# TPE 2: Monitoring Student Learning During Instruction Students are monitored at various times of a lesson to check for comprehension

and the progress of students. Instruction is well paced, and material not understood is re-taught.

Abstract: This is a lesson that I taught in a fourth grade classroom. I introduced the new concept of parts of a whole. Assessment was done at various times through the lesson to check for understanding by showing answers on their personal white boards and adjustments were made. Rationale: Comprehension checking was used at various times through the lesson by the students showing me with their pennies that they understood, and through the use of doing problems on the white boards. The white boards allowed me to see who was understanding the concepts and whether I should move on or re-teach that particular part. Students began to understand the concept, the we were not able to get through the entire lesson because of the adaptations that needed to be made for lack of understanding.

Date:February 28, 2007

Preparation to Teach
State Standard: Number sense

1.7 Write the fraction represented by a drawing of parts of a figure; represent a given fraction by using drawings; and relate a fraction to a simple decimal on a number line. 1.5 Explain different interpretations of fractions, for example, parts of a whole, parts of a set, and division of whole numbers by whole numbers; explain equivalents of fractions (see Standard 4.0)
Mathematical reasoning

2.4 Express the solution clearly and logically by using the appropriate mathematical notation and terms and clear language; support solutions with evidence in both verbal and symbolic work.
Lesson Objective: Students will be able to find fractional parts of sets when given manipulatives to help them come to their answers and be able to explain how they achieved the correct answers.

Materials:

Math Journals 24 pennies for each set of students white boards and markers

Instructional Plan
Anticipatory Set: Draw on board two figures and shade part of the fraction. Have students write the fraction Individually. Put answer on white boards. Go over the answers with the class. Ask them about the new figure you draw on the board. What fraction is this? Answer: You can tell because the parts aren't Then we will go over the items as a class so that the teacher can make sure all students had mastered the concept before continuing on to the next. Rationale: Students complete this activity independently because it is review.

equal.

Instructional Steps:
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Rationale: Grouping is done in partners because it is a new concept being taught.

Grouping: Partners Warn students on expectations with the pennies

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Each pair of students is given 24 pennies. Ask students to find 2/3 of the 24 pennies. Stress: the whole is 24 pennies. After students have had time to think, have them discuss their answers with their partners. Come together as a class and share ideas of how to solve the problem. Divide the 24 pennies into 3 equal groups. Ask: (have students put answers on white board) ○ How much is the whole? 24 pennies or \$0.24 ○ The pennies in each group represent what fraction of all the pennies? 1/3 ○ How many pennies are in each group? 8 pennies ○ How much is 2/3 of 24 pennies? 16 pennies or \$0.16. One way to find 2/3 of 24 is to first find 1/3 of 24. In this example 1/3 is 8 pennies so 2/3 of 24 is twice as much. 16. Together do 2/5 of \$0.30 (12) and 3/8 of \$0.40 (15) Partners students do: 2/3 of 27 (18) and 3/4 of 32 (24) ○ Have students explain to their neighbor how they got to their answer. We go over them as a class by having students write their answers in white boards and the teacher selects students to explain how they came to their answers for the class. As practice: (white boards) ○ as a class using overhead, do Journal pages 193, 194. Students can use their pennies to help figure out the problems. ○ Together #1,2 ■ Independently #3 on white board first, show ○ Together #4-7 ■ Independent #8 on white board first, show ○ Check their answers. depending on accuracy, children can continue on their own for #9-12 ■ #13 challenge ○ Together as review #14-16

Using the pennies will help the students visually see the concept that they are learning, and they can manipulate the problems to learn the concepts rather than simply being told how it works.

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The ordering of class, partners, independent, partners and then class offers scaffolding for the students to do the task on thiner own and then check their answers.

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After the scaffolding, the students then work on their own to demonstrate whither they can do the problems on their own. The teacher monitors the students and as a class we go over the answers to check answers and understanding.

Assessment: Assessment is done at various times by walking around and observing the children. It is also done when the class comes together to review pages. Students are asked to write answers on their white boards and explain how they came to their answers.

Rationale: Assessment is done through the learning process to monitor understanding and at the end as a final assessment of understanding of the topic.

Reflection: Success: Students seemed to learn the concept Struggles: May take longer than one lesson