30 views

Uploaded by api-315049671

- lesson plans2
- assessment 1 sarah anderson tup
- 2nd Grade Math Curriculum Map 2015-2016
- ite322 koehler unitplan
- Fractions Math 3 Rd
- placement unit planner
- Real-World Teaching Scenarios 3
- reading lesson plan
- ued496 roman cameoplanning instruction paper
- unit work sample1- assessment 5
- commonlessonplanfrancomddn
- lesson1ecesped
- phan my - step7 1
- PROF ED
- kanderson 2016 collaborativelessonplan portfolio docx 1
- 305-jeopardy lesson
- impact on student learning reflection form
- module 2 - lesson plan with implementation
- reflective lesson plan-ela
- reflective lesson plan-ela

You are on page 1of 31

U65338342

Connected Lesson

Introduction

Throughout this connected lesson, there are two standards that I am hoping to meet. The

first standard is: MAFS.4.NF.1.1-Explain why a fraction a/b is equivalent to a fraction (n a)/(n

b) by using visual fraction models, with attention to how the number and size of the parts differ

even though the two fractions themselves are the same size. Use this principle to recognize and

generate equivalent fractions. The second standard is: MAFS.4.NF.1.2-Compare two fractions

with different numerators and different denominators, e.g., by creating common denominators or

numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons

are valid only when the two fractions refer to the same whole. Record the results of comparisons

with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

Using Blooms Taxonomy, I created a scaffolded learning objective for both of the

connected lessons. By the end of both of these lessons, students will be able to: rename fractions

as equivalent fractions with a common numerator or common denominator to compare; use <,>,=

symbols to record the results of fractions comparisons; recognize that two fractions can only be

compared when they refer to the same whole; and justify fractions comparisons with written

explanations and visual fraction models.

This objective is very important to student learning in my internship classroom. As

fourth graders, these students will be expected to compare fractions with large denominators.

The students in my internship classroom have solely been using manipulatives to compare

fractions. The fraction tiles that the students have been using only go up to 1/12, so once the

students are required to compare fractions with a greater denominator than 12, they must rely on

other strategies to help them to solve the problem. With these connected lesson, my CT and I are

Kristen Houlihan

U65338342

working to have the students compare fractions using things such as benchmark fractions,

number lines, and common denominators.

Rationale

The mathematical practice that is associated with this standard and objective is: Model

with mathematics. This Mathematical Practice involves using tools to help students to explore

and deepen their math understanding. Students prior to these connected lessons have been

exploring fraction tiles extensively. The students need to have a deep understanding of what

these fraction tiles represent to be able to convert a physical model to a visual model. The

students need to have a rich understanding of the fraction tiles that they have been using to then

use this knowledge to compare fractions to the benchmark of . In using the fraction tiles, the

students are also being able to grasp the ideas of equivalent fractions and common denominators.

Even though it is important that the students move away from relying on the fraction tiles to help

them to compare fractions, a solid foundation of using fraction tiles and understanding what they

represent is vital for students to master the objective for this lesson.

Kristen Houlihan

U65338342

Assessment

Pre Assessment

Kristen Houlihan

U65338342

Kristen Houlihan

U65338342

Graphs of Results

Kristen Houlihan

U65338342

Kristen Houlihan

U65338342

Kristen Houlihan

U65338342

Kristen Houlihan

U65338342

Kristen Houlihan

U65338342

Post Assessment

Kristen Houlihan

U65338342

Kristen Houlihan

U65338342

Kristen Houlihan

U65338342

Kristen Houlihan

U65338342

Reflection of Assessment

The pre-assessment tool that I chose for this connected lesson was great for letting me

know where exactly the students were going to need to be scaffolded. The first question of the

pre-assessment has to do with comparing and ordering whole numbers on a number line. If a

student was having trouble answering this problem, I would know that I would have to back-

Kristen Houlihan

U65338342

track and reintroduce ordering whole numbers with the student. As can be seen in my preassessment data, all 32 of my students were able to answer this question correctly. Based on the

data collected on this first question, I knew that I did not have to go over ordering whole

numbers with any of the students in my internship classroom.

The second and third questions of the pre-assessment has do with plotting fractions with

friendly denominators on a number line and equivalent fractions. For this question to be

answered, students would have to be familiar with both ordering fractions and equivalent

fractions. Many of the fractions that the students were asked to plot in this question were

equivalent. This question aligns with the part of the first standard that states: recognize and

generate equivalent fractions and the part of the second standard that states: compare two

fractions with different numerators and different denominators. Students would need to be able

to recognize the equivalent fractions that were present in the second problem. As can be seen in

the pre-assessment data, 8 out of the 32 students answered the second question correctly. Upon

first glance, a teacher would think that the students struggled with finding equivalent fractions,

but this was not the case. As can be seen in the data collected on question #3, 19 out of the 32

students were able to identify equivalent fractions. After analyzing the data for these two

problems I was able to see that, even though finding equivalent fractions needed to be touched

on, that students were mostly struggling with plotting these fractions onto a number line.

Problems 4-7 directly aligned with the standards and the objectives that were connected

to these lessons. These problems had to do with common denominators, benchmark fractions,

and fraction inequalities. I was expecting for many students to not answer these questions

correctly, and I was right. These questions allowed me to see which students could possibly be

enriched throughout the lessons. One question stuck out to me when I was looking at my data

Kristen Houlihan

U65338342

chart, and that is question #6. As can be seen in the data chart, none of the students answered

this question correctly. Question 6 dealt specifically with benchmark fractions. After seeing this

data, I knew that benchmark fractions would need to be explicitly taught and touched on a lot

throughout the two lessons.

I decided to use the final questions in both of the lessons as summative assessments. The

first exit question has to do specifically with benchmark fractions. As can be seen from the data

collected from this exit question, 25 out of the 32 students were able to answer this question

correctly. I knew that based on this question, that benchmark fractions would still need to be

touched on in the next lesson. This data also let me know which students would need to be

pulled into a small group to go over benchmark fractions in a more one-on-one setting. The

second final question has to do with ordering and comparing fractions with unfriendly

denominators. Based on the data collected from this exit question, I was able to see that a

majority of the students were comfortable with ordering fractions with different denominators on

a number line. With the students that did not answer the question correctly, I knew which

students would need to go over the material again before the Unit Test.

In regards to an ELL student, these assessments would be great. In order to make these

assessments accommodating for an ELL, they would have to be translated. I do not want to

assess how well this student can read English, I want to assess how they compare and order

fractions. Translating these questions to the ELLs native language would not add an unfair

advantage, and would give the student every chance at success. Another thing that I would

change in the assessment would be the unit of measurement in one of the problems. Question #4

states: Jordan needs to buy 5/8 of a pound of peanuts. Depending on where the ELL is from,

they might not be familiar with pounds. I would change this question to a unit of measurement

Kristen Houlihan

U65338342

that the ELL was more familiar with. In regards to answering the questions, I would allow for

the student to write in his/her native language. I think that with all of these adjustments, these

assessments would be ready to give to am ELL!

Connected Lessons

#1

Kristen Houlihan

U65338342

Kristen Houlihan

U65338342

Kristen Houlihan

U65338342

Kristen Houlihan

U65338342

#2

Kristen Houlihan

U65338342

Kristen Houlihan

U65338342

Kristen Houlihan

U65338342

Kristen Houlihan

U65338342

Kristen Houlihan

U65338342

Kristen Houlihan

U65338342

Learning Statements

The first learning statement that I would like to make based on this connected lesson

would be: Teachers are better able to identify gaps in students knowledge if the students are

properly assessed and these assessments are then analyzed in a timely manner. In giving the

students multiple assessments throughout this connected lesson I was able to both identify and

address gaps in the students knowledge. The data collected from their assessments allowed me

to know which students were going to need further support and which students were going to be

enriched throughout the lesson.

The second learning statement that I would like to make based on analyzing the

assessments that I gave the students would be: A well thought out pre-assessment can help a

teacher to gauge how a lesson will go and can better help them plan. The pre-assessment that I

gave my students was all-encompassing. This assessment not only addressed the standards that

were in the lesson, but also standards and concepts from previous years. In having the

assessment cover both these things, I was able to see if any concepts from previous years would

need to be re-taught. This assessment also helped me to know which concepts I would need to

spend more time on, and which concepts could be briefly touched upon. This pre-assessment

was a great tool in helping me to plan for my connected lesson. I was able to use the data

collected from this assessment to make sure that my lesson was meeting the needs of my students

in the best way.

Kristen Houlihan

U65338342

Overall Reflection

One of the most powerful adjustments that I made during the planning process was

changing up my lesson plan to make sure that benchmark fractions were explicitly and

thoroughly covered over the course of both lessons. After seeing the data of the pre-assessment,

it was obvious that benchmark fractions would need to be explicitly taught during the lessons.

After seeing that some students were still struggling with benchmark fractions after the first

summative assessment, I was able to add the definition of benchmark fractions into my teaching

for the next day.

Another adjustment that I made during the planning process was the changing of my

groupings in this lesson. Throughout these connected lessons I could frequently assess my

students and then adjust my Reteach and Enrichment groups accordingly. I could be flexible

with my groupings and was able meet the needs of my students in the most beneficial way.

To improve student learning in the future, the next steps that I would make as a teacher

would be to explicitly teach common denominators. After seeing the success of frequently and

explicitly teaching benchmark fractions, I believe that students would benefit from this same

type of teaching in regards to common denominators.

After using student data to drive planning, I can now see the importance of assessing

students and the work that they complete. In analyzing student data, I could see many things

about the students knowledge that I would not have otherwise been able to see. I believe that

using student data helped me to understand my students and helped me figure out ways to best

meet their needs. I was able to cater my instruction to specifically address the areas that the

Kristen Houlihan

U65338342

students needed the most support in. I was also able to see gaps in student knowledge from

previous years and could better plan for differentiation for these students.

After completing these connected lessons, I have a couple of new wonderings. I wonder

if students would benefit from seeing their own data from the assessments. I also wonder in it

would be beneficial for students for the teacher to explain his/her findings with the students.

Appendix

Kristen Houlihan

U65338342

Kristen Houlihan

U65338342

- lesson plans2Uploaded byapi-122378129
- assessment 1 sarah anderson tupUploaded byapi-299013271
- 2nd Grade Math Curriculum Map 2015-2016Uploaded byChip Chase
- ite322 koehler unitplanUploaded byapi-282154717
- Fractions Math 3 RdUploaded byMeyn Lorenzo
- placement unit plannerUploaded byapi-238596114
- Real-World Teaching Scenarios 3Uploaded byAndrewSmith
- reading lesson planUploaded byapi-346756968
- ued496 roman cameoplanning instruction paperUploaded byapi-371416976
- unit work sample1- assessment 5Uploaded byapi-211075720
- commonlessonplanfrancomddnUploaded byapi-295223361
- lesson1ecespedUploaded byapi-382117266
- phan my - step7 1Uploaded byapi-439168801
- PROF EDUploaded byArt Dollosa
- kanderson 2016 collaborativelessonplan portfolio docx 1Uploaded byapi-306013615
- 305-jeopardy lessonUploaded byapi-241819505
- impact on student learning reflection formUploaded byapi-318450699
- module 2 - lesson plan with implementationUploaded byapi-289506791
- reflective lesson plan-elaUploaded byapi-217594944
- reflective lesson plan-elaUploaded byapi-217594944
- Lesson Plan Educ TechUploaded byBrianna Patrick
- 1st grade science day threeUploaded byapi-352851954
- 02unitoverviewfinishedUploaded byapi-341232381
- swaa jessica chitwoodUploaded byapi-251432137
- syllabus for 2016-17 school yearUploaded byapi-345068566
- unit plan yr 10 englishUploaded byapi-264766686
- learning task 2 - analysis of case study videoUploaded byapi-325078088
- pocket day - full lessonUploaded byapi-404650503
- wu monley lessonplan lai574Uploaded byapi-259258566
- break-out plan 10Uploaded byapi-439813411

- calendar math lesson plan spring 2016Uploaded byapi-315049671
- final inquiry paperUploaded byapi-315049671
- final inquiry presentationUploaded byapi-315049671
- weekly log ms houlihanUploaded byapi-315049671
- ct observation 3Uploaded byapi-315049671
- introductorylettertofamiliesUploaded byapi-315049671
- supervisor observation 3Uploaded byapi-315049671
- reading-writing lesson plans feb 21-24Uploaded byapi-315049671
- supervisor observation 2 2017Uploaded byapi-315049671
- lesson plan moneyUploaded byapi-315049671
- inquiry presentationUploaded byapi-315049671
- whats my favorite lesson planUploaded byapi-315049671
- winners never quit lesson planUploaded byapi-315049671
- guided reading lesson plans-1Uploaded byapi-315049671
- lucias neighborhood lesson planUploaded byapi-315049671
- the neighborhood lesson planUploaded byapi-315049671
- observation lesson plan 1Uploaded byapi-315049671
- supervisor observation 1 2016Uploaded byapi-315049671
- inquiry presentation 2016Uploaded byapi-315049671
- draft of inquiry research planUploaded byapi-315049671
- mae4310 critical task and rubricUploaded byapi-315049671
- philosophy of literacyUploaded byapi-315049671
- science course portfolioUploaded byapi-315049671
- science critical task 2016Uploaded byapi-315049671
- stage 3 planning 2016Uploaded byapi-315049671
- case study 3-final reportUploaded byapi-315049671
- new literacy portUploaded byapi-315049671

- English for Workplace CommunicationUploaded byimran
- UT Dallas Syllabus for chem2323.001 06s taught by Sergio Cortes (scortes)Uploaded byUT Dallas Provost's Technology Group
- context cluesUploaded byapi-301127572
- instructional software project template (3)Uploaded byapi-277231938
- Social Humanistic Learning TheoriesUploaded byasyiqqin
- Prof. GuiaUploaded byAcelojo
- Literature Review-Domain DUploaded byKaty
- elaine lawton professional development planUploaded byapi-238535433
- ncdpi middle grades english language arts standardsUploaded byapi-284909357
- IntroductionUploaded byNur Izzah Ismail
- Lectora as an Audio Visual Media in Teaching EnglishUploaded byErwin Hari Kurniawan
- Plan for ME381.pdfUploaded bySwaraj Panda
- Official CEAP Paper on CHED’s Proposed “Outcomes- and Typology Based Quality AssuranceUploaded byJ'Dan Garing
- secondary schoolUploaded byapi-251897190
- cvUploaded bypatdeighan5717
- NCBTSUploaded byGlenn Gomez
- language teaching approaches celce-murcia1991Uploaded byapi-298589593
- Different Work Experiences Of grade 12 CSS Students during work ImmersionUploaded bymenandro l salazar
- Volume 1Uploaded byportucasbas
- ICTBookUploaded bySuryaPurnamaPutra
- 02 Celeste Shichi Da MethodUploaded byhiteshcparmar
- Marketing Manager Events Planning In Cocoa Beach FL Resume Carrie WarrenUploaded byCarrie Warren1
- scheme of work religion school placementUploaded byapi-313599773
- Rph Minggu Merentas DesaUploaded byArika Wira
- Quiz- Claims AssertionsUploaded byjho_olis
- Statement From Robert HornseyUploaded byEryk Bagshaw
- adolescenceUploaded byapi-273665103
- 05 API Based PBAS RequirementsUploaded byRaviKumar Goli
- Detailed_Lesson_Plan_on_Entrepreneurship.docxUploaded byJaybee
- resumeUploaded byapi-282153219