4-Shifts Protocol Reflection: Introduction to Fractions – A Concrete Experience

Derrick May

Towson University

ISTC-702; Educational Leadership and Technology

Dr. Caples

September 24, 2023

Introduction:

This lesson begins with a mini lesson where the teacher begins by displaying two same-

size circles and prompting students to discuss their observations. One of the circles is folded in

half to demonstrate cutting along the fold, while the other is cut into unequal pieces, encouraging

students to compare these actions. The lesson proceeds with further folding and cutting, dividing

circles into fourths and eighths, and encouraging students to notice differences in the resulting

parts. The teacher then introduces the concept of fractions as equal parts of a whole during the

mini lesson. Additionally, the teacher shares Ed Emberley's "Picture Pie" book, highlighting how

the artist uses halves, fourths, and eighths in artwork. Students engage in counting fractional

sizes within the art, with plans to revisit these examples for a deeper understanding of adding

fractions later.

In the next part, students create their own art inspired by Ed Emberley, using halves,

fourths, and eighths, with the aim of understanding how fractional parts combine to make

wholes. They record the sizes and totals of each fraction they use. The teacher demonstrates this

process with their own design and a sentence like "I used 2 halves, 7 eighths, and 3 fourths to

create my flower." Students work independently with provided materials, while the teacher

observes, discusses mathematical concepts, and encourages students to explain their choices

regarding fraction sizes and quantities.

After students complete their mathematical artwork and descriptions, the teacher helps

them display their work at their desks alongside blank lined paper. The teacher provides

discussion prompts on the board that encourage students to use precise mathematical language in

their feedback. These prompts often start with "I noticed that you used ___," prompting students

to comment on both the quantity and type of fractional pieces in the artwork. Emphasizing
sentence starters promotes the use of mathematical vocabulary and increases the rigor of their

analysis. This approach encourages students to delve into their thinking, evaluate its accuracy,

and express their observations effectively. Students are then instructed to tour their peers'

artwork and leave comments on the lined paper provided. This activity creates an environment

for celebrating, critiquing, and revising the artwork. It also ensures that each student engages in

mathematical thinking while observing the art pieces.

To conclude the lesson, the teacher engages the students in a wrap-up activity. They ask

the students to collectively contribute to crafting a definition of the term "fraction" to be

displayed on the math word wall. Furthermore, the teacher distributes materials for the students

to take home with the assignment of creating a new design with their families. The students are

expected to bring their creations back the following day, which will serve as a basis for

discussions about forming wholes from parts and renaming the totals.

Higher-Order Thinking:

The lesson plan incorporates a range of higher-order and critical thinking elements to

deepen students' grasp of fractions. It begins by encouraging them to observe and compare

circles, fostering critical thinking. Through teacher-led demonstrations and analysis, students

explore fractional parts and identify equal portions, stimulating critical thought. The explicit

teaching of fractions as equal parts during the mini-lesson further emphasizes comprehension

and critical thinking.

The lesson also includes an analysis of artwork by Ed Emberley, where students calculate

the total number of each fractional size, promoting critical thinking through the combination of

fractional pieces. Students then apply this understanding creatively by crafting their own art
using specific fractions, reinforcing the concept that fractions form wholes. Additionally, the

teacher guides them to use precise mathematical vocabulary, encouraging critical reflection on

their choices. Peer feedback sessions stimulate critical thinking as students evaluate and provide

constructive comments on their peers' work. The use of sentence starters requires students to

express their mathematical ideas accurately and clearly, promoting critical language

development.

Throughout the lesson, students engage in mathematical thinking while observing peer

artwork in a real-world context. The culmination involves synthesizing their understanding by

collectively defining the term "fraction" for the math word wall. Furthermore, an extension

activity encourages them to apply their knowledge by creating new designs with their families,

prompting critical reflection on how fractional parts add up to form wholes. This comprehensive

approach systematically integrates higher-order thinking skills and critical analysis to ensure a

profound understanding of fractions.

Authentic Work:

This lesson plan facilitates active student engagement and participation in a variety of

communities. Students begin by forming a classroom community as they engage in group and

partner discussions centered on circles. This encourages collaboration and active participation

from the outset. As the lesson unfolds, they seamlessly transition into a mathematical

community, delving into fractional concepts. The use of precise mathematical language in their

discussions empowers them to actively contribute to the creation of mathematical knowledge

within the classroom.

The lesson also nurtures an artistic community as students embark on a creative journey,

using fractions to craft their own unique artwork. Simultaneously, a peer feedback community
takes shape, with students offering constructive critiques of their peers' work. This dual

engagement fosters a supportive learning environment where cooperative growth is encouraged.

This process mirrors the way art is appreciated within the art community beyond the educational

setting. Students gain an understanding that art is showcased in galleries, and individuals

frequently visit these galleries to observe and provide feedback on the artwork. This structure is

emulated during the gallery walk activity.

Beyond the confines of the classroom, the lesson extends to involve families in the

learning process through at-home art activities. This reinforces the importance of shared

educational experiences and strengthens the connection between school and home. The lesson

culminates with students collaboratively defining the term "fraction" for the math word wall,

actively contributing to a classroom resource that benefits the entire community. In summary,

this holistic approach encourages students to actively engage and contribute within a range of

educational communities. It goes beyond traditional boundaries and creates an enriching learning

experience for students.

Student Agency:

This lesson plan demonstrates a moderate level of personalization, individualization, and

differentiation for students. The lesson begins with a group activity where students collectively

observe and discuss the circles on the board. This initial phase encourages students to work

together and share their observations, fostering a sense of community. Following the group

activity, the teacher provides demonstrations and whole-class instruction on folding, cutting

circles, and understanding fractions. While this approach ensures a consistent understanding of

fundamental concepts, it may not cater to individual pacing or learning preferences of all

students.
 The lesson allows for some personalization and creativity as students are tasked with

creating their own art using fractional pieces. However, there is a specific directive not to use

wholes, aligning with the lesson's objectives. This restriction limits individual artistic choices.

Having previously taught this lesson, some students express a desire to begin with a whole and

then add fractional pieces onto it. However, the lesson does not accommodate this approach.

The teacher engages in differentiated questioning while circulating among students

during the design phase. By asking about fraction names, quantities, and demonstrating concepts,

the teacher addresses individual needs and provides tailored support. Following the design phase,

the teacher introduces discussion and feedback prompts to foster peer interaction and

differentiation in feedback during the gallery walk portion of the lesson. Students must think

critically and express their thoughts using mathematical language. This encourages varied

responses during the gallery walk rather than vague responses.

During the closure of the lesson, students are introduced to an extension activity

involving the same materials from the lesson for creating artwork at home. This helps to provide

an opportunity for reflection and family involvement. This aspect allows students to personalize

their learning experience outside the classroom. In conclusion, the lesson plan offers a balance of

whole-class instruction and opportunities for personalization and differentiation, primarily

through questioning, peer interaction, and language development. However, some aspects, like

the restriction on using wholes within their artwork, limit individual choices.

Technology Infusion:

The lesson primarily relies on traditional teaching methods without a significant

integration of technology. The activities are centered around physical manipulatives, such as
fraction pieces and paper materials, and in-person interactions between students and the teacher.

The teacher uses verbal explanations, demonstrations, and physical resources like construction

paper and pre-cut circles to convey mathematical concepts. While the lesson plan effectively

engages students in hands-on activities and discussions, it does not leverage technology or digital

tools to enhance or supplement the learning experience. There is an absence of digital platforms,

educational software, or online resources in the lesson.

Incorporating technology-infused activities could provide opportunities for interactive

simulations, virtual manipulatives, or digital platforms, like Schoology, that allow for dynamic

exploration of fractions. While the current lesson emphasizes interactive opportunities for

students, integrating technology could offer additional avenues for interactive learning and

personalized feedback. However, the lesson plan does not explicitly embrace technology.
References

Marcus, M. (n.d.). Better Lesson. https://teaching.betterlesson.com/lesson/566250/introduction-

to-fractions-a-concrete-experience