Student Teacher: Alexandra Romean

School: Crossroads Middle School

Date: 3/14/16
Grade: 6th Grade Math Replacement / Impact study
Subject/Topic/Activity: Reducing / Simplifying Fractions
Standards:
CCSS.MATH.CONTENT.3.NF.A.3.B Develop understanding of
fractions as numbers
Recognize and generate simple equivalent fractions, e.g., 1/2=2/4.
4/6=2/3. Explain why the fractions are equivalent.
Objectives: The student will be able to simplify or reduce fractions
while using manipulatives, and working through different activities.
Materials:
o Skittles
o Skittles Worksheet
Procedures:
Introduction:
The student will start with a review of her rules for simplifying
fractions. She will be asked a serious of fraction questions, just to give
her a reminder of how to simplify fractions.
Body:
We will start the Skittle activity next. The student will receive a
bag of Skittles and will have to sort them accordingly. She will separate
the candy by color. She will have to identify the part over whole, and
put the fraction into simplest form if it can be simplified. After that,
she will need to combine two colors, make a fraction, and put it into
simplest form. She will then combine three different colors, and then
four different colors after that. All of her work needs to be shown
below.
Closing:
At the end of the lesson, the student will be given a small exit
ticket to complete. As an extension to the lesson, she will have to
combined all five colors and simplify that fraction on a sticky note and
hand it to me on her way out of the room.
Assessment:
She will be observed through teacher observation. I will be
working one on one with her in order to ensure that she is meeting the

objective, and understanding the topic. I will be collecting all of the

work from the skittle activity to clarify.
Management Issues, Transitions, and Differentiation:
I was able to manage the student working, along with the time.
Transitioning from one activity to another was also very smooth,
considering each activity was a stepping-stone for the following
activity.
After reading through the students IEP, I was able to give her a
few different tools to ensure she does her best. I allowed her as much
time as she needed to complete each of the problems. Along with that,
she was able to use a multiplication chart to help her with any of her
multiplication facts. There are a lot of listening accommodations my
students need, which includes giving a lot of visual aids, repeating
directions, and using sophisticated language. Lastly, this is a very
hands-on activity, which accommodates to her learning style.