Child Intervention Project

Janice Tippett

EDEE 4350 Section 001

May 4, 2017
Table of Contents
Proposal to Mentor Teacher ...................................................................................................................................................................................................................... 1
Letter to teacher ....................................................................................................................................................................................................................................... 1
Schedule..................................................................................................................................................................................................................................................... 2
Activity Plans.................................................................................................................................................................................................................................................. 3
Lesson Plan and materials ..................................................................................................................................................................................................................... 3
Pre-Assessment & Strengths/Needs Chart .....................................................................................................................................................................................15
Artifacts .........................................................................................................................................................................................................................................................16
Engage & Explain ..................................................................................................................................................................................................................................16
Explore .......................................................................................................................................................................................................................................................18
Elaborate .................................................................................................................................................................................................................................................. 22
Evaluate (Assessment) .......................................................................................................................................................................................................................... 25
Assessment .................................................................................................................................................................................................................................................. 29
Post-test Strengths and Needs Chart........................................................................................................................................................................................... 29
Assessments Rubric ............................................................................................................................................................................................................................... 30
Conclusion ....................................................................................................................................................................................................................................................31
Reflection ..................................................................................................................................................................................................................................................31
Report & Recommendations .............................................................................................................................................................................................................. 32
Signature Confirmation Form ................................................................................................................................................................................................................. 33

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Proposal to Mentor Teacher

Mrs. Garza,

For my math methods course as a part of this course I am required to create a lesson plan for a student that is struggling in

mathematics. I have been observing Ashley and was wondering if I could work with her for this assignment. The lesson plan I created would

be over fractions specifically focusing on in-between fractions and equivalent fractions. The lesson will include different strategies,

manipulatives, and activities to hopefully increase her knowledge of fractions and mathematic fluency. Using different strategies and activities

will help Ashley to identify and demonstrate in-between and equivalent fractions. I will do activities with Ashley that she has done before so

that she will be comfortable in doing the activities and can build on with her prior knowledge of fractions. We will be using pattern blocks to

identify different fractions and how they can be equivalent, this is the Task Card, we will use fraction cards for two activities; one to order

fractions in an activity called Where do I go? and Catch me In-between to see where mixed fractions go on a number line. After

completing these activities she will be given an assessment. The assessment will be created from the activities that we used in the lesson.

Please let me know if this lesson plan will work for the student. I will provide you with the lesson plan that I have created, including the

materials that will be used to ensure your approval.

Thank you for your cooperation,

Janice Tippett

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Schedule

Activity 1: During SSR Time & 15 minutes of Class

Engage
1. Pre-Assessment
2. Review of Fractions
Explain
1. Catch Me in between (Number Line)

Activity 2 & 3: During SSR Time & 15 min of Class

Explore
1. Task Card (Pattern Blocks)
2. Comparing Fractions

Activity 4: During SSR Time & 30 minutes of Class

Elaborate
1. Where do I go (Ordering Fractions)
2. Post - Assessment

Evaluate
1. Assessment

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 UNT Lesson Plan Template

Pre-service Teacher: Janice Grade(s): 5th grade School/Mentor Teacher (if applicable):
Tippett

Subject area(s): Unit Topic/Theme: Fractions Lesson Title: Fractions Between Fractions
Math
Relevant TEKS: Relevant ELPS: Relevant TX CCRS:
TEKS: 111.7 4.3 The student c2D monitor understanding I.A.1 Compare real numbers
applies mathematical process and seek clarification VIII.AI. Analyze Information
standards to represent and c4I: Show comprehension
generate fractions to solve through basic reading skills
problems.
(C) Determine if two given
fractions are equivalent using a
variety of strategies
(D) Compare two fractions with
different numerator and different
denominators

Lesson Objective(s)/Performance Outcomes

The learner will determine where between fractions are placed on a number line with a 70% accuracy.
Assessment (Description/Criteria)

Have the students answer the following questions on the back of their stem-and-leaf plot.

Questions:
What a fraction?
What are equivalent fractions?

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 What is a whole number?
When answering sample questions students must show their work by drawing the fractions, labeling on the number line etc.
Check List
Checking for: Yes No Pts.
1. Wrote name on their paper 10
2. Showed work 25
3. Labeled whole numbers 25
4. Labeled fractions 25
5. Labeled number line starting from zero 20

Materials and Resources

Number lines labeled with numbers 0-5
Number line labeled with 0, , 1
Blank number lines
Fractions strips/cards
Dry erase markers

Management of the Instructional Environment

To manage the instructional environment I will use brain breaks to keep the children focused and engaged.

Technology Integration
As a review students will work through a math review on IXL to refresh their minds.
https://www.ixl.com/math/grade-5/fractions-review
Later in the lesson have students watch a video about in-between fractions on a number line
https://youtu.be/k5C5PdZ_Yys
Diversity and Equity (Accommodations, Modifications, Adaptations)
For the ELL (English Language Learners) students to accommodate their needs I will provide definitions of mean, median,
mode and range. I will also provide the definitions in the students native language as well as in English.

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 There will be an anchor charts that explain the stem-and-leaf plot as well as mean, median, mode and range placed in the
class room.
Students will be allowed extra time if needed.
Teacher will provide assistance as needed
Students will work together in pairs
Making font larger for students
Changing the given data according to students needs

Activities/Procedures
The activity that the students will be doing is based on fractions. We will first review what are fractions are; what
numerator and denominator. Then we will begin to discuss fractions on a number line. Discuss where whole fractions are
on a number line as well as what numbers are in-between whole numbers on the number line.

Before beginning the activity explain to the students that they we will be working with fractions and number lines. Tell
students that we are going figure out what fractions are in-between whole numbers on the number line. Ask students
what are whole numbers?, what are fractions? discuss students answers. Then have the students start on the review on
IXL math over fractions. (5minutes)

Activity 1: Explain the activity with the number line (10minutes) Before starting the activity have students watch the video
of fractions on a number line to have a better understanding of what is to be expected. Pass out number line worksheets.
When students have the work sheet ask them questions that will help them to remember what theyve learned about
fractions and what they notice on the number line. Complete the activity with the students. Allow students as much time
as needed. Assists students when asked questions.

Activity 2: Have the students use pattern blocks. With the pattern blocks have the students make different fractions with
them. This will help increase the students knowledge of equivalent fractions and greater than and less than. Give students
scenarios such as if a hexagon equals one, what does a triangle equal. or if a hexagon and a trapezoid equals 1, then what
does a blue rhombus equal?" have students explore with this and write down their findings.

Activity 3: With students now having a better understanding of in-between fractions discuss with students about
comparing fractions. Students will have to tell whether fractions are greater than, less than or equal to. The students will

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 use manipulatives to figure out if fractions are greater than, less than or equal to. By using manipulatives students are able
to see the differences and similarities within the fractions.
Activity 4: Putting fractions in order. Work with students to put fractions in order. If there are pairs have the students work
together. Students will be given fraction cards. They will also have decimals that they will space out, the decimals are the
base numbers that are going to be used when putting fractions in order
Engage (Getting Ready) (10-15 minutes)

The activity that the students will be doing is based on fractions. We will first review what are fractions are; what numerator
and denominator. Then we will begin to discuss fractions on a number line. Discuss where whole fractions are on a number
line as well as what numbers are in-between whole numbers on the number line.

Review with students what fractions are. Go over what denominator and numerator are. Ask students questions
about fractions such as:
What is an equivalent fractions
Is a fraction part of a whole.
What does the denominator of the fraction determine
What does the numerator of a fraction determine
Before

have students review with math IXL:

https://www.ixl.com/math/grade-5/fractions-review

Explain (Getting Ready) (15 minutes)

Activity 1: Explain the activity with the number line (10minutes) Before starting the activity have students watch the
video of fractions on a number line to have a better understanding of what is to be expected. Pass out number line
worksheets. When students have the work sheet ask them questions that will help them to remember what theyve
learned about fractions and what they notice on the number line. Complete the activity with the students. Allow
students as much time as needed. Assists students when asked questions.

Activity Explanation:
1. Before beginning activity have students watch video of fractions on a number line:
https://youtu.be/k5C5PdZ_Yys

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2. Pass out number line work sheets (0 5 and the 0 , , 1 as well as the blank)
3. Tell students that were first going to look at the 0-5 number line
4. Ask students questions when looking at the different number lines
Number line 0 5 : Are there any whole numbers between 2 and 3? Or 4 and 5?
Possible response: 2.5 Remind students that this number isnt a whole number. Its a rational number because it
has a whole and a decimal or fraction part
Number line 0, , 1: Ask students to think about if you can find fractions between fractions?
Possible responses: Yes, NO, Possibly, there are numbers between whole numbers.
Have students share ideas
Tell students We are going to use this number line to help us think about if there are fractions between
fractions. Think about where would go on this number line? Once theyve placed the number on the
number line ask the students why they thought this.
Ask students about other numbers such as 1/3, 2/3, and so on.
Have the students discuss their thinking and how we know that it is possible that there are numbers
between whole numbers on a number line.

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 Explore (Studnts Work) (20-30 minutes)

Activity 2: Have the students use pattern blocks. With the pattern blocks have the students make different fractions
During

with them. This will help increase the students knowledge of equivalent fractions and greater than and less than.
Give students scenarios such as if a hexagon equals one, what does a triangle equal. or if a hexagon and a trapezoid
equals 1, then what does a blue rhombus equal?" have students explore with this and write down their findings.
When students are finished have them work on equivalent fractions.

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 Activity 3: With students now having a better understanding of in-between fractions discuss with students about
comparing fractions. Students will have to tell whether fractions are greater than, less than or equal to. The students
will use manipulatives to figure out if fractions are greater than, less than or equal to. By using manipulatives
students are able to see the differences and similarities within the fractions. Pass out worksheet to students to
complete the activity

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 Elaborate (Class Discussion) (20 minutes)

Activity 4: Putting fractions in order. Work with students to put fractions in order. If there are pairs have the students work
together. Students will be given fraction cards. They will also have decimals that they will space out, the decimals are the
After

base numbers that are going to be used when putting fractions in order. When students receive their fraction cards. They will
use them when ordering the remaining fractions. Tell students that you want to hear them explaining their thinking as
theyre ordering their fractions with their partners.

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 Provide manipulative to students if asked after 5min of working and not accomplishing anything.

The teacher will look to see how students are using their knowledge of fraction equivalents or comparing fractions to
benchmarks.

Evaluate (Assess Student Learning)(20 minutes)

Pass out the assessments. Provide assistance only when needed. Allow students to take their time to complete the
assessment.

Opened Questions:
One-Minute Paper, (3 minutes)
What was the most important thing you learned?
o Possible student responses: Fractions can be represented differently, there are fractions in between whole
Assessment

numbers, fractions can be mixed numbers

What important question remains unanswered?
o Possible student responses: Are there negative fractions, is 2/4 and the same fraction
Why are in-between fractions useful?
o Possible student responses: to use when measuring objects, to find a whole
Skill/procedure questions:

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Sample Questions:

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Pre-assessment

Strengths Needs

Understands Numerator is top and Denominator is bottom Doesnt understand parts of a fraction (1/8 is 1 part of 8)
Knows how to draw fractions in different ways Difficulty understanding that denominator tells how many
Takes time to respond parts to a fraction
Explains her thinking Works Quickly
Not Confident Doesnt know what in-between fractions are

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Artifacts

Engage & Explain

Review with students what fractions are. Go over what denominator and numerator are. Ask students questions about
fractions such as:
What are equivalent fractions?
Is a fraction part of a whole?
What does the denominator of the fraction determine?
What does the numerator of a fraction determine?
Notes
When asking students about if there could be
fractions in-between whole numbers on a
number line. There answer was no.

I asked for them to explain.

Ashley said that there were decimals that could
be in-between whole numbers but not fractions.

We got out the number lines and started off with

just working mixed fractions as 4 and 5 and
so on. We put them on the number in-between
the numbers.

Then took it and put smaller fractions on the

number line

When working, Ashley took her time thinking.

She drew pictures to help figure out where
numbers go on the number line and asked
questions if she needed help.

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Explore
Task Card (Pattern Blocks) & Comparing Fractions
Notes
Used the pattern block to
work with task cards

Didnt understand that how

many pieces it would take to
make 3 trapezoids

Understood that each shape

had a different value

Understood the signs for

greater than, less than and
equal

Didnt quite understand that

the denominator tells how
many and how big or small
pieces are

Wanted to simplify fractions

to make them fit a sign

Kind of understood that

fractions with different
denominators could equal
the same

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 Elaborate
Where do I go (Ordering Fractions)
Notes

Knew how to put

simpler fractions in
order on the number
line

Drew pictures to help

understand

Didnt understand how

to put fractions with
different denominators
in order on number
line

Asked for help and

clarification when
working on activity

Explained thinking

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Evaluate
Assessment

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One Minute Response

What was the most important thing you

learned?
What important question remains
unanswered?
Why are in-between fractions useful?

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Assessment

Post-test Strengths and Needs Chart

Strengths Needs

Knows how to draw fractions in different ways Doesnt understand parts of a fraction (1/8 is 1 part of 8)
Takes time to respond Works Quickly
Explains her thinking Doesnt check work when done
More confident
Gained knowledge of in-between fractions
Gained knowledge of denominator fractions and how it
determines that it can be equivalent

Activity 1
Checking for: Yes No
1. Wrote fractions properly X
2. Showed work X
3. Labeled whole numbers X
4. Labeled fractions X
5. Labeled number line starting from zero X
Activity 2 & 3
Checking for: Yes No
1. Showed work X
2. Labeled Fractions X
3. Illustrated for understanding X
4. Wrote Signs X
5. Worksheet Total Number Correct 21/24
6.

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Activity 4
Checking for: Yes No
1. Put Fractions in order Correctly without help X
2. Showed work X
3. Labeled whole numbers X
4. Labeled fractions X
5. Labeled number line starting from zero X
6. Illustrated for understanding X

Assessment Checklist
Checking for: Yes No Pts.
1. Wrote name on their paper X 10
2. Showed work X 25
3. Labeled whole numbers X 20
4. Labeled fractions X 20
5. Labeled number line starting from zero X 20
6. Answered responses in complete sentences X 10
7. Total Number Correct 81% 17/21
of
100%

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Conclusion

Reflection

Overall I thought that my lesson went well. As I went through the activities in the lesson I realized the way I organized

didnt work so well. With that being said I did the activities in a way that made sense. We first did a pre-assessment that helped me

see where my student was at with fractions. We discussed the pre-assessment and I explained any questions that she. I only allowed

5minutes to complete the pre-assessment because it was lower than their grade so she already had prior knowledge of the content.

The other activities went well. She had difficulty understanding that the denominator can be different but still have a fraction that is

equivalent. When working on comparing fractions she wanted to simplify her because that is something that they had been doing in

class. But her overall knowledge of equivalent fractions was great. Comparing fraction activity help to build on her prior knowledge

of equivalent fractions. We spent a lot of time on ordering fractions. This was essential because the fractions had different

denominators. She had to draw out the fractions in order to place them on the number line correctly. Drawing them out helped her

to see what was going on and how fractions could be placed correct even if one seemed bigger or smaller than the other. One thing

that I would change would be the amount of time I had to work with my student. I would also change the activities to make them

more interactive and hands on. I believe that Ashely was able to have a better understanding of fractions and how there are in-

between fractions and how they work as well as equivalent fractions.

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 Report to Mentor Teacher & Recommendations

Mrs. Garza,
It has been a pleasure to work with Ashley and to help build her knowledge of in-between fractions on a
number line and equivalent fractions. She participated in all the activities that I provided. She was nervous at first when beginning
the activities but as we discussed the topic more her nervousness went away. She use resources when working out problems and
when she doesnt understand. One thing that I noticed that she struggled in was understanding that the denominator told the
fraction how big or small it was. She had knowledge of simple fractions such as 1/2,3/ 4,2/ 3,7/ 9 and so on and how to order them
but when adding other fractions such as 3/10 and 7/15 this became more difficult. Having to understand equivalent first and then
ordering help her to have a better understanding of what was expected. She did great at showing her work to figure out where the
in-between fractions went on the number line.
Ashely needs to continue working on her math skills and to gain confidence in math. She is very good at explaining her
thinking, using resources that are available to her and using her prior knowledge to help her understand what she is working on. She
still struggled with equivalent fractions when dealing with numbers she wasnt familiar with. She also struggle with ordering
fractions that she wasnt familiar with. I would recommend that allowing more time to work on problems with unfamiliar content,
allow manipulatives or illustrate when problem solving. I also believe that doing more activities, games or reviews would give Ashley
more practice which would help her to become more successful in not in-between and equivalent fractions, but in mathematics in
general.

Thank you for allowing me to work with Ashley on this project.

Janice Tippett

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Signature Paper

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