Task 3c

Elementary Mathematics for Washington
Assessment Commentary
Assessment Commentary Directions: Respond to the prompts below (no more than 12 single-
spaced pages, including prompts) by typing your responses within the brackets following each prompt.
Do not delete or alter the prompts; both the prompts and your responses are included in the total page
count allowed. Refer to the evidence chart in the handbook to ensure that this document complies with all
format specifications. Pages exceeding the maximum will not be scored.
1. Analyzing Student Learning
a. dentify the specific learning targets measured by the assessment you chose for
analysis.
!"he assessment that have chosen for analysis measures the learning targets from each of the
three learning segments. "he learning targets that are measured by the assessment are as
listed#
$. %nderstand a fraction as the &uantity formed by one part when a whole is divided into
e&ual parts.
'. %nderstand a fraction as the &uantity formed by one part of a set of ob(ects.
). %nderstand a fraction as the &uantity formed by one part when a whole is partitioned into
e&ual groups.*
b. Provide the evaluation criteria you used to analy+e student learning.
!,tudent learning will be analy+ed by the following evaluation criteria#
1. Does the student select the correct answer for each of the ten multiple-choice
&uestions.
2. Does the student provide a picture illustration that clearly represents the answer for
&uestions $$ /$'.
3. Does the student (ustify his or her picture by explaining in words with a sentence or two
for &uestions $$ / $'.*
c. Provide a graphic (table or chart) or narrative that summari+es student learning for your
whole class. 0e sure to summari+e student learning for all evaluation criteria described
above.
!"he following two charts summari+e student learning for the whole class using the
evaluation criteria described above. "he first chart shows student1s progress towards achieving
the evaluation criteria 2$. "he chart analy+es how many students out of $34 answered each of
the ten multiple-choice &uestions correctly. "he second chart analy+es the evaluation criteria 2'
/ 2). 5ach graph shows how many students out of the class answered the evaluation criteria 2'
and 2) for &uestions 2$$ and 2$' correctly. 6or each of the short-answer &uestions students
are scored on whether or not they provided a clear picture representation and if they provided
an explanation in words. 7ote4 scored &uestions $$ / $' with two points each4 this allowed
students to receive a point for completing the criteria 2$ and 2' for each problem.
8ll of the students completed the first section of the assessment4 which covers 2 $ in my
evaluation criteria. "he average score from this section of the assessment was 9.$:$;. <verall
students did a good (ob using the pictures provided in the assessment as a tool to choose the
correct answer for each of the multiple-choice &uestions. =hen students chose incorrect
answers noticed they misinterpreted the &uestion and answered it incorrectly not necessarily
because they misunderstood the concept but rather because they didn1t read the &uestion
carefully. n looking at the graph below you can see patterns of where student1s understood
concepts and where they struggled to identify the correct answer; in some cases this was due to
a lack of understanding the concept and in other cases appeared that students didn1t read the
&uestion carefully. 6or example4 only nine students out of $3 answered &uestion 2$; correctly.
n this case4 students struggled to understand the concept of understanding fractions as the
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per%itted only pursuant to the ter%s of a 'ritten li)ense agree%ent.
&uantity formed by one part when a whole is partitioned into e&ual groups. "he student1s that
answered this incorrectly chose either four or six as their answer. "he answer four has no
connection to the &uestion while the answer six would show the number of cats that were
wearing a collar when the &uestion asks how many were 7<" wearing a collar. <verall students
had a harder time identifying the learning target of understanding fractions as parts of a group4
which could be contributed to the fact that we had (ust learned this concept during that day1s
lesson4 so student1s didn1t have a lot of time to practice or build mathematical connections to
this concept. n looking at the graph you can also identify that all students answered &uestions
one and nine correctly. "his shows me that as a whole class4 students understood the concepts
of these &uestions. 0oth of these &uestions measured student1s ability to recogni+e and identify
fractions through interpreting fraction pictures.
"he second section of this assessment4 summari+ed in the second chart graph4 shows
students ability to apply the knowledge they1ve learned from the three learning segments. "he
average score from this section of the assessment was ):>. <ut of the $3 students they all
completed this portion of the assessment. n answering &uestions 2$$ and 2$'4 students did a
good (ob at applying knowledge about fractions in both drawing and explaining their reasoning
to answer each &uestion. n interpreting the graph below you can identify that students struggled
to (ustify their answers for &uestion 2$$. <ut of $3 students4 only $' students successfully met
the evaluation criteria 2) by (ustifying their reasoning or picture illustration. n looking at the
graph below you can see that the ma(ority of students successfully fulfilled both evaluation
criteria for &uestion 2$'. n this &uestion students were given the opportunity to apply their
learned knowledge by giving an example of something they see everyday that can represent a
fraction. 6or this &uestion my focus student 2)4 drew a picture of a clock and explained how
they could cut the clock into one-half. ,tudent1s response to this &uestion revealed their ability
to apply their knowledge of fractions to the world around them.
0elow are the graphs used to interpret students overall achievement on this assessment.
0oth graphs analy+e student1s performance out of the entire class. "he bar graphs shown
depict student1s who met the re&uirements and scored correctly for the evaluation criteria listed.
?eaning that the graph shows the number of students who answered correctly for each given
criteria on the assessment.
6irst @raph# "his graph shows the results for the evaluation criteria 2$. 5ach of the colored
bars represents each problem on the multiple-choice assessment. Aiewing the graph from the
left to right its goes through &uestions $ through $;. ?eaning that the first purple shaded bar
represents &uestion $4 the first teal shaded bar represent &uestion '4 the first green shaded bar
represents &uestion )4 and so on. Please reference to the summary above to get a clear
interpretation of this graph.
,econd @raph# "his graph shows the results for the evaluation criteria 2' and 2).
Problems 2$$ and 2$' on the assessment were graded using two evaluation criteria for each
problem4 making each problem worth two points. Please reference to the summary above and
the key below to get a clear interpretation of this graph. "he following is the key for interpreting
this graph#
Purple 0ar# Represents the number of students who answered the evaluation criteria 2' for
&uestion $$ correctly.
"eal 0ar# Represents the number of students who answered the evaluation criteria 2) for
&uestion $$ correctly.
@reen 0ar# Represents the number of students who answered the evaluation criteria 2' for
&uestion $' correctly.
Red 0ar# Represents the number of students who answered the evaluation criteria 2) for
&uestion $' correctly.
*
d. Provide a graphic (table or chart) or narrative that summari+es student understanding of
their own learning progress (student voice).
!During the first lesson4 students had little understanding of the concepts of fractions and
how to determine the difference between a fractions numerator and denominator. was able to
recogni+e this by eliciting student voice. 6or example4 when asked students to tell me what
they knew about fractions the ma(ority of them could tell me that a fraction was part of
something but couldn1t provide me with an example or reasoning for their definition. n addition4
when first presenting students with information about fractions they couldn1t differentiate
between the numerator and the denominator. n recogni+ing students struggle4 created the
following chant4 Bnumerator starts with 7% for never under. Denominator starts with D making it
go down4 down4 down.C 8fter introducing students to this chant4 recogni+ed their ability to
identify the difference between the numerator and denominator by listening to student voice
during the discussion &uestions in class. found that by showing students examples and
referencing the chant4 they were able to identify the meaning of fraction and determine which
numbers represented the numerator and denominator.
During the first lesson segment4 students were able to discuss their flag designs in fractional
terms when presenting them to the class. n answering &uestions and sharing how their flags
represented fractions students were right on-target. =hen asked students4 B=hat fraction of
your flag represents the largest fraction.C most students could correctly identify the fraction on
their flag. n addition when giving students sample &uestions that re&uired them to analy+e a
situation and then determine the fraction4 they were able to correctly identify the fraction without
much guidance.
"hroughout the second lesson4 students had some trouble identifying fractions as parts of a
set. Dowever4 after providing students with picture examples and examples using ob(ects under
the document camera they were on-target with understanding this concept. During the lesson
activity of completing the B6un 6ractions with ?/?1sC worksheet students were successfully
able to identify the fraction of their ?/?s that represented each color. "hroughout this activity
students were given opportunities to elicit student voice. 8s students worked individually
through each step they were able to identify their ?/? fractions and compare the similarities
and differences with their partners. <verall4 this engaging activity provided student1s with
opportunities to elicit student voice and deepen their understanding of the concept of fractions
as part of a set.
8s we progressed through the third lesson4 students struggled to understand the concept of
recogni+ing fractions as parts of a group. 8s a class students could identify the fractions when
we worked step-by-step together. During the instruction portion of this lesson students were
beginning to voice their understanding as they used counter chips as a visuali+ation to answer
each &uestion. Dowever4 when students were presented with the B6raction 8venueC worksheet
they struggled to understand the complex fractional groupings. 6or example4 students could
easily interpret how many houses had trees when the assignment stated4 Bthere are trees in the
front yard of E of the houses.C Dowever4 when trying to interpret4 Bthere are cars parked outside
of F of the housesC students struggled to identify what number would represent F of the eight
houses. 8fter drawing an illustration on the board and showing students how the denominator
four represents the number of e&ual groups we had in all4 the students still struggled to
understand the concept. 8t the end of the lesson4 the non-struggling mathematics students
developed an understanding of this more complex concept of fractions. n looking at students
scored assessments4 recogni+e that students will still need additional guidance and practice in
understanding this concept.
<verall think the students understanding of their own learning progress improved
throughout the learning segments. Dowever4 in saying this students still need further instruction
to improve their understanding and further their learning progress toward developing a deep
understanding of the learning targets presented during this unit. ,pecifically my struggling
readers and 5P students may need individuali+ed and direct instruction in understanding the
learning target from the third learning segment4 understanding a fraction as the &uantity formed
by one part when a whole is partitioned into e&ual groups.*
e. %se evidence found in the 3 student work samples, student self-reflections, and the
whole class summary to analy+e the patterns of learning for the whole class and
differences for groups or individual learners relative to
conceptual understanding
procedural fluency
mathematical reasoning or problem solving skills
Gonsider what students understand and do well4 and where they continue to struggle
(e.g.4 common errors4 confusions4 need for greater challenge).
!5vidence of feedback is written on the student work samples4 submitted in "ask )0. n
analy+ing the three student work samples4 student self-reflections4 and the whole class
summary was able to identify what student1s understood as well as where they continued to
struggle throughout this learning segment. "he ma(ority of students were comfortable with
identifying and modeling fractions when given a &uestion or scenario to respond too. 6or the
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most part4 students learned how to identify and classify fractions as parts of a whole and parts
of a set. Dowever4 the ma(ority of students in the class still struggle at interpreting fractions as
parts of a group.
6rom reviewing the whole classes completed assessments can clearly recogni+e which
students developed a conceptual understanding of fractions. 8s students progressed through
this unit4 their conceptual understanding grew as they developed an understanding of why the
concept of fractions is important and the context in which it is useful. ,tudents who
demonstrated a conceptual understanding were able to organi+e their knowledge in a way that
allowed them to learn new concepts of fractions by connecting them to the concepts and ideas
they had already learned from the previous learning segments. n looking for evidence of
student1s conceptual understanding looked in both student1s performance as well as their
ability to verbali+e connections among fraction concepts. n many cases students struggled to
verbali+e the connections but could demonstrate conceptual understanding through modeling
their ideas during specific tasks and assignments. 6or example4 in student 2$1s work sample
you can see how they struggled to demonstrate conceptual understanding through a written
response. 6or this &uestion (2$$ on the assessment) this student drew a clear picture
representation of a set of ten ob(ects divided e&ually among five friends. n looking at the
student1s drawing you can see they were able to clearly model their understanding but struggled
to explain their reasoning in a written response. <verall4 this students picture demonstrates
conceptual understanding because they drew five friends with lines pointing towards groups of
two marbles; this suggests that the student clearly understood that in order to divide ten ob(ects
e&ually among five friends they would each receive two ob(ects.
n analy+ing the whole class performance can identify areas of strength as well as areas
where student1s need work in further developing their procedural fluency. n the first two lesson
segments students were on-target knowing when and how to apply knowledge and procedures
accurately in class discussions and assignments. "hroughout the learning activities students
demonstrated their procedural fluency by actively participating in class discussions and thinking
flexibly and efficiently throughout the learning segment. 6or example4 when presented students
with a task card stating4 B have > cats. <nly E of the cats have collars. Dow many cats do 7<"
have collars.C they were able to recogni+e the different methods and procedures to arrive at the
same answer. ,ome students found it easier to draw four cats and divide the cats evenly into
two groups while others found it easier to simply divide > by ' to find the correct answer. n
encouraging student1s procedural fluency encouraged them to solve problems by using
different methods and to share the procedures they used with the class. n specifically analy+ing
my 5P students4 there were times during instruction where they struggled to use procedures
efficiently because they (ust applied the knowledge they learned without developing conceptual
understanding. "o promote procedural fluency for struggling students provided opportunities
during instruction where modeled multiple strategies for solving and comparing fractions. n
addition4 establishing connections between new concepts to previously learned knowledge
throughout my instruction.
n looking at the three students work samples could recogni+e the different problem solving
skills they used throughout the assessment. 6or example4 in student 2)1s work sample4 can
see how they used problem solving skills by observing the work they displayed to solve each
math problem successfully. n answering &uestion 2H4 which asked4 Bthere are $; houses on my
block. ):$; of the houses are for sale. =hat fraction of the houses are 7<" for sale.C the
student drew for sale signs in front of three of the houses to help them determine what fraction
of the houses were not for sale. n analy+ing this student1s problem solving skills can see how
they worked through the details of the problem and drew a visual representation to help them
reach the solution. <verall4 this student1s critical thinking and problem solving skills can be seen
in their displayed work throughout the assessment.
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"he most prevalent misunderstanding that identified is the confusion in recogni+ing
fractions as parts of a group. 6or example4 students specifically struggled interpreting fractions
such as F of eight. "hus4 will clarify this concept and provide students with opportunities to
practice re-learning and applying this knowledge in future lessons. 8lso4 from looking at student
work samples and student-self reflections could see students struggle at understanding
fractions as parts of a group. n student 2'1s self-reflection they wrote4 B did not know how to
group fractionsC for the portion of the reflection that asked them to identify something they did
not understand. <verall4 in looking at the three student work samples4 self-reflections4 and from
the whole class summary recogni+e that the ma(ority of students still need guided practice to
further their understanding of fractions as parts of a group.*
2. "eed#ack to $uide "urther Learning
Refer to specific evidence of submitted feedback to support your explanations.
a. n what form did you submit your evidence of feedback for the ) focus students. %&elete
choices that do not apply.'
=ritten directly on work samples or in a separate document
b. Describe what you did to help each student understand his:her performance on
the assessment.
!"o help students understand his:her performance on the assessment they can see how
they did overall by looking at the points they got right out of the total points possible for each
section. 6or example in the multiple-choice section student 2$ scored 9:$; and on the short-
answer section they scored ):>. "his provides the student with evidence of their overall
performance of achieving the learning target. n addition4 provided this student with both
positive and directive feedback to guide their future learning.
"o help students understand their overall performance provided them with specific
corrective feedback. "his helped students understand what &uestions they got wrong and why.
?y purpose in giving specific feedback4 as opposed to (ust marking it wrong4 was to help each
student understand his:her performance. n writing feedback it helped students understand the
expectations for each problem so that they could visually see how they answered the &uestion
incorrectly. n addition4 written feedback provides students with constructive responses that help
improve their performance in the future. also provided students with positive feedback that
would show them areas of the assessment that they did exceptionally well on. n writing
feedback found opportunities to encourage each students when they made a good explanation
or representation of a fraction. =hen students answered &uestions incorrectly gave them
specific reminders or guidance to help them understand their performance. 0y providing
students with both positive and corrective feedback on their returned assessments it gives them
the opportunity to use this feedback as a tool to guide their continued learning.
<n student 2$1s work sample4 the student incorrectly answered &uestion 2) on the multiple-
choice portion of this assessment. n my feedback4 wrote# B0e sure to read the directions
carefully. "his picture does show that ,ally has ':3 pi++a4 but how many more pieces does she
need to have a whole pi++a.C "his reminds the student that they need to read the &uestion more
carefully before responding. n this scenario4 the student likely interpreted the picture as ':3
and assumed that was the answer. "his response shows me that the student most likely has an
understanding of how to read and interpret fractions by reading the picture. "he reason for not
providing student with the correct answer is because want to provide them with the opportunity
to find the answer on their own. n providing feedback guided their thinking by pointing out that
they need to re-read the &uestion carefully and think about how many more pieces ,ally needs
to have one whole pi++a. "he student can then use this feedback to understand why they were
correct and how to improve their performance on future learning tasks.
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<n student 2'1s work sample4 the student incorrectly answered &uestion 2I on the multiple-
choice portion of the assessment. n my feedback4 wrote# B8gain4 be sure to read the &uestion
carefully. Joe did eat ):$; of the skittles but this &uestion is asking what fraction of skittles are
left.C n this response recogni+ed and referred to the students incorrect answer of ):$;4 this
showed them that understood where they got their reasoning for this incorrect answer. n
guiding students learning and giving them an opportunity to correct their response provided
them with the following feedback4 B"ry using the picture by crossing out the number of skittles
Joe ateKnow what fraction is left.C "his response guided the student to analy+e the provided
picture illustration to help them find the correct answer of how many skittles Joe had left. "he
student can then read this feedback and think a little deeper about why the answer was BbC not
BaC.
<n student 2)1s work sample4 the student correctly answered &uestion 2$' in the short-
answer portion of this assessment. "he feedback provided on this assessment is an example
of how used positive feedback to guide students in deepening their understanding of fractions.
n my feedback4 wrote# B@reat example of something you see everyday that represents a
fraction. like how you showed how you would divide the clock in E by drawing a line through
your picture.C "his feedback showed the student that appreciated their hard work towards
understanding the concept of fractions in the world around them. "o encourage students
growth in understanding and interpreting fractions provided them with the following feedback4
B&uestion to think about# what other fractions can be seen on this clock L can you divide it into
fourths.C "he student can read this feedback and think a little deeper about the example they
provided while building more connections to what fractions can be represented on this clock.*
c. 5xplain how feedback provided to the ) focus students addresses their individual
strengths and needs relative to the learning targets measured.
!"o all three of my focus students gave specific feedback that highlighted students
strengths as well as areas students needed to work on. n looking at each assessment
recogni+ed patterns in areas where students continued to struggle or succeed. "his allowed me
to write specific feedback that helped students understand areas they needed to review. 0y
providing students with direct and gentle feedback4 maintained their self-worth while directing
their attention to areas that needed improvement. n encouraging student growth towards
understanding fractions did not provide them with the correct answers so that they could go
back and correct their work. n looking at students overall performance can use their scores to
determine which learning targets need to be reviewed to further develop students1
understanding of fractions. can also use their performance as a guide to plan additional
lessons on these topics. 0y reviewing their assessments before further instruction on the topic
of fractions can ensure that review the areas of struggle4 clarify misconceptions4 and provide
students with necessary supports to promote their learning.
<n student 2'1s work sample4 provided them with specific feedback to help them recogni+e
the errors they made. Due to the fact that this student falls under the 5P category4 provided
them with both corrective and positive feedback. 6or &uestions the student answered
incorrectly4 made suggestions that helped the student re-think their mathematical reasoning
and problem solving. 6or example4 for &uestion 2M on the multiple-choice portion of this
assessment wrote4 B0e sure to read the &uestion carefully. Re-think about what numbers
represent the numerator and denominator.C "his feedback encouraged the student to re-
evaluate their reasoning and find a new solution to this problem.
n providing student 2) feedback4 included feedback that promoted further thinking. Due to
the fact that this student is an excelling learner in the area of mathematics4 focused my
feedback on positive reinforcement as well as encouragement to develop a deeper level of
mathematical thinking and reasoning.*
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d. Dow will you support students to apply the feedback to guide improvement4 either
within the learning segment or at a later time.
!8fter returning the assessments to students4 plan on having a class period where we work
through the assessment4 specifically the areas where students struggled. 7ext4 will have
students work through the assessment with a partner and discuss their reasoning for answering
each &uestion. "o encourage student growth in learning fractions students will be grouped with
a partner that succeeded in different areas than themselves. ,tudents will be encouraged to
work together and explain their mathematical reasoning and problem solving strategies. "he
class will be informed that the scores on this assessment provide us with feedback that gives us
the opportunity to guide our further learning. "his will also allow students to re-teach each other
the concepts they didn1t understand throughout the learning segments. n addition4 will ask
students to listen carefully to their partner1s mathematical reasoning and problem solving skills.
5ven if students know the correct answer they will be encouraged to be respectful and attentive
to their partners response because it will give them the opportunity to deepen and further their
understanding of fractions. <verall4 by having students reflect on their assessment with a peer it
gives them opportunities to share their mathematical reasoning and problem solving skills used
in answering each &uestion. "hrough students discussions it will promote further engagement in
learning as well as encouragement and guidance from peers in areas where each individual
student struggled. 8fter students discuss their mathematical reasoning used to answer
&uestions they will be provided an opportunity to individually correct their assessment by writing
new answers on a separate sheet of paper. ,tudents will be asked to (ustify these new answers
by explaining their reasoning for the answer being correct and attaching their corrections to the
assessment to turn in to me again.
n re-analy+ing students corrected assessments4 am aware that they will still need further
guidance or reinforcement in some areas. n planning future learning4 will continue to engage
students in enhancing their knowledge and understanding of fractions. want to give students
more opportunities to practice implementing mathematical reasoning and problem solving skills
by solving and interpreting fractions. t is my goal to provide students with engaging activities
that stimulate their thinking and promote growth towards deepening their understanding and
knowledge of the concepts of fractions. n recogni+ing students struggle with understanding
fractions as parts of a group4 plan to re-teach this concept and provide students with
opportunities to engage in tasks and activities that promote their learning towards better
understanding these concepts. <verall4 especially want to plan future learning tasks that build
on student1s prior knowledge in a way that teaches them to analy+e and interpret more complex
fractions.*
3. *+idence of Language ,nderstanding and ,se
Nou may provide evidence of students1 language use from -.*, /0- -1 ALL
/21** of the following sources3
$. %se video clips from "ask ' and provide time-stamp references for language use.
'. ,ubmit an additional video file named BOanguage %seC of no more than I minutes in
length and provide time-stamp references for student language use (this can be footage
of one or more students1 language use). ,ubmit the clip in "ask ) Part 0.
). %se the student work samples analy+ed in "ask ) and cite language use.
=hen responding to the prompt below4 use concrete examples from the video clips (using
time-stamp references) and:or student work samples as evidence. 5vidence from the clips
may focus on one or more students.
5xplain and provide evidence for the extent to which your students were able to use or
struggled to use language (selected function4 vocabulary4 and additional identified
language demands from "ask $) to develop content understandings.
!During my learning segment4 students were given opportunities to use several of my
selected language functions. ,tudents were given multiple opportunities throughout each lesson
to use the selected function4 model, as they worked through sample problems and completed
individual assignments. n each of my three learning segments provided opportunities for
students to model their understanding as well as use given models to interpret fractions. During
the activity of designing fraction flags in lesson $4 students had to model their understanding of
fractions as parts of a whole by designing a flag. n this activity students had to model a flag and
identify it as a fraction by specifically classifying the numerator and denominator for each given
part of their flag. n my second lesson4 students were presented with a fraction model of a set of
ob(ects. ,tudents were asked to interpret this model by answering &uestions and writing
responses on individual white-boards. n my third lesson4 students were provided with multiple
opportunities to model their knowledge and understanding of the concept of fractions as parts of
a group. n the introduction activity of this lesson students were provided with counters used to
model the given fraction. 6or example4 students were asked to group the counters to help them
visuali+e and build their conceptual understanding of this concept. n addition4 this selected
language function was part of the student work sample assessments4 for which students had to
model fractions by drawing picture representations that explained the given &uestions (&uestion
21s $$ / $' in the provided sample assessment L see below).
,tudents also had the opportunity to use the language functions describe4 explain4
represent4 and compare throughout each of the three learning segments. "he ma(ority of
opportunities4 provided to students to use these language functions were in the sample
problems during the instruction and explore tasks in each lesson segment. "hroughout my
instruction provided students with examples that asked them to describe4 explain4 model4 and
compare fractions. ,pecifically4 in my second lesson segment students were given the
opportunity to use the ma(ority of these language functions. 6or example4 during instruction
asked students to explain and describe fractions through analy+ing and interpreting sets of
ob(ects. n addition4 during the B6un 6ractions with ?/?1sC worksheet students had the
opportunity to model their understanding and compare what fractions of their ?/?s were larger
or smaller.
,tudents were given opportunities to learn (or re-learn) the vocabulary terms4 fraction4
numerator4 denominator4 set4 and group. 6or each lesson4 students had to understand how to
interpret and apply the terms fraction4 numerator4 and denominator. 6or example4 the first
lesson they had to understand how these terms applied to fractions as parts of a whole4 in the
second lesson how they applied to fractions as parts of a set4 and in the third lesson how they
applied to fractions as parts of a group. "hrough our class discussions and through oral
feedback4 students were able to further their understanding of these vocabulary terms and how
they applied to the central focus of each of my learning segments.
During each of the learning segments and the assessments provided throughout this unit4
students were provided opportunities to explain and (ustify their mathematical reasoning and
problem solving strategies both orally and through writing. During class discussions elicited
student voice by asking direct &uestions that re&uired students to apply the knowledge they had
learned. "his gave students the opportunity to put their thoughts into words and describe their
mathematical thinking orally. "hrough the various learning tasks in each learning segment4 and
the assessment given in lesson ) (see attachment below)4 students were able to discuss their
ideas by responding to &uestions and drawing and explaining examples of fractions.*
. ,sing Assessment to 6nform 6nstruction
a. 0ased on your analysis of student learning presented in prompts $cLe4 describe next
steps for instruction to impact student learning
for the whole class
for the ) focus students and other individuals:groups with specific needs
Gonsider the variety of learners in your class who may re&uire different
strategies:support (e.g.4 students with 5Ps4 5nglish language learners4 struggling
readers4 underperforming students or those with gaps in academic knowledge4 and:or
gifted students needing greater support or challenge).
!6or the whole class4 definitely want to continue to teach and reinforce the concept of
understanding fractions as parts of a group. <verall4 because this learning segment was the
first time student1s were formally introduced to fractions4 they need further instruction and
guidance in helping them develop a conceptual understanding of the learning targets from this
unit. n future lessons4 plan to incorporate opportunities for students to build connection to
fraction concepts and apply them in their everyday life experiences. 0y giving students these
opportunities it will set a positive purpose for learning. ?y goal in teaching mathematics is to
provide students with enriching lessons that help them recogni+e the usefulness and importance
of understanding fractions in their everyday lives. 6rom looking at my student1s assessments4
could tell that three lessons were not enough to have students reach a mastery level of
understanding fractions. 8s a group4 this class is below grade level in regards to both reading
and mathematics4 so it will take extra instruction and continued practice to really help students
feel comfortable with achieving the learning targets from this unit. ,pecifically4 want to work
through examples that ask students to recogni+e and interpret fractions as parts of groups. 6or
example4 will give students prompt &uestions that ask them to identify F of 34 or E of M. "his
will give them the opportunity to further their understanding and build connections to these
concepts. 6or my 5P students or other struggling learners (7ote# there are no 5OO or I;>
category students in this learning segment) will provide them with visuali+ations and hands on
activities to help them explore this concept. will provide students with continued practice in the
form of both written and oral practice4 to ensure they have multiple opportunities to elicit student
voice.
6or the three focus students4 will give them opportunities that fit their individual learning
needs. 6or example4 student 2$ is an average learner that needs continued practice and
guidance to help them understand the concepts covered in this unit. n knowing this student1s
mathematical capabilities feel they will excel &uickly as they1re provided with more
opportunities to elicit their understanding. n addition4 by providing this student with corrective
feedback on their assessment4 they will be able to visuali+e the errors they1ve made and make
corrections to their work. ,tudent 2' however4 is classified under the 5P category meaning that
they will need intensive instruction and guidance over the concepts of fractions. n looking at
this students self-reflection was surprised at how they scored their understanding of each
learning target as having a deep understanding (ranking themselves with a I on the self-
reflection). Dowever4 in knowing this student4 believe they felt they had succeeded at these
lessons because they en(oyed the lesson content and activities. 8lthough4 in comparing this
students previous mathematics scores to the scores they received in this learning segment4 they
really excelled. Due to this student1s improvement in understanding mathematics4 can see how
they feel they deserve a I in interpreting their performance4 even though the results of their
assessment don1t reflect this. n looking at student 2)1s work samples recogni+e that this
student should be provided with additional resources to promote continued learning of fractions.
"his student scored $;:$; on the multiple-choice section of the assessment and ):> on the
short-answer portion of the assessment. n saying this4 plan to provide this student with
activities and assignments that challenge them to further develop their conceptual
understanding and procedural fluency of fractions as parts of a whole4 parts of a set4 and parts
of a group. n addition4 because this student learns at a faster pace in comparison to their
peers4 plan to provide extra examples when working one-on-one with this student. <verall4 by
allowing all three of my focused students to re-evaluate and correct their assessments it gives
them the opportunity to reflect and improve their learning. 0y asking students to make these
corrections it re&uires them to re-think and develop stronger conceptual understandings and
procedural fluency towards understanding these concepts.
6or struggling readers and 5OOs who struggled grasping the concepts or vocabulary in
these lesson segments plan on providing them additional tools to help them further their
learning. n planning further instruction will provide students with extended learning tasks that
scaffold by building on simple tasks and concepts. 0y monitoring student learning and having
them work from simple tasks to more complex tasks4 it will provide them with the necessary
skills and confidence to further their learning on the topic of fractions.
6or students who excel at understanding and applying the lesson content will structure
lesson activities in a way that supports and challenges their learning. n planning4 instructing4
and assessing my future lessons on fractions will plan to provide additional tasks and sample
problems during instruction to challenge theses students learning. f students finish the assigned
task before the rest of the class will have an engaging activity or task that furthers their
learning on the concept of fractions; this could be in the form of an assignment4 hands-on
activity such as creating a fraction model4 and:or a fraction game4 etc.
n summary4 the whole class needs more guided practice and opportunities to explore the
concepts of fractions as parts of a whole4 parts of a set4 and parts of a group. n knowing that
these lessons were the first time students were formally introduced to fractions4 am aware that
students need more opportunities to learn and explore these concepts before they are able to
reach a mastery level of understanding.*
b. 5xplain how these next steps follow from your analysis of student learning and student
self-reflections. ,upport your explanation with principles from research and:or theory.
! was able to develop next steps in planning4 instructing4 and assessing students from my
analysis of student learning and their self-reflections. 6rom analy+ing students overall
performance concluded that students still need more exposure to the concept of fractions4
especially since this was the first time they were exposed to these concepts. ,tudents need
more opportunities to practice identifying4 interpreting4 and modeling fractions4 thus the reasons
used the steps described above in future instruction over these concepts. n following the
same lesson format of the lessons taught in this learning segment4 plan on continuing to use
0urns (';;9) lesson format of developing a lesson into three parts; introduce4 explore4 and
summari+e. find this lesson format to build on student learning. 0y focusing your learning
segment in three tasks it provides you with the opportunity to use both informal and formal
assessments to check for student understanding. 0efore moving on to the next step in future
lessons plan on asking &uestions that allow students to elicit their voice by asking students
directly if they feel prepared to move on to the next task. "his will provide students with the
opportunity to elicit their voice orally and ask for any clarifications on any misunderstanding or
areas of confusion.
n following 0runer1s theory of discovery learning and scaffolding4 plan to provide learning
supports that interest students while building their conceptual understanding of fractions.
<verall4 both of 0runer1s theories support my desire to continue to engage students in tasks that
build on simple fraction knowledge to more complex knowledge. n continuing to plan lessons
on fractions will continue to promote exploration of fractions by following 0runer1s concept of
discovery learning ($HM;). n my previous lessons4 by allowing students to model fractions
through the tasks of creating flags4 using ?/?s as a reference4 and drawing illustrations that
represented fractions as parts of a group4 promoted discovery learning. n reflecting on my
previous learning activities plan to continue to incorporate interactive tasks that engage
students and re&uire them to apply their knowledge and understanding of fractions. "hrough
scaffolding instruction and consistently connecting the concepts of fractions when introducing
new concepts4 students will work towards becoming independent mathematicians who can
identify4 interpret4 and model fraction concepts with confidence and efficiency.
n analy+ing student1s self-reflections was able to identify that they lacked understanding
over the concept of fractions as parts of a group. =hen asking students the following prompt
&uestion in the self-reflection4 B can find extra help byKC their responses consisted of Bwith a
teacherC4 B ask my parentsC4 and Bmy teacherC. "hese responses show me that student1s have
some knowledge of the resources they can use to find additional help. <verall4 students en(oyed
the learning tasks and activities in this fraction unit. n knowing students interests and learning
styles4 was able to successfully plan learning segments that engaged them in developing
knowledge and understanding of the concepts of fractions. n looking at student1s responses
from the assessment can see that they really en(oyed the second lesson of understanding
parts of a set. <ut of my three focused students4 they all wrote that they en(oyed learning
fractions with ?/?s. n looking at students learning throughout this lesson4 can conclude that
they were very enthusiastic to use ?/?s to model fractions. "his lesson not only promoted
students engagement in the task but also excited their interest in recogni+ing fractions in the
world around them.*

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Elementary Mathematics for Washington

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