1.

Learning Task: The following learning tasks, listed a through c show the evaluation
criteria used throughout this lesson segment. The learning target for this lesson
segment is as follows: Understand a fraction as the quantity formed by one part when
a whole is partitioned into equal parts.

a. Fraction Flag Activity: The purpose of this task was to challenge students knowledge
and understanding of the ways they can model fractions by creating a fraction flag. In
the learning task students were divided into groups of threes to design and create a
fraction flag. Groups presented their flag to the rest of the class using fractional
terms. Each groups overall participation in creating and presenting their flag was
evaluated using the following rubric criteria. Students scores will be circled in the
rubric below for their individual level of performance on a scale of 1 to 5.
Level of
Performance
Description
Exceptional (5) Thorough and detailed understanding of fractions.
Student completed and presented their fraction
flag representing fractions between fifths and
ninths. Student explained all parts of their flag
that represented a fraction using correct
fractional terms.
Excellent (4) Complete understanding of fractions. Student
completed their fraction flag representing a
fraction between fifths and ninths. Student
explained all parts of their flag using correct
fractional terms.
Very Good (3) Partial understanding of fractions. Student
completed their fraction flag using fractions
smaller than fifths or larger than ninths. Students
explained their fraction flag in both correct and/
or incorrect fractional terms.
Acceptable (2) Incomplete understanding of fractions. Student
completed their fraction flag using fractions
smaller than fifths or larger than ninths. Students
explained their fraction flag using mostly
incorrect fractional terms.
Poor (1) Incomplete understanding of fractions. Student
partially completed their fraction flag. Student
explained their fraction flag using incorrect
fractional terms.
Lesson 1 Evaluation Criteria
b. Practice Problems from PowerPoint: The purpose of this task was to check for
student understanding before continuing to the lesson activity. The following is a list
of the evaluation criteria I used in measuring students success towards achieving the
learning target.
Did the student respond to the question presented
in the PowerPoint by holding up their response on
the provided white-board? _____Yes ____No
Did the student correctly answer the practice
problem presented in the PowerPoint? _____Yes ____No
If the student answered the question incorrectly
were they able to recognize the correct answer
after guiding them through the question? _____Yes ____No
c. Exit Ticket: The purpose of this task was for students to assess their understanding of
the learning target and provide them with the opportunity to check their overall
understanding of the concepts presented in this learning segment. The following is
the correct answer to this exit ticket prompt:
Answer to Exit Ticket: 5/8
Name _______________________
If I have 8 slices of pizza and I
give 3 slices to a friend. What
fraction of the pizza is left?
____________
1. Learning Task: The following learning tasks, listed a through d show the evaluation
criteria used throughout this lesson segment. The learning target for this lesson
segment is as follows: Understand a fraction as the quantity formed by one part of a
set of objects.
a. I Have Who Has Game: The purpose of this task was to evaluate students ability to
recognize and classify fractions from the pictures represented on each game card.
The following is a list of evaluation criteria I used when observing students
performance in participating in this activity. Please see sample picture of I Have Who
has Card as you reference the evaluation criteria.
Did the student read the written fraction on
their card(s) correctly? (The I have section of
their card). _____Yes ____No
Did the student read and interpret the fraction
picture on their card(s) correctly? (The Who has
section of their card). _____Yes ____No
b. Discussion Questions: These questions were presented during the Introduction of this
lesson. Students were shown pictures of sets of objects under a document camera
and asked prompt questions that asked them to identify fractions within a given set.
Purpose of this task was to check for student understanding before continuing to the
lesson activity. The following is a list of the evaluation criteria I used in measuring
students success towards achieving the learning target.
Did the student(s) respond to the question presented
in class? _____Yes ____No
Did the student(s) correctly identify the fractions within
the set of objects shown under the document camera? _____Yes ____No
If the student answered the question incorrectly
were they able to recognize the correct answer
after being re-guided through the question? _____Yes ____No
Lesson 2 Evaluation Criteria
c. Fun Fractions with M&Ms Worksheet: The purpose of this assignment is to allow
students to explore fractions by using M&Ms. Please reference as needed to the
provided sample of the worksheet when viewing the evaluation criteria. The following is
a list of evaluation criteria I used when analyzing students performance on this
assignment.
Did the student count out 15 M&Ms (colors of their choice)
at the beginning of this activity and provide a clear
picture representation of each color of M&M they chose?
(2 points total) __________Total points
Did the student clearly identify what fraction represents
the number of each color candy they chose? - Step 3 on
assignment. (9 points total) __________Total points
Did the student identify which color of M&M represented
the largest and smallest fraction? - Step 4 on assignment
(2 points total) __________Total points
Did the student clearly identify what fraction represents
the number of each color candy after they ate one M&M
of each color? - Steps 5 &6 on assignment (10 points total) __________Total points
Did the student answer the discussion questions
clearly? - Step 7 on assignment (4 points total) __________Total points
d. Exit Ticket: The purpose of this task was for students to assess their understanding of
the learning target and provide them with the opportunity to check their overall
understanding of the concepts presented in this learning segment. The following is
the correct answer to this exit ticket prompt:
Answer to Exit Ticket:
A) 4/12
B) 8/12
Name _______________________
A) What fraction represent the
number of blueberry muffins?

B) What fraction represents the
number of poppyseed muffins?
A) __________ B) __________
1. Learning Task: The following learning tasks, listed a through c show the evaluation
criteria used throughout this lesson segment. The learning target for this lesson
segment is as follows: Understand a fraction as the quantity formed by one part when
a whole is partitioned into equal groups.
a. Task Cards: The purpose of this task was to introduce students to the concept of
grouping fractions. In this task students were presented with ten task cards (below is
a sample of one of the task cards used in this learning segment). Students were
asked to use counters to help answer each prompt question. In this activity I
informally assessed students on their ability to use the counter manipulatives and
interpret fractions as parts of a group. The following is the list of evaluation criteria I
used when analyzing students performance on this task.
Did the student respond to the question presented
in class? _____Yes ____No
Did the student correctly identify the answer to the
task card (presented under the document camera),
by using the provided manipulatives? _____Yes ____No
If the student answered the question incorrectly
were they able to recognize the correct answer
after being re-guided through the question? _____Yes ____No
b. Fraction Avenue Worksheet: The purpose of this assignment was to allow students to
explore fractions by depicting information and illustrating it on their fraction avenue
map. Please reference as needed to the provided sample of the worksheet when
viewing the evaluation criteria. The following is a list of evaluation criteria I used when
analyzing students performance on this assignment.
Lesson 3 Evaluation Criteria
Task Card 1
April has 24 cat stickers. She took 1/2 of the stickers to
school. How many stickers did she take to school? _______
Each student will be assessed on whether or not they represented the following
information correctly on their fraction map. There is a total of 9 points possible on this
assessment.
1. 1/8 of the houses are for sale. ________Point received
2. There are trees in the front yard of 1/2 of the houses. ________Point received
3. 2/8 of the homes have dogs outside. ________Point received
4. You can see a person in 1/4 of the windows. _________Point received
5. 3/8 of the homes have a red door. _________Point received
6. There are cars parked outside of 3/4 of the houses. _________Point received
7. 1/8 of the houses have a blue roof. _________Point received
8. Student wrote two fraction problems and added
the details to their neighborhood map. (2points) ________Point(s) received
c. Formal Assessment of Learning Segment: The purpose of this assessment was to
measure students knowledge and understanding from each of the learning targets
covered in each lesson segment. This assessment evaluates students knowledge,
deep understanding, and ability to apply the knowledge learned. Please reference as
needed to the provided sample of the assessment when viewing the evaluation
criteria. The evaluation criteria for this assessment is listed below:
1. Does the student select the correct answer for each of
the ten multiple-choice questions in the first section
of the assessment? ____Yes ____No
2. Does the student provide a picture illustration that clearly
represents the answer for questions #11 and #12? ____Yes ____No
3. Does the student justify his or her picture by explaining in
words with a sentence or two for questions #11 and #12? ____Yes ____No
d. Student Self-Reflection: The purpose of this assessment is to allow students to reflect
on their thinking process while allowing me to evaluate their perception of their overall
understanding of this fraction unit. The following is a list of evaluation criteria I used
when analyzing students self-reflections. Please reference as needed to the provided
sample of the assessment when viewing the evaluation criteria. However, please note
that students received full credit for this reflection in attempt to encourage students to
answer honestly and reflect on their understanding rather than worrying about a
right or wrong answer.
In analyzing each students self-reflection I used the following criteria:
1. Does the student rank themselves on the 1 - 5
scales provided for each learning target? ____Yes ____No
2. Does the student answer the prompt questions
by reflecting on their understanding of this learning
segment? ____Yes ____No
Questions I asked myself in interpreting each students self-reflection:
1. How does each students responses reflect what theyve learned from these learning
segments?
2. How does each students responses reveal areas of struggle, confusion, and/or deep
understanding of these learning targets?
3. Does the student have a clear understanding of the resources they can use to find
extra help?
4. What steps do I need to take in planning, instructing, and assessing future lessons on
fractions?