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Teacher Work SampleLauren Romano

#1: Context of the Community and Classroom

Context of Community:

Briar Glen Elementary School is located in Wheaton, Illinois, which is about 30

miles west of Chicago. Wheaton is located in Dupage County and has a population of

53,469. The estimated median income of this area is $81,119, which is about $17,000

more than the average Illinois income. Wheaton is an upper middle class neighborhood

where most of the houses look very similar and every lawn is well kept and maintained.

There is not a lot of diversity in Wheaton- 83.3% of residents are White, 5.6% are Asian,

5.1% are Hispanic and 3.1% are black.

There are 296 students that attend Briar Glen. The school serves students from

Kindergarten to 5th grade. 68.6% of students are white, 12.2% of students are Hispanic,

8.1% are Asian and 6.4% are Black. 0.7% of students are homeless; a few students are

brought to school in taxis because they are homeless but are in a shelter outside of the

district. The school spends an average of $7,572 on instructional spending per student.

The average class size for 4th grade is 19.3.

There is a lot of parent involvement in the school. There is an active PTA and

many parents volunteers for class parties and room helpers. There also is a new program

called “Watchdogs,” which specifically targets Dads to come in and help during the day.

There are at least 3 Dads in the building each week working in the classrooms.

The district is very focused on common core standards and increasing test scores.

In 2013, 80.2% of Briar Glen Elementary School students met or exceeded standards

across all sections of the ISAT test. In 2012, more than 90% of the students met or

exceeded growth targets through MAP testing. They have started using standard based

report cards and RTI blocks for every student 30 minutes each day. Every assignment is

lined up exactly to a common core standard and students are assessed as either below,

progressing, meets or exceeds.

Sources:

http://www.city-data.com/city/Wheaton-Illinois.html

http://schools.chicagotribune.com/school/briar-glen-elementary-school_wheaton/

http://www.ccsd89.org/pages/CCSD_89/District_/DistrictProfile

http://www.ccsd89.net/UserFiles/File/briar_glen_report_cards/BGNew2013.pdf

Context of the Classroom:

My classroom is one of two 4th grade classes at Briar Glen. There are 20 students,

10 girls and 10 boys. There is not much diversity in the class; 75% of students are

Caucasian. There are no ELL students. 3 students have IEPs- 2 for reading and 1 for

math. One of the boys with a reading IEP also has ADHD and is on medication, but his

family life is rocky so his parents often forget to give him the medicine he needs. He has

an instructional aide that is with him in the classroom for the majority of the day. This

aide also serves a general classroom aide and often helps by working with small groups

of struggling students. There are also 3 other students who are on ADHD medications.

Another girl has a 504 and gets extended time and help in Math. Two students are

progress monitored for fluency because they have difficulty with oral language and

although they may understand if they had more time, they cannot pass the fluency tests,

which are timed.

My cooperating teacher did not have time to do a formal learning style evaluation

but she said based on her observations throughout the year, many students are visual

learners and many need movement throughout the day to help them focus. She tries to

incorporate art, writing poetry and other modalities as much as possible throughout the

curriculum. The students also enjoy listening to stories read aloud or on tape.

The students in the class are very involved in other activities in school and out.

More than half of the students are in Orchestra and many are in chorus as well. Students

also participate in science club and chess club and many are in the school basketball

team. A few students go to tutoring programs outside of school as well.

There is extremely strong parental support for the students in the classroom.

Parents are very concerned about grades and that their child is reaching appropriate

standards. Each night parents have to sign assignment notebooks to check in on

homework and they can leave a note for the teacher. There has only been 1 student who

did not have his assignment notebook signed in 9 days I have been in the classroom.

*All information gathered from a conversation with my cooperating teacher and my own

observations in the classroom.

Implications for Instruction and Assessment:

I will take all the data about the school and the class into account as I design my

unit. I know there are different modes of learning in my students so I will include a

variety of activities that appeal to many learning styles. I will keep my lessons active and

full of opportunities for every child to succeed.

Since there are two students with reading IEP’s, I will be sure to check in with

these students throughout the unit since this unit has many word problems. I will also

provide differentiation for these students. These students can take an assessment in an

alternate location and can get the questions read to them. I will also provide the

instructional aide with the materials ahead of time so she can look them over and be in

the best position to help him.

To help more kinesthetic learners, I will use fraction strips, circles and pattern

blocks to help explain concepts. I will also make use of the smart board and document

camera as I go over examples of give answers. This way, students can follow along by

listening to my instructions, but can also visually see what I am explaining. I will include

group work in the classroom so students can move around and work with new members

of the classroom. I will group students together with different skill levels so they have a

chance to learn from each other.

There are many resources available for my unit. I will use the Envisions Math

Common Core textbook and teachers guide. The book also has an online version, which

includes many worksheets, assessments and extra practice. I will use fraction strips and

fraction circles. I will include videos and technology when appropriate and will find

ways to connect concepts to the real world- i.e. bringing in measuring cups to learn about

adding fractions.

#2 Planning for Instruction

Topic: Math – Fractions

Grade Level: 4th

Unit Rationale:

This unit builds on the prior unit about fractions. Students will learn how to add

and subtract fractions and mixed numbers with like denominators. Mastering this unit is

essential for students as they move onto the next unit, which extends fraction concepts. If

students do not understand the concepts in this unit, they will have a difficult time

moving on to more complex fraction concepts. It is also important for students to have a

good ability to manipulate fractions for their state testing. MAP testing, which is at the

end of May, will include fractions. Fractions are the 4th grade “smart goal” for the year

so students should be able to meet or exceed the standards. In addition, students need a

good knowledge of fractions for their life outside of school. Any sort of recipe or

measurement problem is directly applicable to problems they may encounter in their real

life.

Essential Questions:

1. How can you use a model to add and subtract fractions?

2. How can you use the number line to add and subtract fractions?

3. How do you represent an improper fraction or mixed numbers using models?

Scope and sequence:

The unit is the second of three units on fractions. The first unit was about recognizing

factors, multiples, equivalent fractions and ordering fractions. Students have already

completed units on multiplication, division, patterns, place value, number sense, addition

and subtraction. Many students have been pre-taught fraction concepts during the daily

RTI block. The third and final unit on fractions that will follow this unit includes

multiplication and division of fractions with common denominators.

Common Core Standards:

4.NF.3 Understand addition and subtraction of fractions as joining and separating parts referring to the same whole

4.NF.3b Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.

4.NF.3c Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction.

4.NF.3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem.

Unit Learning Outcomes:

1. Students can use models and drawings to decipher word problems and find correct answers.

2. Students can add and subtract fractions using multiple methods.

3. Students can verbally explain their ideas about adding and subtracting fractions.

Component 3: Assessment Plan

Standards Unit Learning Outcomes

Pre and post- assessment tools

FormativeAssessment

SummativeAssessment

4.NF.3 Understand addition Students can add Pre: Topic 12 Lessons 12-1, 12-1

and subtraction of fractions as joining and separating parts referring to the same whole

and subtract fractions using multiple methods.

Pre-test

Post: Topic 12 Test

12-2, 12-3, 12-4: In class work with fraction strips, partner work and practice problems

Reteaching homework worksheet12-2 quick check12-3: Practice worksheet12-4 Quick check

4.NF.3b Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model.

-Students can use models and drawings to explain their work

-Students can add and subtract fractions using multiple methods.

Pre: Topic 12 Pre-test

Post: Topic 12 Test

Lesson 12-10 12-10: Homework practice worksheet

4.NF.3c Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction.

Students can add and subtract fractions using multiple methods.


Post: Topic 12 Test

Lessons 12-6, 12-7,12-8, 12-9:-Students will complete practice problems during class on whiteboards-Students will work in groups based on skills during practice problems

-12-6 Quick check-12-7 Homework practice worksheet -12-8 Quick Check-12-9 Quick Check

4.NF.3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction

-Students can use models and drawings to decipher word problems-Students can verbally explain


Post: Topic 12 Test

Lesson 12-5Lesson 12-11:-Students will complete practice problems on white boards

12-5 Homework practice worksheet

12-11 Word problem group

models and equations to represent the problem.

their ideas about adding and subtracting fractions.

-Students will work in groups to solve word problems and create their own word problems-Students work in partners to solve word problems

presentations

2. I will use the topic 12 pre-test data to plan my unit of study. I will work with the other 4th grade teacher to split up students based on their performance on the pre-test. I will then work with students who scored below a 50% on their pre-test and the other teacher will work with the rest of the students. This will automatically help me plan the unit since I know that my students all will need extra practice and support. Many of my students have trouble visualizing fractions so I will include as many hands on and visual activities as possible. Once I have my group of students, I will look through the pre-test questions to see if there are any patterns or questions that all students got right. This way, I can accurately spend more time on things that are more difficult for them.

I will use the post assessment data from their final Topic 12 test to determine if students met the outcomes. The test is divided into standards, so I will easily be able to tell how many students are below, progressing, meets or exceeds for each standard. I can check this data with the pre-test data to determine how much student’s grew over the course of the unit.

3. Throughout the unit I will use many formal and informal formative assessments. Every few days I will give students a short “quick check” to assess their understanding of the concepts we have covered so far. These quick checks are 3-4 question quizzes from the Envisions curriculum and directly relate to each topic in the unit. Additionally, during class I will have students come to the board to work out problems and explain their work, giving me observational formative assessments as well. I will also have students complete problems on their white boards and I will go around and check answers throughout the lesson to check for understanding. Students will also be given a checklist of all the objectives they should meet throughout the unit. I will monitor students’ self-assessment by viewing their “I can” checklists. Students will work in groups several times throughout the unit to complete word problems and create their own word problems. They will present their problems to the class giving me an opportunity to assess their thinking as they explain their process out loud.

Component #4 Instructional Design and Implementation

Unit Overview

Lesson Title Learning Outcome

Activity Assessment Technology

Modeling Addition of Fractions

SWBAT add fractions with like denominators using fractions strips

Fraction strip and fraction circle models

12-1 Reteaching homework worksheet

-Document camera-Envisions e-book

Adding Fractions with Like Denominators

SWBAT add fractions with like denominators using fractions by using the simple algorithm

Group work to solve word problems and create new word problems

Quick check 12-2


Modeling Subtraction of Fractions

SWBAT subtract fractions with like denominators using fractions strips

Group work to solve word problems and create new word problems

12-3 Practice homework worksheet


Subtracting Fractions with Like Denominators

SWBAT subtract fractions with like denominators using fractions by using the simple algorithm

Practice problems using white boards and small groups

Quick check 12-4


Adding and Subtracting on the Number Line

SWBAT use a number line to determine a fraction addition or subtraction equation

Watch preview video, solve word problems using a number line

12-5 Practice homework worksheet

-Document camera-Envisions e-book-Envisions 12.5 preview video-Smart board with smart

notebook technology

Improper Fractions and Mixed Numbers

SWBAT convert a mixed number into an improper fraction using models and multiplication

Watch intro video and use white boards to practice improper to mixed and mixed to improper. Use smart board slides with instructions.

Quick check 12-6

-Document camera-Envisions e-book-Schmoop.com video about improper fractions-Smart notebook

Modeling Addition and Subtraction of Mixed Numbers

SWBAT use models to add and subtract mixed numbers

Fractions strips used to show mixed number addition and subtraction. Students work with partners to create a fraction model of a mixed number

12-7 practice homework worksheet

-Document camera-Envisions e-book-Smart notebook/board

Adding Mixed Numbers

SWBAT add mixed numbers by adding the fractional part first and then adding the whole numbers


Quick check 12-8


Subtracting Mixed Numbers

SWBAT subtract mixed numbers by converting into an improper fraction and subtracting


Quick check 12-9


Decomposing and Composing Fractions

SWBAT to decompose and compose fractions to represent them

Practice problems using white boards, group work and presentations

Group work presentations of fractions models

-Document camera-Envisions e-book-Smart

in multiple ways

notebook/board

Resource List: - Envisions Math: Common Core 4th Grade Textbook-Envisions Math: Common Core 4th Grade Teacher’s Guide-Envisions Math: Common Core 4th Grade e-book and digital resources-Envisions printable resources: homework, quick checks, re-teaching lessons-Fraction strips and circles manipulatives-Schmoop.com-kahnacademy.com-Smart Notebook-Document camera and smart board

*Full lesson plans included at the end of the TWS

Component #5 Analysis of Teaching and Learning

Topic 12- Fractions

Student Pre-Test Post-Test (out of 30)

Re-Test

Amy 2/16 Below 15 Below 25 MeetsMaddie 3/16 Below N/A N/AJon 3/16 Below 21 Below 28 ExceedsAlex 5/16 Below 16 Below 22 ProgressingSarah 5/16 Below 24 Meets 26 MeetsMatt 5/16 Below N/A N/A

James 5/16 Below 22 Progressing 27 MeetsHunter 6/16 Below N/A N/ADelia 6/16 Below 24 Meets 30 ExceedsNick 6/16 Below 28 Exceeds 28 ExceedsBrooke 5/16 Below 24 Meets 27 MeetsAriel 5/16 Below 24 Meets 28 ExceedsSam 5/16 Below 18 Below 23 ProgressingChris 5/16 Below 26 Meets 28 ExceedsKatherine 5/15 Below 21 Below 26 MeetsBen 6/15 Below 22 Progressing 25 MeetsAlyssa 6/15 Below 25 Meets 28 ExceedsAliyah 7/16 Below 25 Progressing 27 Meets Whole Group/Subgroup Analysis The data from the pre, post and re-tests show great improvement for this group of students. For the pre-test every single student was considered below standards. This is calculated based on percentage. 93% and higher is Exceeds, 80-92% is meets, 70-79 is progressing and 69 and less is below. In the post-test 5 students were still below standards but after re-teaching and the re-test all but 2 students either met or exceeded the standards for the unit. This shows me that as a class, most students mastered the objectives and learning goals for this unit. No one was below standards by the end of the re-teaching session so all students are at least on their way to mastering the learning objectives and goals.There are three students marked as N/A. These three students struggled immensely throughout this unit and all have an IEP. They were given extra RTI support, resource teacher support and re-teaching but as a group of educators we decided not to make these three students take the test. They were still unable to grasp the concept of a fraction in general. We did not want to subject them to a test that was completely over their heads. Instead, they spent their math time working on understanding fractions and working through an alternative program. I knew these students would need extra support throughout this unit since I knew about their IEP’s but I did not realize how far behind they really were until we started getting into the harder material. One boy in particular also became very good at faking his way through the work in class but once the material got harder, it became clear that he was way behind the other students. 2. In my group of students I did not have any ELL or gifted students. Three of the four students with IEP’s did not end up taking the test because they were so far behind. The two students who got scores of progressing have other issues going on as well. One student has a lot of family issues currently and is dealing with a parent who is extremely ill and waiting for a heart transplant. I did my very best to give this student extra support and guidance, but he has many other things on his mind. The other student is not labeled ELL but his parents do speak mainly Spanish at home. He is fluent in English, but he struggles a bit with the word problems. The word problems are what lowered his score. The rest of the students are all average students across the board and have lots of support

at home and in other programs such as tutoring, homework club or YMCA teachers. Many students were able to complete homework under parental guidance and progressed well throughout the unit. Individual Student Analysis: 3.a. One student who met the intended learning outcomes was Nick (whose name has been changed). Nick began the unit below standards getting 6 out of 16 questions right on his pre-test. On his post test he was the only student in the entire class to exceed standards. This meant he did not have to go through re-teaching or take a re-test. He scored a 28 out of 30. Nick is a student who was targeted by the 4th grade team as having math scores throughout the year that could easily be higher. He was placed in a “target” watch group about a week before my unit began. This meant that every day during RTI he received, along with 6 other students, 30 minutes of re-teaching. He learned the lesson earlier in the day for 45 minutes and then got 30 extra minutes to practice. I think this greatly affected his ability to score so highly on his post-test. He got 30 minutes more time than most of the other students. Also, throughout the unit he seemed to grasp the concepts quickly. He scored at a 90% or above on every quick-check quiz throughout the unit. I believe that he could have probably could have been in the higher math group in the other classroom, but I think he benefited from the slower pace and opportunity for hands on practice. I also was sure to place Nick in groups and partner work with students who were also higher level math students. I wanted him to be able to push himself and gain insights from these students. Nick is a student who gets easily distracted and is sort of a “class clown.” I knew he would need extra support to stay focused so I placed his seat near other students who are extremely focused and put him away from the friend who is constantly egging him on. I think all these factors contributed to Nick doing so well throughout this unit and increasing his scores from below standards to exceeding.b. I would make a few changes in my instruction to enrich or extend student learning for Nick. As I noticed his 90% or above scores on every quick-check I wish I would have found some extra activities for Nick to complete. This could have included ipad extension activities, problem solving and more advanced fraction concepts. If there were more time in the math period (we only have 45 minutes) I would have loved to do guided math stations. This way I could have targeted Nick right away and given him enrichment activities to further his learning. This group of students as a whole has a lot of trouble with word problems and logic puzzles. I would include brain teasers, multiple step word problems and logic puzzles next time to make sure students were always engaged and thinking creatively, especially students like Nick who were exceeding almost every assessment throughout the unit. 4. a. One student who did not meet the learning outcome was Sam. He scored below on his pre and post test assessment. After re-teaching and the re-test he scored Progressing with 23 out of 30. This is the student who has a lot of family issues currently and is dealing with a parent who is extremely ill and waiting for a heart transplant. The

other teacher and myself are always on high alert to watch out for this student because he is extremely vulnerable at the moment. His father is waiting to travel to Tennessee for his transplant and has a very limited amount of days left if that does not happen. We have overheard Sam talking with friends saying things like, “my dad could die any day now,” and other heartbreaking things. Sam obviously is not completely focused on school at the moment, which shows in his data. On top of that, Sam is new to the school this year. He came in much lower than the other students and has struggled to catch up throughout the entire year. He came into the unit with less of an understanding about fractions in general and this hindered his performance. Sam actually did very well during in class work and seemed to grasp the concepts, but was not able to show his knowledge on the test or quick check quizzes. Sam is a student who has been flagged by the resource teacher as possibly needing an IEP as well. At this point it is unclear what exactly his learning gap entails since there are many other factors at the moment, but there definitely is a delay in his learning. All these factors contributed to Sam not meeting or exceeding standards even after re-teaching. b. Throughout the unit I provided many opportunities for learning and re-teaching. For each concept I began the lesson with a hands on, interactive activity and then also showed the basic algorithm method as well. This way students were able to choose which method worked best for them. I also gave individual feedback to students as they showed their work on their whiteboard problems throughout the unit. I also enlisted the instructional aide in the classroom to take small groups of students to re-teach and clarify lessons while others continued working on practice problems. Sam was included in all of these efforts. Sam also received extra re-teaching support in the RTI group for 30 minutes each day. In RTI he was in a group with 6 other students so he received very individualized attention. After the post test, the other 4th grade teacher and I graded all the tests and any students who did not meet or exceed had to re-take the test. We spent about 2 hours working with students re-teaching the unit. Each student had to circle the questions they missed, explain why they got it wrong and check it with a teacher. After they had done this for every question, they were able to take the re-test. This helped Sam increase from Below to Progressing, but he still was not able to meet or exceed standards.

Component #6 Reflection and Self Evaluation

1. I think overall my unit was successful. Almost all the students increased significantly from the pre-test to the post-test. The things I would keep are definitely all hands on activities and group work. The students really seemed to grasp the concept better when we used fraction strips or circles. They were able to physically manipulate the pieces and understand what a fraction really was. I also would keep, and add more group work. I had students work in groups to solve and create their own word problems and I think this went very well. Students were able to benefit from hearing other’s thinking and could collaborate to find the best answer. In the topics where I included group work, students seemed to grasp the concept better.

One thing I would definitely revise is the way I taught subtracting mixed numbers. In the book they had it set up like a traditional subtraction problem and then you “borrowed” from the whole number. This was not the way I learned how to manipulate fractions and I did not fully understand it at first. I taught the students a different way by converting to an improper fraction. These methods will get you the same answer, but I should have been more open to learning the method in the book. I saw the other 4th grade teacher explain this other method and when I shared it with the students, several of them really caught on more quickly. I always need to take a step back and decide if the “old” or familiar way is actually the best way. In some cases, I think it is, but in this case, the new way seemed to help students more. I also would have spent much more time on word problems. The time seemed to slip away and I was merely trying to get through all the material by the day of the test so word problems got pushed to the very end of each class. I used as many as I could, but next time I would incorporate more. Toward the end of the unit I started doing a word problem of the day right at the beginning of class, which seemed to work well. The only downside was sometimes we got caught up on that problem for 20 or 30 minutes.

2. Working with TWS has helped me as a beginning teacher because I am able to see the big picture. It is so easy to get caught up with the day to day classroom routines and forget about the bigger, overarching units and ideas. Creating this document allowed me to see all the data and assessment plans all in one place and helped me understand where students had been and where they were headed. As a beginning teacher it is so important to be able to take lesson plans and constantly assess and reflect on what is working and what is not. It is inevitable that in my first few years teaching I will have units that go really well and units that go really poorly. Being able to analyze each lesson within the unit and track students’ progress is an important skill to have as I being creating and working with my own units as a new teacher.

One thing I learned a lot about from the TWS is how important it is to have a good grasp on the curriculum before teaching. This unit was set up with each concept having about two sections. The first was modeling the concept and the second was actually working through the more traditional algorithms. In my first few lessons, I began to mix these two lessons together, which I think was a mistake. I thought that students would learn better by seeing both at the same time, but I should have stuck more closely with the curriculum and helped them take things step by step. Since I had a lower group of students, they needed those two lessons to grasp the concept.

I also learned that I need to be prepared with multiple different ways to explain and demonstrate one concept. School was always pretty easy for me as a student and I usually understood a concept the first time it was taught. I was lucky in this way. Many of my students do no catch on this quickly. I need to step back and remember that everyone learns differently and at a different pace. As a teacher I need to accommodate for all types of learners and be ready to offer extra practice for every single skill.

A frustration I had while working on the TWS and this unit was being tied down to the math book curriculum and assessments. All 4th grade classrooms in the district take the same tests, quick checks and assessments. I had no freedom to change this. I know this is common in many districts, but it very limiting and I had to find ways to add as many hands on opportunities as possible since the curriculum itself was so cut and dry.

Unfortunately there are only 45 minutes set aside for math each day and it is a race to finish the textbook by the end of the year so I did not have a lot of freedom to explore other options. I wish I could have done way more guided math groups, hands on work, problem solving etc, but unfortunately time was the enemy.

3. One of my main learning goals I have gained from completing this unit is to find many more ways to differentiate learning for my students. We split the 4th grade into two sections based on pre-test scores, but even within that group the gap was extremely wide. I tried to do my best to give extra support and guidance to students who were struggling, but I wish I had done a lot more. To meet this goal I want to keep reading about differentiation, observe veteran teachers and target exactly what concepts and skills are troubling my students. I knew that this group needed a lot of hands on experience with fractions, but as the unit went on and time slipped away, I skipped a lot of these activities to just move on more quickly. I want to make sure as a teacher that when I move on because of time issues, I always find a way to give extra support and practice to students who did not master the concept. In math especially every concept builds upon the last so if students are behind, it will be almost impossible for them to catch up. I want to do as much “guided” math or reading as possible because this allows me to meet students exactly where they are and I think smaller groups are easier for students who are struggling. They feel more comfortable speaking up if they are confused and are able to get targeted, immediate feedback.

Another goal that has emerged is to be extremely careful and purposeful with my assessments. In this unit, I had to use the pre-test and post-test from the book as well as the mini quick-check quizzes. I used the assessments without much careful thought since they were already chosen to be used for this unit. I want to make sure that in the future, I really study these assessments to make sure I am fully prepared to teach the unit. Having well designed assessments can only increase student learning and will help me as a teacher analyze my student’s growth. I want to become much more purposeful while choosing assessments and make sure that all my lessons are aligned to these assessments. To meet this goal, I will always try to plan as far in advance as possible. I think knowing where you are headed is extremely important. If I start a unit without an end assessment in mind, I won’t know how to best prepare my students. All this being said, I still want to find ways to make learning organic. I don’t want my lessons to become scripted or dull. I want my students to always be asking questions and solving problems. I want to include assessments that not only show if students have mastered the basic concepts, but also if they can apply their knowledge in other ways.

Lesson Plans:Lesson Plan MAT Elementary Education Program

Name of Candidate: Lauren Romano School: Briar Glen Elementary School

Subject Being Taught-Math Grade Level: 4th

Date of Lesson: April 24, 2014 Time Frame of Lesson: 45 minutes

Connecting to Standards

4.NF.3 Understand a fraction a/b with a > 1 as a sum of fractions 1/b.

Learning Outcomes (Objectives)

SWBAT add fractions with like denominators using fractions strips and by using simple algorithm

SWBAT identify the greatest common factor for fractions in order to find the simplest form

Assessment(s)


Formative: Partner work with fraction strips, answers to white board practice problems

Summative: Re-teaching 12-1 Homework worksheet

Materials/References/ Technology

-Envision math common core book

-Envision math topic 11 teacher guide

-document camera and smart board

-Fraction strips and fraction circles

-White boards/markers and erasers

Procedures

Opening (5 minutes)

-I will ask students to choose a favorite: ice cream, cookie, or candy

-I will count the number of students who like each and will ask how I could write these as fractions

-I will model adding together the fractions to get to the whole number (total number in the class)

-I will ask a second question, choose your favorite: monkey, alligator, and tiger

-I will have a student come up and write the fractions on the board

-A second student will come up and model how to add the fractions together to make a whole

• Instruction (35 minutes)

-I will tell students that in this unit we will be working on adding and subtracting fractions

-Before students get fraction strips, I will go over expectations of working with a partner (take turns, help each other, don’t take all the pieces on your own desk etc.)

-Students will get a bag of fraction strips to share with a partner (other partner will go get white board/eraser)

-I will ask students to take out the 1 whole strip and the quarter strips

-Modeling on the document camera I will show how ¼ + 2/4= ¾

-I will tell students now to get out their eighths strips and model ⅜ + 2/8=⅝

-Using 6ths I will show 2/6 + 2/6= 4/6

-I will write out all of these equations and ask students what they notice (denominator stays the same, just add numerator). I will explain that even though we are adding more, we are still talking about the same size pieces

-Instruct students to come up with a problem for their partner to solve. Write the equation on white board, and the partner will model with fraction strips

-Show 4ths and 8ths model using a circle model (pizza)

-I will ask students to complete a few practice problems on white boards, adding fractions with like denominators

-I will ask the question 2/6 + ⅙ = 3/6. “We always want to write our answers in the simplest form. Does anyone know what that means?”

*Move to carpet

-What is 3/6 equivalent to? (Benchmark fractions. 1/2)

-Write all these fractions in simplest form: 3/6, 4/8, 5/10, 2/4 (All = to ½)

-Now what if we had a fraction that was NOT equivalent to ½? Like 2/8.

-We must check if we can simplify. To do that we must find the GREATEST COMMON FACTOR or GCF.

-Write all factors of 2

-Write all factors of 8

-What is the GCF? (2). The divide numerator and denominator to get ¼.

-Let’s try 4/12.

-On white board, write all the factors of 4 and 12. What do they share? 2 and 4. What is the GCF? (4). Answer is ⅓.

-What would happen if we used 2 for that problem? (we would have to keep simplifying)

• Closing (5 minutes)

-If I feel that students are grasping the concept, I will pass out homework 12-1 Reteaching, if they are struggling, I will continue to work through problems and will save the homework for tomorrow

-Students will collect and turn in materials

-I will instruct students to line up for PE

Differentiation

(Special needs, language needs, learning styles, enrichment, etc.)

-The Pre-test will help determine which groups students will work in for this chapter

-I will write all work either on the board or on smart board to help visual learners

-I will give H.S. extra time/support for her 504 in math

-Using fraction bars provides a hands on learning experience/connection

Lesson Plan MAT Elementary Education Program







SWBAT add fractions with like denominators using fractions strips and by using simple algorithm

SWBAT identify the greatest common factor for fractions in order to find the simplest form

Assessment(s)

Pre: Students took the Topic 12 Pre-test

Formative: Students will complete work with fraction strips and hold up answers to white board practice problems

Formative: Students will work in groups to answer word problems and will explain their thinking to the class

Summative: Students will answers word problems and I will check answers on their worksheets.







-12-1 Practice master

-12-1 enrichment worksheet, cut up for group work

Procedures

Opening (5 minutes)

-I will write a list of fractions that are equivalent to ½ on the board and ask students what they would all be in “simplest form”


-Students will complete practice problems to work on simplifying fractions. 2/6, 2/8, ⅜

-I will give students a few problems that have a prime number and will see if they can spot the pattern that if one of the numbers in the fraction is prime, you cannot simplify it anymore

-On white-boards, we will work on a few more addition problems. I will give them some simple addition problems and then will also show them some fraction strip problems and ask them to write what equation does it show

-Together we will work through the two word problems on page 293

-I will split the class up into 5 groups. Each group will get one of the word problems from enrichment page 12-1. In their groups they will have to complete the problem using a picture and showing their addition work. They will also come up with another problem that involves adding fractions.

-Each group will practice their presentation and hand in their worksheets (they will present problems during next lesson)


-I will ask students to summarize what they have learned about adding fractions (prompting about denominators, simplest form, greatest common factor etc.)

-Preview tomorrow’s lesson- subtracting fractions

Differentiation






-This lesson will include group work so students can collaborate and learn from each other

-Students not only have to solve problems in this lesson they also will create their own word problem







SWBAT create word problems that showcase addition of fractions

SWBAT present their problems to the class and explain their solutions

SWBAT subtract fractions using fraction strips and picture models

Assessment(s)



Formative: Students will present their word problems to the class

Summative: Homework 12-1







-12-2 quick check


Procedures

Opening (10 minutes)

-As a class we will go over 12-1 homework worksheet and circle any problems that needed to be simplified

-Review pie word problem from the day before and how we used subtraction to find the answer


I will pose a fraction subtraction problem: I had a chocolate bar which was separated into 8 pieces. I at 5 pieces, how many are left?

-I will ask for a volunteer to come up and write the problem on the board as a number sentence (8/8- 5/8= 3/8)

-Students will complete practice problems from page 294.

-As a class we will work on problem 27- making a model (pg. 295)

-Students will volunteer to create a word problem that involved subtracting fractions and as will explain it to the class

-I will pose the following question and ask students if it is subtraction or addition of fractions: Joe ran 4/8 of a mile, Sally ran ⅞ of a mile. How much more did Sally run than Joe?


-I will ask students what is similar about adding and subtracting fractions

- I will show a subtraction problem where the answer needs to be simplified and connect addition and subtraction together

Differentiation






-This lesson will include basic subtraction problems and word problems

-Lesson Plan MAT Elementary Education Program







SWBAT create word problems that showcase addition of fractions

SWBAT present their problems to the class and explain their solutions


Assessment(s)



Formative: Students will present their word problems to the class








-12-2 quick check


Procedures

Opening (5 minutes)

-Students complete quick check 12-2

-I will write a list of fractions on the board for students to simplify

I will pose a challenge question: 2/8 + ?/8 + ⅛= ⅞


-As a class we will work through the third question on the quick check. (Word problem about ice cream shakes)

-Students will get in their groups and review their problems or finish if they need extra time

-After 5 minutes, students will sit on rug and listen to the presentations of each problem

-After presentations, I will ask them another way we could solve the problem: a pie was cut into 15 pieces, 3 pieces were eaten, how many are left. Instead of addition, we can use subtraction.

-Model subtraction problem on the white-board


-Students will answer the following closing question: in the pie question, what does the 15 represent . (15 pieces of the whole pie)

Differentiation






-This lesson will include group work so students can collaborate and learn from each other

-Students not only have to solve problems in this lesson they also will create their own word problem






4.NF.3.d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators using visual models


SWBAT use a number line to determine a fraction addition or subtraction equation

SWBAT create a number line to demonstrate addition or subtraction of fractions


Assessment(s)



Summative: Homework 12-2 and 12-3







Procedures


-Quick Check 12-4

-As a class we will go over 12-2 and 12-3 homework worksheet and circle any problems that needed to be simplified

-I will ask students what is similar about adding and subtracting fractions (denominator stays the same)


-Students will watch video for 12.5 to introduce the new topic of adding and subtracting on the number line

-Using the e-text, I will display page 298 and 299 on the smart board

-We will work through example problems 1-9 together

-Word problem review: Page 300, problems 18 and 19


-I will ask students what is similar about adding and subtracting fractions

- I will show a subtraction problem where the answer needs to be simplified and connect addition and subtraction together

Differentiation






-This lesson will include basic subtraction problems and word problems




Date of Lesson: May 1, 2014 Time Frame of Lesson: 30 minutes


4.NF.3.c Add and subtract mixed numbers with like denominators. e.g. by replacing each mixed number with an equivalent fraction, or by using properties of operations and the relationship between addition and subtraction



SWBAT convert an improper fraction into a mixed number using models and division

SWBAT connect the ideas of a mixed number and an improper fraction

Assessment(s)










Procedures


-I will ask students what we have learned so far about fractions

-Students will write an improper fraction on their white boards

-Students will work together to create a solid definition of an improper fraction

-Students will write a mixed number on their white boards

-Students will work together to create a solid definition of a mixed number


-Using the document camera, I will show fraction strips for the mixed number 2 and ¼.

-I will ask students what fraction my model represents and why

-I will then draw the same fraction on the smart board to show how you can draw a model of a mixed fraction

-We will count how many 4ths are shared in. I will write the fraction 9/4 to demonstrate how our mixed number translates to an improper fraction

-Students will draw a model on their white board of the fraction 2 and ⅔

-I will have several students come up to the front to show and explain their model to the class

-Once students are confident with models, I will show them the “shortcut” method of multiplying the whole number by the denominator and adding the numerator

-Students will practice this skill independently on their white board

-We will repeat the same process for changing improper fractions to mixed numbers. We will start with models and then move into the shortcut method of dividing the denominator by the numerator. Students will practice independently


-Using a drawn model, I will do one final problem explaining each step

-Students will work together to create a list of the steps needed to convert fractions

-I will pass out homework 12-6 for extra practice at home

Differentiation














SWBAT solve word problems involving improper fractions and mixed numbers

SWBAT use models to add and subtract mixed numbers

Assessment(s)









-White boards/markers and eraser

-Video: http://www.shmoop.com/video/improper-fractions-and-mixed-numbers

Procedures


-I will ask students what we have learned so far about fractions

-Students will write an improper fraction on their white boards

-Students will work together to create a solid definition of an improper fraction

-Students will write a mixed number on their white boards

-Students will work together to create a solid definition of a mixed number


-show video about improper fractions: http://www.shmoop.com/video/improper-fractions-and-mixed-numbers

-ask students for examples of when we might use mixed fractions in real life (cooking, sewing, building, measurement)

-pose the problem: what if I need to add 2 and 1/4 cup of white flour and 2 and 3/4 cups of regular flour, what would I do to know how much flour I need all together

-I will model adding mixed numbers

-Students will complete practice problems (from 12-7 worksheet)

-Students who are struggling will work with Mrs. B in the back and I will continue with the others

-Students will come up to the white board and solve problems in pairs and explain their thinking to the class


-I will pose another word problem: I ran 2 ⅔ miles to school and back, how many miles did I travel all together.

-Students will solve problem in groups at their table and I will check in with each group before they leave to make sure they got correct answer

Differentiation














SWBAT solve word problems involving subtracting mixed numbers

Assessment(s)










Procedures


-Students will complete quick check 12-8

-Once completed, we will go over word problem answers from the quick check

-We will go over homework problems


-I will review how we subtract mixed numbers by changing fractions into an improper fraction

-I will show students the borrowing method for subtracting if they choose to use this method

-Students will complete practice problems using whatever method they prefer

-I will give students word problem from page 312B: Evan is walking 2 and ⅛ miles to his aunt’s house. He already walked 6/8 mile. How much further does he have to go?

-Students will stand up if they think we need to subtract the fractions to find the answer

-Students will talk with group mates at their table to solve this problem and then we will go over it as a class


-Students will complete a final word problem together as a class to review the lesson for the day

Differentiation






-Mrs. B will work with 4 students who are struggling with the concept

-Students will get re-teaching during RTI block if they are still unsure

_____________________________________________________________________________________











SWBAT solve word problems involving subtracting mixed numbers

Assessment(s)










Procedures


-Students will complete quick check 12-6

-I will pose the practice problem: I drove 3 and ¾ miles to and from the store, how much did I drive total

-Students will complete the problem and come up to the board to show how they solved the problem


-I will review how we subtract mixed numbers by changing fractions into an improper fraction

-Students will complete several practice problems on their white boards and will estimate a reasonable answer for each before solving

-Together students will solve word problems involving subtracting mixed numbers on page 312

-I will add a word problem that includes adding mixed numbers (from page 310) to see if students can determine which operation is needed


-Students will complete a final word problem together as a class to review the lesson for the day

-Students will circle all multiplication problems on worksheet 12-7 to complete for practice

Differentiation







___________________________________________________________________






4.NF.3b Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model.


SWBAT decompose a fraction into a sum of fractions with the same denominator

SWBAT solve word problems involving decomposing and composing fractions

Assessment(s)



Formative: Students will work in groups to create word problems involving decomposing fractions







Procedures


-We will go over homework problems and clear up any confusion from 12-9

-I will ask students how addition and multiplication are related


-Students will use white boards to complete practice problems of decomposing fractions (i.e. ⅝ can be written as 2/8 + ⅜)

-Students will write at least three different ways to compose ⅞ and will share with their partner

-We will complete the word problem: Steve is making cookies. He needs ¾ cup of sugar but he wants to triple the recipe. Write an addition problem showing how much sugar he will need.

-Students will come up and show their work for this problem

-Students will work with their pod to come up with a new word problem for the rest of the class

-Each pod group will present their answer


-Students will complete one final problem- decomposing ⅚ in two different ways

-I will once again ask students how multiplication and addition are related and how it connects to decomposing fractions

Differentiation







-Students will get re-teaching during RTI block if they are still unsure

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