EDU 330 Tutoring Project

Laura Williams
February 26, 2019
Introduction

I was placed with a female, fourth grader from Pugliese West Elementary. She had only

just come back to Pugliese from being homeschooled. She had previously attended school,

before leaving for an online homeschool. However, when it was discovered that she was not

attending any of her online classes, she was sent back to school. Therefore, she is still few

months behind her peers. She as a pleasant attitude toward me but has a fixed mindset that she is

bad at math. Pugliese West has a student to teacher ratio of 23.6 students per teacher, with 438

students, making it the largest student body in the Steubenville City School District. Overall, the

students score in the top 96.5% of state testing. The students do not per say have uniforms,

however the students do wear collared polos and dress pants. Pugliese is 73.3% white and 14.8%

African American[ CITATION Pug18 \l 1033 ]. All the tutoring sessions took place in the hallway,

which was sometimes interrupted by changing classes.

Diagnostic Screening Test Outcomes, Goals, and Strategies – February 19, 2019

When I first handed her the diagnostic test, I explained that it was not for a grade, but she

should do her best. I also hinted that by taking this test, she was going to tell me how to do my

job. The student really enjoyed that. However, when the test was in front of her, she became a

little withdrawn, probably baffled by the size of it. When she seemed hesitant, I asked if she

wanted me to read her the directions. She smiled and seemed a bit relieved. I only read the first

set of directions, then she became more comfortable and began to kind of talk me through her

thinking for the first couple questions. As she continued with the test, she repeatedly said that she

was bad at math, but that she was just doing what made sense to her for the harder problems. It

was clear that she had a fixed mindset that she was bad a math. She must have felt like she had to

justify her wrong answers somehow. The test was finished quite quickly. Seeing that there was
still extra time before she had to be back in the classroom. We continued a conversation about

her homelife, what she liked to do, and her favorite things. I also discovered that they were

covering mixed numbers in class. Because I had noticed she was not at all comfortable with

factions, I had already decided that our first actual tutoring session would be covering fractions

and more specifically mixed numbers.

Overall, the tutee’s score for the diagnostic test put her in the fourth grade, second month

(4.2). This means that she is a few months behind her peers. Most likely, this is due to the fact

that during the time that she was homeschooled and did not do her work, her peers progressed

while she remained stationary in her academic development. The tutee has a solid foundation of

addition and mostly solid foundation of subtraction achieving a score of 6.0 and 4.6, respectfully.

She knows simple multiplication facts but gets stuck when faced with multiplying higher values

receiving a score of 3.3. A big gap in her understanding is division; she did not get any division

questions correct. She knows conceptually that division undoes multiplication but does not know

how to apply in problems. When faced with decimals, she had no idea what to do with them,

therefore no decimal problems were correct. However, she told me she “just did what made

sense to her.” She added them but did not know how to line up the place values. One of her

strengths is adding and subtracting simple fractions with a common denominator with a score of

6.0. When she came to the problems including manipulations of fractions, she added them

together, but without an understanding of what is necessary to make them compatible to operate

on. Therefore, none of the manipulations of fractions section problems were correct. On all the

other sections: procedures, sequences, simple, complex, manipulation, and zero, the tutee

received a score of 1.5, 1.5, 3.4, 2.6, 4.2, and 2.3, respectfully. All of these scores were below

grade level. After scoring the diagnostic screening test, I copied the test itself, and the scoring
sheet breaking down the sections with the grade levels she received. I then sent both to her

parents and teacher.

Based on these results, I hope to solidify an understanding of fractions and help foster her

idea of division. I believe that she knows more than she thinks she does. Hopefully, with my

help, she will just be able to apply that knowledge with practice. In order to help, her understand

why she is doing the manipulations of fractions, I will use manipulatives to demonstrates the

concept of parts of a whole this will allow the student to really see it and be able to play with

it[ CITATION Fro17 \l 1033 ]. In order to help with division, I will bring visuals and show why it

undoes multiplication [ CITATION Rel \l 1033 ]. Even though, the tutee did not do well on the

decimal section of the diagnostic test, I will not cover more decimals. This is due to the fact that

decimals are not in the standards for fourth grade.

Tutoring Session 1 – February 26, 2019

When I first arrived and went to collect the tutee from her classroom, I brought the

diagnostic test to give to her teacher. While I was speaking to her, I asked if there was anything

specifically in which she would like me to focus. She explained that there would be a fractions

test in the following week, and that I should help the tutee with her homework. I had previously

planned to spend our tutoring session reviewing Common Core standard

CCSS.MATH.CONTENT.4.NF.B.3.C, “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.” I would have

done this by starting with a worksheet with shapes that had been shaded. The student would have

to write the mixed number that they represented. Then, we would move on to work on a

worksheet adding mixed numbers with the same denominator. If the second worksheet had gone
well, I would work with another worksheet of adding mixed numbers with different

denominators. I also cut up a couple paper plates to represent different fractions as manipulatives

for her to play with and use to model the fractions [ CITATION Fro17 \l 1033 ]. However, while she

was talking me through her homework, I realized that this would be too ambitious, and she

would get very confused. Her homework was a few problems from the textbook adding fractions

with the same denominator. She could add them, but she had difficulty simplifying the fractions

down to their simplest form. For each problem, the tutee would look at me and question if her

answer was right. When I didn’t answer right away, she would change her answer to the next

logical answer. She would then claim either that she was so confused, or that she was bad at

math. I quickly realized that she knew the method or rules of adding fractions but had no

foundational knowledge that fractions meant that it was part of a whole. Therefore, she did not

understand that ½ and 2/4 was the same amount. I brought out my paper plates that were cut into

halves and fourths. I demonstrated that they were the same by putting the 2/4 on top of the ½;

they took up the same amount of space and were the same shape. I explained that we need to

look for a number that can divide evenly into both the numerator and denominator. However,

this was not quite effective because division was also a weakness of hers. We eventually did get

to a place that she would remember to check if a fraction could be divided by 2. With each

question she got right, I tried to support her and tell her that she knows how to do math, she just

needs more practice.

Overall, the session went alright. We did not get to any of the worksheets I had planned

or work on the standard I had expected to, but I did get her to remember to look for division by

2.

Tutoring Session 2 -March 5, 2019

 When I went to the classroom to get the tutee, she brought out a worksheet of homework

to work on. This worksheet corresponded to the standard I had planned to work on

CCSS.MATH.CONTENT.4.NF.B.3.A: “Understand addition and subtraction of fractions as

joining and separating parts referring to the same whole.” I had brought a simple worksheet I had

made. The worksheet just required the student to simplify the factions into the simplest form.

The worksheet that she had brought out as homework included several rectangles cut into

multiple sections with some of them shaded. The homework also had other similar problems

contained. Again, she knew what part went into the numerator and which part went into the

denominator, yet she did not understand that splitting it into different amounts but keeping the

same amount shaded was the same fraction. I again brought out my paper plates to demonstrate

the same sizes on top of each other [ CITATION Fro17 \l 1033 ]. When I asked her to simplify the

fractions, she remembered to check for dividing by 2. However, she would occasionally make

mistakes in the division process. I would walk her through what times 2 equals eight. Then she

began to get those kinds of problems on her own. Then a problem that could only be divided by 3

came up. I walked her through the same thing. It took a while, but she eventually would check

both 2 and 3. We finished the homework worksheet with about ten minutes left. So I brought out

my worksheet for just practicing simplifying fractions. She was able to simplify the fractions, but

when the fraction required simplifying more than just two, I had to explain to divide by 2 again.

This tutoring session went better than the first, but it was not quite second nature yet,

because she was still not confident in herself and division skills. She would still ask me if it was

right, then change her answer. She is a very good memorizer, so sometimes she just follows what

I did without understanding why she is doing that. I would try to encourage her when she was on
the right track. I realized that we would need to work on division before fractions would make

total sense.

Tutoring Session 3 – March 19, 2019

During this session, I had hoped to review division to help enhance other areas of her

academic achievement. I had planned work on standard CSS.MATH.CONTENT.4.OA.A.2:

“Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using

drawings and equations with a symbol for the unknown number to represent the problem,

distinguishing multiplicative comparison from additive comparison.”

When I went to collect the tutee, she again came out with homework her teacher wanted

us to review. This homework had nothing to do with the standard that I was going to try to work

on. It reviewed acute, obtuse, right, and straight angles, as well as, rays, lines, and line segments.

This worksheet took a while to walk through, but she understood it and knew what each vocab

was. However, when asked to identify what kind of angles and lines were a part of an image with

points on it. She had a little difficulty because they were all on top of each other.

The homework worksheet took most of the time, so with 5 minutes left I tried to squeeze

in a quick division lesson using paper clips as a manipulative. This may not have been the best

idea because she did not understand what I was doing. I tried to use the explicit trade

method[ CITATION Van19 \l 1033 ]. I put paper clips in rows of ten and tried to do the standard

algorithm on the side as we evenly divided the paper clips into groups of three. I told her that it

was okay if she did not quite understand the division part I was doing and encouraged her to

keep practicing her fractions at home. She was quite willing to play with the paper clips. She

even told me that she liked math, but that she was bad it. I encouraged her to keep practicing and

that she will get there.

 The session went okay, but my objectives were not met. However, she does understand

the angles and lines homework that she was given. We will continue with this standard for the

next session.

Tutoring Session 4 – March 26, 2019

Because last week’s session was rushed with division due to going over some homework

for her class, I decided to review the same standard: CSS.MATH.CONTENT.4.OA.A.2:

“Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using

drawings and equations with a symbol for the unknown number to represent the problem,

distinguishing multiplicative comparison from additive comparison.”

When I arrived, the tutee was in line to enter another class, that she claimed may take one

of the state tests. But she also said that the teacher may just be going over directions. Therefore,

we went to go speak to her teacher, who said that the state tests were not until the next day. Due

to this slow down we started later than usual. However, because I had anticipated the tutee

having homework that needed to be worked on like the other sessions, I had only planned two

quick worksheets. One worksheet was the simple division of whole numbers of the facts 1-12.

The other worksheet consisted of word problems using information from our discussions on the

first day of the diagnosis test. One word problem that she really liked consisted of her cat and the

kittens that it just had. She did well on the worksheets. The tutee used her multiplication facts,

but she also relied heavily on addition to add up some of the multiplication. Sometimes this

consisted of using her fingers to count. However, this week she did not have homework to work

on, therefore the worksheets were flown through. With the paper clips as manipulatives, I had the

tutee answer division questions, that she had to model with the paper clips. With the tutee doing

so well, I had her try division of a 3-digit number by a 1-digit number. She was a little lost,
however, I kept encouraging her and telling her that she was already doing the same thing

without a few extra steps. I modeled the 3-digit number using hundred squares, ten sticks, and

one dots using explicit trade [ CITATION Van19 \l 1033 ]. This concept did go over her head, but she

was able to answer all the questions I asked her. When long division is finally taught in her class,

then she will hopefully have a little more understanding going into it. When we checked some of

our division using multiplication, the tutee made some carrying errors, so we will go back

through and practice some multiplication in which the tutee has to carry. Overall this session was

more successful than past lessons.

Tutoring Session 5 – April 9, 2019

I had gone to Pugliese on April 2, but the tutee was in Florida which was frustrating that

she wasn’t there. However, when she was back, she was full of stories. During this tutoring

session I decided that she had come a long way with fractions. Therefore, I focused on

CCSS.MATH.CONTENT.4.NF.B.3.C: “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.”

Inspired by one of the discussion boards, I conveyed that math is a language. I walked her

through Palisoc’s method: 1 apple + 2 apples is 3 apples, 1 billion + 3 billion is 4

billion[ CITATION Pal \l 1033 ]. She kind of snickered that I was asking her such easy questions, but

she started over thinking it when I asked her what 3/8 + 3/8 is. She was no longer confident in

her answers. Eventually, when written down she remembered her rules for adding fractions and

quickly told me that it was 6/8. I used this to ask her what 6 3/8 + 6 3/8 was. She kind of curled

up and was easily distracted by the other kids that were waiting in the hallway. I told her to

ignore the fractions for a second and just add the whole numbers. She quickly told me it was 12.
Then I asked her what 3/8 + 3/8 was again. She hesitated even though we just did the same

problem earlier. She counted on her fingers and told me it was 6/8. So, I demonstrated that when

you ‘add’ the 12 and 6/8 together you get the answer. The next problem I demonstrated with

whole squares and quarter squares. Using the same method of ignoring the fraction for a little bit,

she told me the wholes and then after some prompting, she told me the fractions. Then, she had

trouble understanding that since we have 4/4 that makes one whole. She started randomly

throwing out answers and being easily distracted. Overall, I am satisfied with the session because

she demonstrated some knowledge about mixed numbers, even though she claimed that she had

not done anything like it in class.

Tutoring Session 6 – April 11, 2019

For this session, I had the tutee complete my Desmos lesson plan. I think it went well

considering it was close to a summative assessment that covered most of the things that we

worked on during the first tutoring sessions. She had to be reminded how to do somethings, but

for the most part did very well.

The Desmos activity could have been different. When I first arrived, I had trouble asking

the other teachers there what the Wi-Fi password was. However, there happened to be a

ThinkPad there that we were able to use. Unfortunately, that meant that it was not a touch screen.

This made some of the activity difficult because I designed the presentation to have the child use

the drawing capabilities to model some fractions. Using the mouse pad on a ThinkPad is not the

easiest thing to draw with. Therefore, I had the tutee do most of the drawing or modeling on a

scrap piece of paper. We had to talk through several of the problems. She still is very good at

copying what I am doing, without fully understanding it. She can follow procedures and stumble

her way through it, but she makes careless mistakes.

 Lesson Plan
Lesson Title: ___Desmos – Fractions Everywhere__________________ Grade:___4___

Learning Target

 Model fractions using area

 Make fractions from models
 Analyze which fraction is bigger
 Add mixed numbers using models
 Simplify fractions using models

Grade Level Guide: Content Standards

Content Curriculum Focal
Points (ie: NCTM, IRA,…)
Students identify equivalent
symbolic representations of
improper fractions and mixed
numbers.
Common Core State Standards Interdisciplinary Connections (if
applicable)
CCSS.MATH.CONTENT.4.NF.A.1 The students will need to explain
Explain why a fraction a/b is why they got to answer, which is
equivalent to a fraction (n × a)/(n part of English, language arts
× 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.

CCSS.MATH.CONTENT.4.NF.A.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.
 Build fractions from unit
fractions.

CCSS.MATH.CONTENT.4.NF.B.3.B
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.

CCSS.MATH.CONTENT.4.NF.B.3.C
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.

CCSS.MATH.CONTENT.4.NF.B.3.
D
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.

Academic Language: Students need to be familiar with the following academic language to be able to
fully engage: Model, simplify, broken parts, mixed numbers

Students’ Needs: Students will need to have previous knowledge learned in past lessons. They must
have conceptual understanding of fractions, plus know how to model fractions, simplify, and add mixed
numbers. In addition, the students must be familiar with the academic language in order to be fully
engaged.
 English Language Learners
The ELL will be given
directions with more
pictures, showing what to
do
Special Needs (can be a
group such as “struggling
readers” or individuals)
The desmos activity allows
the child to work at their
own pace. It gives spaces
where they can draw to
help model the questions.
They will also be able to
use scratch paper to work
on if necessary.

Materials: laptop or tablet, with scratch paper and pencil if necessary

Language Function:
Analyze the models of fractions to determine which is bigger
Evaluate the addition of fractions
Explain why they gave that answer
Justify their answer with models

Lesson Plan
Before: I will begin by telling her that I have a surprise for our last tutoring lesson. She will be
able to draw from previous knowledge from other tutoring sessions. I will tell her that I will
even let her use my laptop.

During: I expect the tutee to do her best. She can just flip through the slides and complete
the activities, many she will be able to model on the slide, others she may need to model on
scratch paper. The student will complete the activity with minimal help from me. If she gets
stuck on one, help her out using models.

After: Ask what the hardest part. What did she struggle on? Ask her to explain specifically
what she didn’t understand. Fix any inconsistencies. Model other examples of the ones that
she struggled on. Ask her why would an answer that she got wrong, was wrong and how
would you fix it.

Assessment: I will determine how well she understood all the tutoring sessions by how many she got
right. I will use this information to know what to go back and review
 Type of Description of Modifications to Evaluation Criteria- How good is good
assessment assessment the assessment enough to meet standards?
(formal or informal; What will students so that all (related to the learning objectives)
formative or do to show what students may Include scoring guide, rubric or other
summative) they have learned? demonstrate criteria
learning
Informal, She will explain why I will vary by I think that she should get around 9 of
summative she chose the asking why she the slides right to show competency.
answers she did. The choose that Some of the slides are purposefully
results of the desmos answer at more difficult, so that she can be
activity will also help different points challenged in different ways.
focus what she throughout the
understands. activity.

Resources: The desmos activity will be found at:

https://student.desmos.com/?prepopulateCode=m6jtqx
https://teacher.desmos.com/activitybuilder/custom/5ca7b7e3c0d9540ca2df3e6a
 References

Frost, S. (2017, April 24). How to Teach Basic Fractions With Manipulatives. Retrieved from

Sciencing: https://sciencing.com/teach-basic-fractions-manipulatives-4495853.html

Palisoc, R. (n.d.). Math isn't hard, it's a language | Randy Palisoc | TEDxManhattanBeach. TED

Talks. Retrieved from https://www.youtube.com/watch?v=V6yixyiJcos

Pugliese Elementary West. (2018, September 13). Retrieved from School Digger:

https://www.schooldigger.com/go/OH/schools/0448201704/school.aspx

Relating Multiplication and Division: Overview. (n.d.). Retrieved from Houghton Mufflin Math:

https://www.eduplace.com/math/mw/background/3/08/te_3_08_overview.html

Van De Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2019). Elementary and Middle School

Mathematics Teaching DEvelopmentally (10th ed.). New York, New York: Pearson.