has others, or I could draw on my fellow student teachers for great hands-on fraction activities.

Purposeful Grouping of Students:

For the fraction strips and circles I will begin whole group and then let students interact with the peers they are seated next to. They are seated in a wonderful way that has ability groups all mixed together. During this learning process I want multiple levels working together. As the days go on and I assess the progress, I may reassign groups based on need in a “center” type atmosphere (so as not to be too obvious).

The wonderful thing about fractions, especially fractions at this stage, is that they are very easy to represent visually. In this way language, which is our main barrier in Math in our class, becomes less of an issue because they can see the concepts represented. Therefore, ability grouping isn’t the way I wish to go. I’d rather mix ability groups and let children “teach” each other. This is a chance for students who may not regularly excel in Math to show off.

Collaboration with Professionals:

My Cooperating Teacher has a wonderful point of view on differentiation and teaching in general. She believes that if you teach all students as if they’re gifted, they will behave and learn that way. Her EOG test scores continuously prove her right. She raises students 2 and 3 grade levels in her classroom by not pandering to them, but rather, challenging them to try something a little scary but ultimately rewarding. I have taken on this mantra myself.

http://worksheetplace.com/

http://worksheetplace.com/

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She allows her students all the aid of EC (we only have 1 student that qualifies) and ELL (all of our students are fairly proficient). However, she feels it is her job to make sure they learn what they need to know, so those students are excluded from nothing. They may only complete 2 assignments where others complete 3, or she may be more lenient with her grading based on their abilities, but they complete the same work as others.

This is how I am approaching fractions and her aid and advice has shaped the way I intend to present this unit. I will jump in, constantly assess, and constantly regroup when necessary.

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Component VI: Selecting and Designing Instructional Method and Procedures

Pacing Guide for 3 rd Grade Fractions Unit:

Week 1Day 1- Definitions (fraction, numerator, denominator)Day 2- Food Guide Pyramid Fun LessonDay 3- Fraction CirclesDay 4- Fractions and clocks, moon, ect.Day 5- Fraction Circle Centers

Week 2Day 6- Fraction StripsDay 7- Forming Fractions LessonDay 8- Fraction Strips PracticeDay 9- Fractions Strips PracticeDay 10- Fraction Strip Centers

Week 3Day 11- Fraction in groupingDay 12- Create own Fraction groups LessonDay 13- Fraction ComparisonDay 14- Fractions ComparisonDay 15- Fraction Review Centers

Lesson Plans:

Food Guide Pyramid Fun Lesson

Subject: Math Topic: FractionsTeacher: Phifer Date: Day 2 of UnitCOMPETENCY GOAL 1: The learner will model, identify, and compute with whole numbers through 9,999.1.05 Use area or region models and set models of fractions to explore part-whole relationships.a. Represent fractions concretely and symbolically (halves, fourths, thirds, sixths, eighths).Modifications: No Mandated Modifications. Perceived Modifications are that worksheets will be read aloud for below grade level readers, student grouping is mixed to allow for lower learners to be supported and guided by higher learners.

Activity Description of Activities and Setting

Materials and Time

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I. Focus and Review (Establish prior knowledge)

Students understand halves, thirds, and fourths…introducing sixths and eighths.

White board

10 min.

II. Statement (Inform student of objectives)

Using the Food Pyramid we will talk about fractions and how they compare.

2 min.

III. Teacher Input (Present tasks, information, and guidance)

Talk about numerator and denominator. Look at blank pyramid and make predictions.

Food Pyramid Worksheet

5-8 min.

IV. Guided Practice (Elicit performance, provide assessment and feedback)

Create a food pyramid using fractional colors to represent food groups.

Food Pyramid Directions and Worksheet

10 min.

V. Independent Practice -- Seatwork and Homework (Retention and transfer)

Answer prepared questions about fractional parts of the pyramid. Have students create their own word problems using the created pyramid.

Food Pyramid Directions and Worksheet

15 min.

VI. Closure (Plan for maintenance)

Review the parts of a whole fractional concept and that it can be a part of everyday life- such as the food pyramid they’ve been studying the last few weeks.

5 min.

Forming Fractions Lesson Plan

Subject: Math Topic: FractionsTeacher: Phifer Date: Day 7 of UnitCOMPETENCY GOAL 1: The learner will model, identify, and compute with whole numbers through 9,999.1.05 Use area or region models and set models of fractions to explore part-whole relationships.

a. Represent fractions concretely and symbolically (halves, fourths, thirds, sixths, eighths).

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Modifications: No Mandated Modifications. Perceived Modifications are that worksheets will be read aloud for below grade level readers, student grouping is mixed to allow for lower learners to be supported and guided by higher learners.


Materials and Time


Students will use graham crackers as concrete models of fraction strips. They will be divided into 3 groups (their seated groups) and as a group they will answer questions.

5 min.


Using graham crackers we will answer fraction (piece vs. whole) questions.

2 min.


Each graham cracker rectangle is one part of a whole. Use your pieces to make…

Graham Crackers, white board

5 min.


Students use graham crackers to represent different fractional models.

Graham Crackers, Fraction Worksheet

10 min.

V. Independent Practice -- Seatwork and Homework (Retention and transfer)

Students are divided into 3 groups (their seated groups). They work as a group to solve the Worksheet.

Students use graham crackers to represent different fractional models. Groups create their own problems and then switch to have other groups solve them.

Graham Crackers, Fraction Worksheet

20-25 min.


Fraction strips are a good way to visualize fractions. Graham crackers are just edible fraction strips.

5 min.

Create Own Fraction Groups Lesson

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Subject: Math Topic: FractionsTeacher: Phifer Date: Day 12 of UnitCOMPETENCY GOAL 1: The learner will model, identify, and compute with whole numbers through 9,999.1.05 Use area or region models and set models of fractions to explore part-whole relationships.

c. Model and describe common equivalents, especially relationships among halves, fourths, and eighths, and thirds and sixths.Modifications: No Mandated Modifications. Perceived Modifications are that worksheets will be read aloud for below grade level readers, student grouping is mixed to allow for lower learners to be supported and guided by higher learners.


Materials and Time


Remind students that they now have a working knowledge of fractions and fraction questions.

5 min.


Students will use their knowledge to design a challenge for their classmates (in seated groups).

2 min.


Students will use their knowledge to design a challenge for their classmates (in seated groups).

Remind students of the unit’s previous examples and how we work together in a group.

10 min.


Observe and direct students as they begin to design their fractions and fraction problems.

Materials around the room, notebook paper for each group

15 min.V. Independent Practice -- Seatwork and Homework (Retention and transfer)

In seated groups students use objects in the room to design fractions and fraction questions.

Then students move to another group and talk about, describe, write about the fractions the previous group designed. They must answer the fraction

Materials around the room, notebook paper for each group

30 min.

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questions created by the previous group.


Was designing fraction groups and problems difficult? What was most challenging? What were some things that you found helpful?

5 min.

Create Own Group Fractions Lesson Script:

I. Focus and ReviewA. Who can tell me what a fraction is? (parts of a whole)B. What are the 2 parts of a fraction? (numerator and denominator)C. How do we use grouping to create fractions? (answers will vary- pieces in the group, number of groups)

II. StatementA. We are going to use our knowledge of fractions and fraction grouping to design a fraction challenge for your classmates.B. You will be grouped with your seated group and must all work together to design this challenge.C. Remember- designate a writer for your group, everyone must participate, everyone’s ideas are important. If someone is lost, you must help them or your group will be disqualified.

III. Teaching InputA. You will use whatever you want in the classroom to create 2 fraction groupings. Then you and your group will design 5-10 questions for your classmates to solve using your fraction groupings. Remember the kinds of word problems and fraction problems we’ve been using over the last 2 weeks. Those are the kinds of questions you want to design for the class. Any questions? (results will vary)

IV. Guided PracticeA. Informal Observations of each child and group. Ask guiding questions such as “Explain this group to me.” “What do you mean when you say…?”B. Make sure every student is on task and being included. The group design is the real product.

V. Independent PracticeA. Students will move to the next group (1 2, 2 3, 3 1)B. Again, Informal Observations. Guide students if need be but this is a really good time to assess their fraction knowledge as it’s towards the end of the unit.

VI. ClosureA. Was designing fraction groups and problems difficult? (answers will vary)B. What was most challenging? (answers will vary)C. What were some things that you found helpful? (answers will vary)

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D. The answers you receive will explain where their strengths and weaknesses on the topic are.

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Component VII: Planning for Incorporation of Curriculum Adaptations and Instructional Modifications

Curriculum Adaptations:

When designing these lessons curriculum adaptation was taken into consideration. The biggest curriculum adaptation that our class faces in Math is the reading element of problems. These activities are designed to be very visual and hands on. They will appeal to the visual and kinesthetic learners as well as to those learners who have problems with spacial visualization and reading. The concepts of Fractional modeling and representation were taken and used to create 3 lessons that focus more on key concepts of understanding and production of learning models, as opposed to the more paper based lessons throughout the rest of the unit. Paper-based assessments are important because of the design of the EOG, but these lessons were designed to help support struggling learners, not necessarily to introduce new concepts.

Instructional Modifications:

There are no mandated modifications for math in our classroom. While we have one student that is being tested for EC, he is not yet labeled, and therefore has no modifications. There are 7 IEP’s in our class but they stipulate extra tutoring and reading support, which is out of the realm of these lessons. However, as I stated in my lesson plans, there are perceived modifications. Worksheets will be read aloud for struggling and below grade level readers; however, visuals will be used whenever possible to make the true measure of these tasks math and not reading based. Another modification mentioned is the mixed grouping design. Each of the 3 groups has 7-8 students of mixed abilities. Therefore struggling students can be guided by students who already understand the concepts. This, of course, will be monitored.

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Component VIII: Planning for Incorporation of Classroom Management Procedures

General Daily Process Plans:

Student MovementKleenex, scissors, glue, pencils, and turn-in buckets are all located in each student group; therefore, student movement is only necessary when explicitly directed. When students will move in the lessons, I will tell them the materials they need to take with them (pencil, paper) and where to move to. Otherwise student movement is unnecessary- other materials will be given to each group. The only time movement will be unguided is in Lesson 12 when they are looking for materials to create fraction groups with.

Purposeful Student GroupingsMy CT allowed me to arrange the students in 3 groups a few weeks ago and so I created mixed groupings and avoided any personality conflicts already. These seated groups will be the groups I use for two reasons; First, all the needed materials are at their seated groups, and second, these groups were created to provide support and guidance during group work already.

Distributing and Collecting MaterialsEach group has a point person. If there are materials they need that aren’t at their groups already then the materials will be distributed by me to each group’s point person and will be collected in the same manner.

Introductory and Ending ProceduresReview will end and begin each lesson. We will begin each lesson with main topics reviewed. We will end each lesson with the main topics reviewed again, as well as any comments or questions about the lesson itself. Beginning and End will be teacher guided.

Students Personal NeedsStudents have a “Lavatory Break” as a group right before math time. Kleenex is located in each group. Other than illness there is no reason for personal needs to cause a disruption. If they do, they will be dealt with as quickly and efficiently as possible.

Student Engagement with Other Students, Teachers, VisitorsGroup work is not a new concept to these students. However, ground rules such as mandatory participation, supporting your fellow group members, and designating people with jobs will be restated. Students in this class work well with the Teachers and visitors don’t bother them. I’ve seen evidence of these things over and over so I don’t anticipate any issues. However, if something arises the student will be removed, disciplined, and returned.

Student Absences and Make-up WorkIf there are multiple absences a makeup group will do the activity at another time. If there are only one or two absences, they will be given alternative work and will work with me one on one on the makeup work.

Submission of AssignmentsStudents will submit work to me via each group’s point person at the end of each lesson.

Daily Engagement ActivitiesSee Pacing Guide in Component VI.

Procedures for Returning graded Work

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They will receive graded work as they always do; at the end of the day and it will be placed in their homework folders to take home unless my CT wants to keep and file the work.

Procedures for Sharing WorkWork will be discussed as a class once competed by everyone. This discussion will also serve as a review.

Planning Instruction:

Students are grouped purposefully. See Purposeful Student Groupings under General Daily Process Plans. The grouping of my students and design of my lessons makes special management strategies unnecessary because they’ve already been taken into account in the planning of the lesson. Lessons are designed and paced in a way that shows understanding of student needs. Some lessons will take longer or less time. The only way to tell this is with the knowledge I will gain as I begin and progress through the unit. As discussed before in Component VI and VII, modifications are built into to accommodate student’s specific needs.

Special Notes:

Modifications are the only special notes because lessons were designed to eliminate the need for further accommodation. Grouping solves the need for addressing differentiation because the groups are mixed, and the final products will depend on the groups themselves.

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Component IX: Reporting the Results of and the Analysis of Student Learning

PreTest

F.A. #1

F.A. #2

F.A. #3

PostTest

Growth Increase/Decrease

Comments on Formative Assessment Analysis

Student 1*

93 95 90 100 100 +7 This child is a high achiever and enjoys school. Child began with a good working knowledge of fractional representation and expanded her knowledge as the unit progressed.

Student 2 93 89 97 94 100 +7 This child is a high achiever and enjoys school. Child began with a good working knowledge of fractional representation and expanded her knowledge as the unit progressed.

Student 3 13 86 82 94 60 +47 This child is academically gifted, while also ADHD. Child doesn’t always work at full potential. Answers correctly in all class discussions, but often does poorly on paper tests.

Student 4 87 95 96 89 100 +13 This child performs well in math. Child is a hard worker and participates well in oral assessments. Reading issues can hinder this child.


Student 6 67 95 100 100 93 +26 This child is a high achiever but had obviously forgotten much of the previous year’s fractional lessons. Child quickly picked up the concepts again.

Student 7 67 85 89 95 93 +26 This child has reading issues and seemed to be unable to recall all previous fractional information. Child participated well in class and made a steady improvement over the unit.

Student 8 60 85 90 90 100 +40 This child is a high achiever but had obviously forgotten much of the

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previous year’s fractional lessons. Child quickly picked up the concepts again.


Student 10 93 89 90 90 100 +7 This child is a high achiever and enjoys school. Child began with a good working knowledge of fractional representation and expanded her knowledge as the unit progressed. This child moved to the school this year.

Student 11 33 69 75 80 67 +34 This child has trouble with abstract mathematical concepts, such as fractions. However, the child is steadily improving with the use of concrete fractional models.



Student 14 60 70 70 75 67 +7 This student has issues with concentration. The child will respond correctly during discussions, but is as often off task as not. Child works well in groups, but doesn’t accomplish more in or out of groups.


Student 16 27 50 67 73 73 +46 This child has reading issues and seemed to be unable to recall all

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previous fractional information. Child participated well in class and made a steady improvement over the unit.

Student 17*

13 57 80 80 67 +54 This child has academic difficulties. Still, the child works hard, actively participates in group activities and discussions. Growth is very good for the child.

Student 18 33 75 75 80 67 +34 This child has medical and academic difficulties. Still, the child works hard, actively participates in group activities and discussions. Growth is very good for the child.

Student 19 87 0 0 80 100 +13 This child has a history of not doing work or losing it. However, the child is very bright, as is obvious by the scores they did achieve and succeeds when they try.



Student 22 67 0 0 95 100 +33 This child has a history of not doing work or losing it. However, the child is very bright, as is obvious by the scores they did achieve and succeeds when they try.

Total: 60 87 +27* Represents that students work is shown in this project

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Subgroup Results and Analysis:

Math Score 2

PreTest

F.A. #1

F.A. #2

F.A. #3

PostTest


Student 4 87 95 96 89 100 +13Student 14 60 70 70 75 67 +7Student 15 67 70 80 80 73 +6Student 17 13 57 80 80 67 +54Student 19 87 0 0 80 100 +13Total: 63 81 +18

Math Score 3

PreTest

F.A. #1

F.A. #2

F.A. #3

PostTest


Student 1 93 95 90 100 100 +7Student 5 93 90 92 100 100 +7Student 9 53 75 80 90 80 +27Student 11 33 69 75 80 67 +34Student 13 80 90 90 95 93 +13Student 18 33 75 75 80 67 +34Student 21 60 75 75 85 68 +8Student 22 67 0 0 95 100 +33Total: 64 84 +20

Math Score 4

PreTest

F.A. #1

F.A. #2

F.A. #3

PostTest


Student 2 93 89 97 94 100 +7Student 3 13 86 82 94 60 +47Student 6 67 95 100 100 93 +26Student 7 67 85 89 95 93 +26Student 8 60 85 90 90 100 +40Student 12 47 70 75 70 67 +20Student 16 27 50 67 73 73 +46Total: 53 84 +31

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Reading Score 2

PreTest

F.A. #1

F.A. #2

F.A. #3

PostTest


Student 19 87 0 0 80 100 +13Total: 87 100 +13

Reading Score 3

PreTest

F.A. #1

F.A. #2

F.A. #3

PostTest


Student 7 67 85 89 95 93 +26Student 9 53 75 80 90 80 +27Student 12 47 70 75 70 67 +20Student 13 80 90 90 95 93 +13Student 16 27 50 67 73 73 +46Student 17 13 57 80 80 67 +54Total: 48 79 +31

Reading Score 4

PreTest

F.A. #1

F.A. #2

F.A. #3

PostTest


Student 1 93 95 90 100 100 +7Student 2 93 89 97 94 100 +7Student 3 13 86 82 94 60 +47Student 4 87 95 96 89 100 +13Student 5 93 90 92 100 100 +7Student 6 67 95 100 100 93 +26Student 8 60 85 90 90 100 +40Student 11 33 69 75 80 67 +34Student 13 80 90 90 95 93 +13Student 21 60 75 75 85 68 +8Student 22 67 0 0 95 100 +33Total: 68 89 +21

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EC

PreTest

F.A. #1

F.A. #2

F.A. #3

PostTest


Student 18 33 75 75 80 67 +34Total: 33 67 +34

Parents are ELL

PreTest

F.A. #1

F.A. #2

F.A. #3

PostTest


Student 7 67 85 89 95 93 +26Student 10 93 89 90 90 100 +7Student 12 47 70 75 70 67 +20Student 13 80 90 90 95 93 +13Student 14 60 70 70 75 67 +7Student 15 67 70 80 80 73 +6Student 16 27 50 67 73 73 +46Student 18 33 75 75 80 67 +34Total: 59 79 +20


PreTest

F.A. #1

F.A. #2

F.A. #3

PostTest


Student 1 93 95 90 100 100 +7Student 2 93 89 97 94 100 +7Student 5 93 90 92 100 100 +7Student 7 67 85 89 95 93 +26Student 10 93 89 90 90 100 +7Student 11 33 69 75 80 67 +34Student 13 80 90 90 95 93 +13Student 14 60 70 70 75 67 +7Student 17 13 57 80 80 67 +54Student 20 27 75 80 80 73 +46Student 22 67 0 0 95 100 +33Total: 65 87 +22

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Component X: Reflecting on Teaching and Learning

Impact on Student Growth;

All groups showed growth in the estimated 20 point range, however, the group of students who had lower reading scores showed less growth than those who had lower math scores. This tells me that reading setbacks truly affect every facet of educational life. The test was explained aloud both times, but those students seemed to have a harder time with the grouping concept than most of the rest.

Based on the groups chosen, I would say there is little correlation between the groups and achievement, which leads me to believe that abstract concepts, such as fractions and fraction representation, are harder to predict success with. I was greatly surprised as the unit progressed with who was achieving and to what level they were achieving. Fractions are a very hard concept and many students in my class really struggled with it. All students improved, which makes me feel as though I am doing my job, however, not all students achieved to my satisfaction.

In the future, I will focus more on grouping as it relates to fractions because that is the area where most students achieved the least. Fraction bars are easier for students to understand because they are labeled, but grouping is such an important concept for life. I will use more real life grouping situations and try to work the grouping into other subjects, such as the reading story we’re doing at the time, or a social studies, or science lesson.

Assessments, Successes and Needed Modifications:

My pre and post assessments are very basic and really measured what I was trying to measure; fractional representations. My formative assessments were both written and observed, and I think I should have used more written (prepared) assessments so that the students felt more comfortable with a written fraction assessment. As 3rd grade is the first year in which students take the EOG my class is currently inundated with prep tests. At the time, I felt that students were becoming familiar with the math language I was using, such as grouping, represent, ect. Apparently, in many cases, the students weren’t as comfortable with the vocabulary as I ad thought. This is something I would do differently in the future. I would include more test prep and vocabulary for my assessments.

Instruction, Effective and Needed Modifications:

As a novice, I felt that my instruction was generally good. All of my students showed growth, which is good. However, one major weakness I have discovered about myself is that I am horrible at breaking math concepts down over and over until students understand. This, I know, comes with time and experience. I do want to work on this though, because math is so difficult without examples to hold on to. I am good at giving examples, but if my examples don’t work, I have to think really hard about how to reword or reintroduce them. I need to do some research or professional development into examples that work the nest. Also, as I get to know my students, I begin to understand what examples will really connect with them and which won’t.

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My CT is always demonstrating how to break things down further, and I’ve been eagerly watching and listening.

Content and Needed Modifications:

I am proud of myself. I was very nervous, initially, taking on a huge math concept like fractions for this project. While I am a good math student, I feel that my ability to teach is weakest in the area of math. My content knowledge is strong, but my personal preferences do not lean toward math. However, I feel that the content I presented was accurate, relatable, and effective. I presented each concept in multiple ways and presented each lesson with a spiraling curriculum that helped review while it moved the class forward.

As stated before, I would add more example and concrete elements to my teaching and content in the future.

What I learned about planning:

Planning in an Elementary classroom is an interesting concept. I learned that it is absolutely necessary. I also learned that flexibility is almost more important than planning. My unit was pushed back because of weather and because previous units took longer than expected. By the time I had gotten to my unit, it had been more than a month since I had planned it. Many of my lessons changed and evolved each day.

Planning helped me to outline what I needed to accomplish and a rough time frame of when to get it accomplished. This was important because I would have gotten bogged down and lost without it. However, each day I had to assess and reassess where my students were and where I wanted them to be and make a judgment call as to whether or not to follow the “plan” or try something else. Unfortunately, I went “off plan” more than I was “on plan” but I think that in and of itself was an important lesson.

My performance on Impact Project:

This impact project was a real struggle for me. I know exactly why. I’ve known why the whole time. It’s the topic of fractions. Fractions are the scariest concept I could ever imagine teaching. Ask me to teach Macbeth to kindergarteners and I won’t flinch, but fractions make me shudder.

In retrospect, I’m very glad that this topic was chosen for me. I really needed this experience and my CT was an amazing guide and help. However, I will admit that often I found each component harder and harder to accomplish because I became more and more overwhelmed by the stigma of fractions in my head.

The hardest component for me was component 6 and 7 where I had to actually create my lessons. I had complete writers block and couldn’t imagine how to actually teach this concept. I had psyched myself out. However, I looked through my CT’s fraction materials and came up with a few lessons that I’m very proud of. Now that it’s over, and I see what my students have achieved, I know that my unit was successful.

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Artifacts of Student Work

Student 17's Pre Test Student 17's Post Test

Student 1's Pre Test Student 1's Post Test

web viewcreate own group fractions lesson script: ... remember the kinds of word problems and...

Documents